Name: Lindy Lou C. Gregorio Course: BECED

Name: Lindy Lou C.
Gregorio Course: BECED

Directions: Watch the video on creativity and intelligence and write your conclusion/reflection below.
(https://courses.lumenleaming.com/wmopen-psychology/chapter/what-are-intelli gence-and-
creativity/)
Intelligence is a complex characteristic of cognition. Many theories have been developed to

explain what intelligence is and how it works. There’s Sternberg’s triarchic theory of intelligence that
focuses on analytical, creative, and practical intelligence, but there is also Gardner’s theory which holds
that intelligence is comprised of many factors. Still other theories focus on the importance of emotional
intelligence. So intelligence matters, it demonstrates your ability to gather knowledge and effectively
use it. Creativity is the ability to go beyond the intelligence frame and capitalize on seemingly random
connections of concepts. In conclusion: expert creative don’t need to be more intelligent than the
average person. They simple do three things more diligently than anyone else: they have more
experiences, they think on their experiences more often, and when they start pursuing potential
outcomes to problems or projects they simply work more with the ideas they come up with whereas
everyone else gives up after evaluating just one or two possible ideas, or by letting their inner critic
prevent them from exploring more. Creativity is the ability to come up with new ideas through a mental
process of connecting existing concepts. The ideas don’t have to be revolutionary (which is a common
misconception many people have about creative thinking), they just have to be new for the thinker. In
conclusion: expert creative don’t need to be more intelligent than the average person. They simple do
three things more diligently than anyone else: they have more experiences, they think on their
experiences more often, and when they start pursuing potential outcomes to problems or projects they
simply work more with the ideas they come up with (whereas everyone else gives up after evaluating
just one or two possible ideas, or by letting their inner critic prevent them from exploring more.
Directions: Create a matrix presenting the relationship between creativity and intelligence and child
development, Place creativity at the center of you matrix.
Creativity Intelligen Child Development
Ability to perceive Ability to acquire knowledge

 Cognitive
thinks in a novel and to utilize it accordingly.
manner, create new  Behavioural
Used in a wider scope along
ideas and concept, and with the aspect of creativity,
thus to make knowledge, logic, rational,
innovative creation. thinking
Primarily used with the
concept of
imagination, talent s
and innovativeness
The relationship between intelligence and creativity is that both of them are functions of the brain that
process information to determine a solution or an answer to a problem. Intelligence and creativity are
different abilities that contribute to the other.
Intelligence can be measured by the intelligence quotient or IQ. Creativity, on the other hand, is not so
easy to measure. The general belief is that people with high IQs are generally more creative, and people
who are highly creative have high IQs. This isn't necessarily true. Although scientists have found a
correlation between those individuals with an IQ of 120 or more having a higher level of creativity, the
relationship between intelligence and creativity is more of an overlap of skills or abilities instead of a
dependence on one another.
Activity 3
Looking at the creative process, how are you going to use it as your guide for your children in your class?
Discuss your answer below ..
When designing learning experiences, teachers can plan and frame curriculum and provide tools that
give students options, voice, and choice in order to enable them to be creative. In my work in schools,
I’ve found four things that successful teachers do to develop creativity in their students.
1. Set up learning activities that allow students to explore their creativity in relevant, interesting, and
worthwhile ways. Classroom example: Fourth-grade students are presented with a sample of rocks.
They are to devise tests to determine what kind of rocks they have based on the definitions they’ve
studied. Students find their own ways to determine differences in hardness, color, and shapes.
A kindergarten class creates a new illustrated book each week that celebrates a different member of the
class or an adult at the school. Each book is full of pages drawn by each student. They have the full
liberty of depicting what the person likes and how they perceive him or her.
2. Value creativity and celebrate and reward it. Classroom example: Third-grade students are learning
about polygons and to see if they know the concept, the teacher takes them outside and gives each
student a sidewalk chalk. Each student is given the task of drawing several examples of polygons on the
driveway.
Once the students have accomplished this, the teacher tells the students to transform those shapes into
something they love. The students want to show everyone their geometric-based kittens, robots, and
dragons and then have an opportunity to explain to the whole class why they liked them.
3. Teach students the other skills they need to be creative. Classroom example: A second-grade class is
learning about the concept of freezing. The teacher asks one question to get them started, “Does only
water freeze?” The students then design an experiment to determine what other things freeze. The limit
is that they can only use what they have in the classroom at the time.
The students come up with a list of things that they will leave outside to see if they freeze: water, juice,
vinegar, glue, glass cleaner, toothpaste, and paper. Some suggestions they decide are already solids and
shouldn’t go outside: pencils, erasers, and books (but somehow paper stays on the test list). The next
day, they discuss their findings and have engaging conversations about why the paper is stiff and the
vinegar has not frozen.
The initial discussion among students about what might freeze fosters skills such as advocating for one’s
ideas and compromising. The follow-up discussion encourages deductive reasoning and active listening.
4. Remove constraints for creativity and give the students space and a framework in which they can be
creative. Classroom example: A sixth-grade class produces Halloween costume plays. In order to wear
costumes to school, the students have to write a play that incorporates each of their characters into a
plot and then present the play. For instance, they have to come up with how a giant soda can and the
superhero Wonder Woman will interact. The students love the challenge.

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Name: Lindy Lou C. Gregorio Course: BECED

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Name: Lindy Lou C.

Gregorio Course: BECED

Intelligence is a complex characteristic of cognition. Many theories have been developed to

Creativity Intelligen Child Development

Ability to perceive Ability to acquire knowledge

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