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RESEARCH SUMMARY Development of Creativity-Based Learning Model. Dr.Wiriyah Ruechaipanit The Committee of the National Curriculum Reformation 2013. Ministry of Education. Research Centre for Creativity, JS future classroom,Thailand ABSTRACT This research sets out to develop the new learning model: Creativity-Based Learning (CBL), which is one of the students-centered approaches. In the creativity-based Learning process, students learn how to create, redefine and analyze the problem. They also learn how to transfer knowledge into practice and acquire creative thinking skills and communication skills. The model was constructed by using the mixed methodology. The study consists of 3 phases: 1st phase The development of tools and a draft model using the Phenomenography. 2nd phase The Verification of the model using the Pretest-Posttest Control Group Design and the consensual assessment. 3rd phase Evaluation of the effectiveness of the CBL model by the “modified TTCT” developed from Torrance tests of creative thinking (TTCT) The results of the study revealed as follows: Creativity-based learning Model consists of 8 processes : 1 Inspiration by the facilitator and multimedia. 2 Self study: students will learn to search collect organize and develop the data for the creative solution. 3 one to one teaching. 4 individual problem solving 5 game-based learning. 6 team project. 7 creative presentation 8 Informal assessments and multidimensional assessment Tools. The Evaluation effectiveness of this model shows that the students with the CBL experiences, can improve their learning skill, creative thinking skill, communication skill, collaboration skill and time management skill. INTRODUCTION There has been a remarkable shift in economies from manufacturing to information technology and knowledge services.Mitchell (1993), explains the major global changes which will continue into the 21 st century that the"accelerating rate of change on a global scale", pointing to the rate of change of human invention, the speed of generation of new knowledge, population growth and the evolution and speed of human transportation (Fryer, 1996). He argues that the speed of the new knowledge is now too fast so that most of the things that students are currently learning will be useless by the time they grow up. The Partnership for 21st Century Skills insist that the traditional learning method (subject-based learning) has a limitation for improving students' essential skills for the new workspace. Education reform is needed for all Nations because it's closely tied to a nation's economic and political developments . To meet this challenge schools must be transformed in the ways that will enable students to acquire the creative thinking, flexible problem solving, collaboration and innovative skills. Some authors (Carroll, 2007; Burmack, 2002; Riddle, 2009; Frey & Fisher, 2008; Elkins, 2007; Trilling & Fidel, 2009) and organizations (Partnership for 21st Century Learning; National Science Foundation, Educational Testing Services, NCREL, Metiri Group, etc.) argues that 21st Century Learning Skills is critical for accomplishing the necessary transformation. In order to suit society’s needs, it is not enough for schools and colleges to produce graduates who can only work within the restricted framework of solving textbook problems. Graduated students are expected to work in complicated and dynamic society so the new learning model should be reformed to create a classroom in which students are challenged to think creatively about subjects by discovering, understanding, analyzing and applying knowledge in new situations. The rationale for this study was to innovate the new learning model that enables the creative thinking skill and suitable for Thai students : CBL Design of the Study The development of creativity-based learning model consists of 3 phases as follows : Phase 1 design CBL draft model and set up CBL model The problem based learning[PBL]and the creativity theories were used in the design of the CBL draft model PBL was employed in CBL's draft model because ; PBL can improve students' attitudes toward learning. Thus, as a pedagogical technique, problem‑based learning promotes the kinds of active learning that many educators advocate (Barr & Tagg, 1995) and students who acquired knowledge in the context of solving problems have been shown to be more likely to use it spontaneously to solve new problems than individuals who acquire the same information under more traditional methods of learning facts and concepts through lectures (Bransford, Franks, Vye, & Sherwood, 1989) PBL students perceived that they developed stronger thinking and problem‑solving skills, effective communication skills, and sense of personal responsibility than did students who received lectures (Lieux, 1996). PBL students tend to give high ratings for their training whereas students in traditional programs are more likely to describe their training as boring and irrelevant (de Vries, Schmidt, & de Graaff, 1989; Schmidt, Dauphinee, & Patel, 1987). PBL students were more likely to use textbooks and other books and informal discussion with peers than did non‑PBL students, who were more likely to rely on lecture notes thus the PBL is the learning approach that help student build up their learning skill(Blumberg and Michael 1992). There have been many studies on divergent thinking and creativity (e.g., Cropley, 1992; Csikszentmihalyi, 1988; Guilford, 1950, 1956, 1970, 1988; Lubart, 1994; Osborn, 1953; Runco, 1991; Sternberg & Davidson, 1995; Torrance, 1986; Treffinger, 1994). but only the following creativity theories were used to form CBL's draft model ; Guilford (1956, 1959, 1960, 1986) considered creative thinking as involving divergent thinking, which emphasizes fluency, flexibility, originality, and elaboration. Guilford, however, noted that creative thinking is not the same as divergent thinking, because creativity requires sensitivity to problems as well as redefinition abilities, which include transformations of thought, reinterpretations, and freedom from functional fixedness in driving unique solutions. Torrance (1966, p. 6) Defined creativity as a process of becoming sensitive to problems, deficiencies, gaps in knowledge, missing elements, disharmonies, and so on; identifying the difficulty; searching for solutions, making guesses, or formulating hypotheses about the deficiencies: testing and retesting these hypotheses and possibly modifying and retesting them; and finally communicating them. Nickerson [142] : present a summary of the various creativity techniques Establishing purpose and intention Building basic skills Encouraging acquisitions of domain-specific knowledge Stimulating and rewarding curiosity and exploration Building motivation, especially internal motivation Encouraging confidence and a willingness to take risks Focusing on mastery and self-competition Promoting supportable beliefs about creativity Providing opportunities for choice and discovery Developing self-management (metacognitive skills) Teaching techniques and strategies for facilitating creative performance Providing balance Dr Mark Batey of the Psychometrics at Work Research Group at Manchester Business School has suggested that the creative profile can be explained by four primary creativity traits with narrow facets within each (i) "Idea Generation" (Fluency, Originality, Incubation and Illumination) (ii) "Personality" (Curiosity and Tolerance for Ambiguity) (iii) "Motivation" (Intrinsic, Extrinsic and Achievement) (iv) "Confidence" (Producing, Sharing and Implementing) Taylor & Williams (I966) argue that school experiences should involve students more positively in the whole process of education - in questioning, listening, discussing, thinking and being actively and deeply involved in practical working with a wide variety of materials. This is achieved through a personal relationship based on trust and respect between teacher and student. Phase 1 a Phenomenography research methodology and a case study approach were selected for developing tools and a CBL model. Case studies provide opportunities to study complex actions and interactions within a particular research setting. A case study approach was selected because it is impossible to separate the context of the study variables, as in this study, case study represents the best approach (Merriam, 1998). The case study is designed to explore the process and environment that affect creative thinking skills in high school students. Research by Amabile (1986) strongly indicates that given the right circumstances, certain strategies can improve creative behaviour and thus performance. Csikszentmihalyi (1988) argued that a ‘congenial’ environment within the social system of classrooms is essential for learning creativity. The variation(s) in processes and environments that emerged from this action research was used to redesign of CBL model.  Phase 2 The Verification of CBL model was developed by using the pretest-posttest Control Group Design.The participants , consisted of 40 high school students in Chang Mai Thailand,were selected randomly and divided into two groups of learning method ; group A as an experimental group and group B as a control group for the sessions. The measured dependent variables in this study were the creative thinking skill and the independent variables were the mode of teaching. Group A was assigned to learn physics in 21 hours ( 7 weeks) by the CBL approach. Group B , as a control group, learns by the traditional learning approach in the same subject. The instrument used to determine the dependent variables were the pre-test and post-test of the Creative Thinking test develop from Guilford (1956, 1959, 1960, 1986) creative thinking Theory. A control group in this study was assigned for proof that a change in the dependent variable was caused by the effect of the independent variable.  Phase 3 Evaluation of the effectiveness of the CBL model by the “modified TTCT” developed from Torrance tests of creative thinking (TTCT) The participants in this phase consists of 20 elementary school students, 20 high school students and 20 university students, All groups were assigned to attain CBL classroom in 21 hours ( 7 weeks). And evaluated creative thinking skill by using the pretest-posttest with “modified TTCT” Findings The results of the study revealed that 8 processes are effective for enhancing creativity thinking skill in participants; 1.Inspiration by the facilitator( teacher) 2. Self study: students learn to search collect organise and develop data for their creative solutions. 3. one to one teaching and peer learning. Giving students opportunities for a more collective learning experience that is interactive both between students and teacher and among students. 4.individual problem solving 5. game-based learning : apply the principles of game design to the learning process information given to users about their performance i.e. Points Levels Badges Bonuses and leaderboards 6. Team project : working to solve the problem or project together in small group. 7. creative presentation 8.Informal assessments Creativity cannot be only developed through the learning processes but also be developed by the appropriate context. there are 9 learning environments that enhancing creative thinking in participants. 1. Activities or problems that focus on students’ thinking skill make more engaging and enjoyable for students because thinking is rare in schools, the curriculum does not encourage it. 2. Activities or problems that focus on students’ curiosity motivated students to find out , express their own ideas and get their own solutions . Each and every subject has its own way of developing creativity depend on the activities and problems designed by the teacher. 3. Questioning technique by teacher to promote learning and stimulate thinking. 4.Collaborative learning environments by reducing competition in classroom: Most of the students support creativity for others. Students became motivated to engage in more productive and creative learning opportunities and were successful as a result of collegiality, not competition. 5.Working in small groups. All groups are expected to helping each other to find out the solutions, according to many studies have demonstrated that group interactions such as brainstorming, can enhance creativity (Paulus and Nijstad, 2003 blue right-pointing triangle; Scott et al., 2004 blue right-pointing triangle) 6. Applying block scheduling for longer studying period ; 90-minute class is recommended. 7. Applying an open discussion in the classroom. Improvement of student participation in classroom by devoting time to shaping the environment fostering creativity. 8. Applying assessment effectively and to ensure that all learners receive constructive feedback on their progress in creative thinking skill. 9. Applying reinforce Positive Behaviours Teachers can strengthen engagement by recognising and positively reinforcing positive actions should help students develop confidence in their own creative ideas by let them express their creativity in different ways. Conclusion and discussions Creativity is quickly becoming the very essential skill in recent years but In traditional teaching model ,students are passive and their creativity is not encouraged. Most of the teachers today are being asked to support creative thinking for their classroom and a lot of educators try to research on a new learning model that fostering creative thinking skill. The creative thinking could not be taught, but it can be brought out from the learning and teaching in any subjects as teachers using the new learning approaches to make learning more interesting, engaging, exciting and effective. In this research CBL : creative-based learning model is a proven learning model that support the development of students’ creative thinking skill. CBL consists of processes and contexts which teacher could apply them as pedagogical process and strategies to their classroom but no study is entirely conclusive. The limitations of this research is that the results may not always apply across all age groups and different subject areas so there is a need to make more research on CBL and more investigations in CBL’s effectiveness on creative thinking skill in any domains. 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นักเรียนโชว์รีดผ้าเพื่อสอบสัมภาษณ์เข้าโรงเรียน ทักษะชีวิตที่ต้องเริ่มตั้งแต่เล็ก พ่อแม่ต้องสอนลูกเรื่องการช่วยเหลืองานบ้าน การช่วยเหลืองานบ้าน พ่อแม่ต้องสอนเรื่องการช่วยเหลืองานบ้าน สอนลูกทำงานบ้าน หมั่นทำกิจกรรมฝึกความรับผิดชอบ เพื่อให้ลูกรู้จักหน้าที่ มีระเบียบวินัย เพราะทักษะชีวิตต้องเริ่มตั้งแต่เล็ก โชว์รีดผ้าคัดเด็กเข้าเรียน ทักษะชีวิตสำคัญการช่วยเหลืองานบ้าน กลายเป็นภาพไวรัลสุดฮอต เมื่อมีแอคเคาท์ทวีตเตอร์รายหนึ่งชื่อว่า Hasif ได้โพสต์ภาพ เด็ก ๆ กำลังรีดผ้า ท่ามกลางสายตาของผู้ใหญ่ คล้ายกับการสอบหรือแข่งขันอะไรบางอย่างHasif เป็นอดีตนักเรียนของโรงเรียน Sekolah Menengah Sains Lahad Datu รัฐซาบาห์ ประเทศมาเลเซีย โดยเขาได้เห็นภาพเหล่านี้จากเฟซบุ๊กของอาจารย์ที่เคยสอนเขาอดีตนักเรียนคนนี้บอกด้วยว่า ไม่เคยเห็นการสอบรีดผ้า เป็นส่วนหนึ่งในการสอบสัมภาษณ์ เพื่อคัดเด็กนักเรียนเข้าโรงเรียนแบบนี้ และนี่ก็ถือเป็นการเปลี่ยนแปลงที่ดี เราจะไม่ได้เห็นเด็กนักเรียนใส่เสื้อยับ ๆ ในโรงเรียนอีกต่อไปสำหรับ Hasif นั้น เคยเข้าเรียนที่โรงเรียน Sekolah Menengah Sains Lahad Datu ช่วงปี 2010 – 2014 ซึ่งในสมัยที่เขาเรียนอยู่นั้น ไม่เคยมีการสอบรีดผ้ามาก่อน และเชื่อว่า ปีนี้อาจจะเป็นปีแรกที่ทางโรงเรียนสอบ ทักษะ การรีดผ้า โดยเป็นส่วนหนึ่งของการสอบสัมภาษณ์เข้าเรียนที่มา : https://www.worldofbuzz.com/ การช่วยเหลืองานบ้านต้องสอนลูกตอนไหนดี พ่อแม่สามารถฝึกให้ลูกทำกิจวัตรประจำวันด้วยตัวเอง โดยเริ่มฝึกได้ตั้งแต่ วัยเตาะแตะ ที่สามารถฟังคำสั่งรู้เรื่องคืออายุประมาณ 2 ปีขึ้นไป ยกตัวอย่างอย่างง่ายๆ เช่นเก็บของที่เล่นให้เข้าที่ด้วยตัวเองเอาเสื้อผ้าที่ใส่แล้วไปใส่ในตระกร้าซัก ถือเป็นการฝึกให้รับผิดชอบงานบ้านอย่างง่าย ๆรวมทั้งให้รู้จักการตื่นนอน เข้านอน อาบน้ำ และทานข้าวให้เป็นเวลา โดย ทานข้าว ด้วยตนเองนอกจากจะเป็นการฝึกความรับผิดชอบแล้ว ยังทำให้ลูกได้รู้จักหน้าที่ของตนและมีระเบียบวินัยด้วย ฝึกให้ลูกรู้จักรับผิดชอบงานบ้านที่เป็นส่วนรวม เมื่อลูกเริ่มโตขึ้น คืออายุมากกว่า 4 ปี ขึ้นไป คุณพ่อคุณแม่สามารถฝึกให้ลูกรู้จักรับผิดชอบงานส่วนรวมง่าย ๆ ในบ้านได้ เช่นช่วยจัดโต๊ะอาหารด้วยอุปกรณ์ที่ไม่ตกแตกช่วยหยิบของใช้ในบ้านให้กับผู้ใหญ่เพื่อการทำงานต่าง ๆช่วยเอาขยะไปทิ้งถังขยะโดยสอนให้ลูกรู้จักแบ่งเวลาช่วย ทำงานบ้าน อันเป็นส่วนรวมเหล่านี้ให้สมดุลกับการทำงานส่วนตัว อันได้แก่กิจวัตรประจำวันและการบ้านที่ได้รับมอบหมายจากโรงเรียน และเน้นให้ลูกฝึกฝนการทำงานทุกอย่างให้เสร็จเรียบร้อยในเวลาที่กำหนด โดยให้คำชมเชยแก่ลูกเมื่อทำสำเร็จ ฝึกให้ลูกรับผิดชอบต่องานบ้านที่ยากขึ้นและใช้เวลามากขึ้นตามลำดับอายุ เมื่อลูกเริ่มเข้าสู่วัยเรียน คุณพ่อคุณแม่ก็ควรมอบหมายงานบ้านที่ยากขึ้น ซึ่งต้องใช้ความพยายามและใช้เวลาในการทำให้สำเร็จมากขึ้นเพิ่มตามอายุของลูกตัวอย่าง งานบ้าน ที่เหมาะสมกับเด็กอายุต่าง ๆ ในช่วงวัยเรียนได้แก่พับผ้าห่มเอง รดน้ำต้นไม้ ยกอาหารที่ไม่ร้อนไปวางที่โต๊ะ เมื่ออายุ 5-7 ปีกวาดบ้าน ถูบ้าน ตากผ้า เก็บผ้า ล้างจาน เมื่ออายุ 8-10 ปีและหัดล้างห้องน้ำ ทำอาหารเอง เมื่ออายุ 11 ปีขึ้นไป เป็นต้นอ่านเพิ่มเติม 5 วิธีสอนลูกให้รู้จักหน้าที่ กิจกรรมฝึกความรับผิดชอบ ทำได้ตั้งแต่เด็กเล็ก พ่อแม่ต้องใส่ใจสอนลูกเรื่องการช่วยเหลืองานบ้านตั้งแต่เล็ก ๆ เพื่อให้ลูกมีระเบียบ วินัย เติบโตไปมีความรับผิดชอบ เพราะการช่วยเหลืองานบ้านนั้นเป็นทักษะชีวิตที่ต้องเริ่มตั้งแต่เล็ก ข่าวสารจาก https://th.theasianparent.com