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""The reality is that to survive in a fast-changing world you need to be creative," says Gerard J. Puccio, chairman of the International Center for Studies in Creativity at Buffalo State College, which has the nation's oldest creative studies program, having offered courses in it since 1967. "That is why you are seeing more attention to creativity at universities," he says. "The marketplace is demanding it." Critical thinking has long been regarded as the essential skill for success, but it's not enough, says Dr. Puccio. Creativity moves beyond mere synthesis and evaluation and is, he says, "the higher order skill." This has not been a sudden development. Nearly 20 years ago "creating" replaced "evaluation" at the top of Bloom's Taxonomy of learning objectives. In 2010 "creativity" was the factor most crucial for success found in an I.B.M. survey of 1,500 chief executives in 33 industries."

"So what do I mean by creative skills? These three mainly: The ability to create/generate ideas, create things either virtual or real that have value, are new and surprising. Being imaginative and extending ideas beyond the boundaries in which they are generated - taking A and applying it to B. Being 'creative' within a system/framework. I studied engineering and found that it enabled a framework of thought that allowed me to be creative within its constraints. Systematic creativity is encouraged and enabled in many disciplines such as the arts, science, design and of course, engineering."

IQ was a popular measurement but it did not capture the type of thinking that generated novel solutions to urgent predicaments. First, creativity is not equivalent to intelligence. Second, divergent thinking is central to the concept of creativity. Third, we can develop tests to measure divergent thinking skills. What is the relationship between creativity and intelligence? How do we measure creativity? And what, exactly, is creativity? undergrads were better at solving insight-based problems when they tested during their least optimal time participants who played a difficult working memory game known as the n-BACK task scored higher on tests of a fundamental cognitive ability known as fluid intelligence: the capacity to solve new problems, to make insights and see connections independent of previous knowledge. Cognitive flexibility, the ability to switch between thinking about two concepts or consider multiple perspectives simultaneously

"A brief overview of how to use the iPad for visual recording/notetaking. Includes things to consider when doing this; how this is different from traditional (paper-based) visual recording; and comparisons of four tools (Ideas, AirSketch, Brushes, and SketchbookPro). For details about how I made this video, please see this blog post: http://ninmah.be/2010/08/02/ipad-visual-movie/ For my TEDx talk, "Drawing in Class," about personal visual note-taking on the iPad, please see this link: http://www.youtube.com/watch?v=3tJPeumHNLY All media used in this video are licensed under Creative Commons and are used in accordance with their respective licenses. This video is licensed under a Creative Commons (by-nc-sa) 3.0 license. "

"By engaging teachers and the technology integrationist in conversations about the curriculum, specific class dynamics and capabilities of the technology, we are now able to talk about what we would like to do, the tools best suited for that purpose, ways to tweak units or lessons, and what is not working. This collaborative, co-teaching model has allowed for us to find connections across content areas, classes and our district. We all recognize how much is gained when we are allowed to really talk about our curriculum and our students, and this model allows for that creative, collaborative time to work through complex and interesting questions and ideas about integrating technology effectively. "

"As I design a lesson or assessment, I ask myself if what I've designed, or what the students must master, correlates to the important skills of: Collaboration Communication Critical Thinking Creativity My lessons and tests must incorporate one or more of of the four Cs to, in my opinion, be worthy of spending precious instructional time in the classroom. On another note, the other short rubric I keep in my head is related to differentiating my lessons. Looking at teacher and education author Dr. Carol Tomlinson's list of ways to differentiate in the classroom, you'll notice that this aligns nicely with the four Cs above. Tomlinson explains that the four elements that lend themselves naturally to differentiation are: Process Environment Content Product"

Ramsey Musallam, a high school chemistry teacher from the San Francisco Bay Area, has been creatively using digital tools in his classroom for several years as a way to drive students to deeper inquiry. In a recent TED talk, Musallam says that a teacher's strongest tool - the force that draws students deeper into learning - is piquing students' curiosity. In his classroom, Musallam follows three rules: curiosity comes first, embrace the mess, and reflect and revise.

"Sir Ken Robinson outlines 3 principles crucial for the human mind to flourish -- and how current education culture works against them. In a funny, stirring talk he tells us how to get out of the educational "death valley" we now face, and how to nurture our youngest generations with a climate of possibility. "

"In the process of writing and finalizing the chapter on "Visual Notetaking" for my forthcoming eBook, "Mapping Media to the Common Core," I found Giulia Forsythe's blog page "Visual Practice" and her WONDERFUL presentation a year ago for the 2012 University of Mary Washington Faculty Academy. Her presentation slides are available on SlideShare, and the entire 68 minute, recorded presentation is on Vimeo. I highly recommend you watch this entire presentation if you're interested (as you should be) in learning more about visual notes."