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30 IDEAS TO PROMOTE CREATIVITY IN LEARNING

By TeachThought Staff / September 14, 2014 / Learning / Ideas
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WHAT ARE THE BEST IDEAS TO PROMOTE CREATIVITY IN LEARNING?


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This post has been republished from a 2012 post.

The concept of teaching creativity has been around for quite some time.



Academics such as  E. Paul Torrance, dedicated an entire lifetime to the
advancement of creativity in education. Torrance faced much opposition in his
day about the nature of creativity.  Creativity was considered to be an
immeasurable, natural ability.  Torrance called for explicit teaching of
creativity.  He advocated that it was skill-specific, requiring intentional
instruction.  His life’s work ultimately led to the development of the Torrance
tests and gifted programs throughout the world.

In recent times, there has been a shift towards the increased acceptance of
valuing creativity for all learners.  A 2003 TED talk by Sir Ken Robinson
discussing this subject reached over tens of millios of viewers.  It discusses
how our current school systems suppress creativity.   He proposes that our
current model leaves little room for divergent thinking.

See also Five Elements Of Experiential Learning

> Much of the blame for a lack of creativity, and therefore innovation, can be
> traced to our traditional educational systems.

It relies on teaching to the correct answer.  An innovative thinking model is
needed. Robinson recently tweeted an article about a new study that suggested
80% of educators surveyed preferred creativity to be included as part of
learning standards.

In the same way, David Hughes, founder of Decision Labs and professor at UNC
Chapel Hill, argues that innovation is an essential skill for our global
economy. In talking about creativity in schools he says, much of the blame for a
lack of creativity, and therefore innovation, can be traced to our traditional
educational systems.

Most of the practice of creative methods is being done outside the traditional
educational institutions by consulting firms and by persons in companies who
have been trained in creative problem solving methods. In universities not much
has changed since 1950, when the distinguished psychologist J. P. Guilford in
his inaugural address as president of the American Psychological
Association stated that education’s neglect of the subject of creativity was
appalling.

Adding to this sequence of events is the fact that textbooks are at least three
years out of date when they are published and . . . educational systems were the
slowest adopters of innovation. Thus, we see that educational institutions need
a strong dose of creative problem solving.

What are some ways then as educators that we foster creativity in our
classrooms?


 1.  Embrace creativity as part of learning.  Create a classroom that recognizes
     creativity.  You may want to design awards or bulletin boards to showcase
     different ways of solving a problem, or creative solutions to a real world
     scenario.
 2.  Use the most effective strategies.  Torrance performed an
     extensive meta-analysis that considered the most effective ways to teach
     creativity.  He found that the most successful approaches used creative
     arts, media-oriented programs, or relied on the Osborn-Parnes training
     program.  Programs that incorporated cognitive and emotional functioning
     were the most successful.
 3.  Think of creativity as a skill.  Much like resourcefulness and
     inventiveness it is less a trait and more a proficiency that can be
     taught.  If we see it this way, our job as educators becomes to find ways
     to encourage its use and break it down into smaller skill sets. 
     Psychologists tend to think of creativity as Big-C and Little C.  Big C
     drives big societal ideas, like the Civil Rights movement or a new literary
     style.  Little C is more of a working model of creativity that solves
     everyday problems.  Both concepts can be included in our classrooms.
 4.  Participate in or create a program to develop creative skills.  Programs
     like Odyssey of the Mind and Thinkquest bring together students from around
     the world to design creative solutions and bring them to competition.
 5.  Use emotional connections. Research suggests that the best creativity
     instruction ties in the emotions of the learner.  In the “Odyssey angels”
     program students can devise a solution to help their local community, such
     as helping homeless youth. This topic is worthy of more discussion by
     itself. A blog post by fellow blogger Julie DeNeen gives some valuable
     information about this type of teaching.
     
     
     > Research suggests that the best creativity instruction ties in the
     > emotions of the learner.

 6.  Use a creativity model.  The Osborne-Parnes model is oldest, widely
     accepted model.  It is often used in education and business improvement.
     Each step involves a divergent thinking pattern to challenge ideas, and
     then convergent thinking to narrow down exploration. It has six steps:
     * Mess-finding. Identify a goal or objective.
     * Fact-finding. Gathering data.
     * Problem-finding. Clarifying the problem
     * Idea-finding. Generating ideas
     * Solution-finding. Strengthening & evaluating ideas
     * Acceptance-finding. Plan of action for Implementing ideas
 7.  Consider how classroom assignments use divergent and convergent thinking. 
     Standardized tests do a great job of measuring convergent thinking that
     includes analytical thinking or logical answers with one correct response.
      Divergent thinking considers how a learner can use different ways to
     approach a problem.  It requires using association and multiplicity of
     thought.  We should design assingments that consider both types of thinking
     models.
 8.  Creativity flourishes in a “congenial environment”.  Creative thinking
     needs to be shared and validated by others in a socially supportive
     atmosphere.  Researcher Csikszentmihalyi (1996) coined this term, to
     explain the importance of reception from others.  Others consider how to
     create communities that foster social creativity to solve problems.
 9.  Be aware during discussions.  You know that student who often asks the
     question that goes a bit outside the lecture?  Well, engage him.  Once a
     week, intentionally address those questions.  Write them down on an
     assigned space in the board to go back to later.  Validate their
     creativity.
 10. See creativity in a positive light.  In his blog in Psychology Today, Eric
     Jaffe talks about research that suggests see creativity in a negative
     light.  If we are teaching to creativity, we need to embrace it too. 
     Reward students for thinking of problems in varied ways by recognizing
     their efforts.
 11. Try the Incubation Model.  E. Paul Torrance designed this model.  It
     involves 3 stages:
     1. Heightening Anticipation: Make connections between the classroom and
        student’s real lives.  “Create the desire to know”.
     2. Deepen Expectations: Engage the curriculum in new ways.  Brainstorm and
        create opportunities to solve a novel problem.
     3. Keep it going: Continue the thinking beyond the lesson or classroom. 
        Find ways to extend learning opportunities at home or even the
        community.
 12. Use a cultural artifact.  Research from experimental social psychology
     finds that artifacts can enhance insight problem solving.  Consider using
     an ordinary object, such as a light bulb used in the study or a historical
     artifact to have students think about living in a particular time period.
 13. Establish expressive freedom.  The classroom environment must be a place
     where students feel safe to share novel ideas.  Allow for flexibility and
     create norms that foster creative approaches.
 14. Be familiar with standards.  Knowing the standards inside and out helps
     find creative solutions in approaching a lesson.  Teachers can adapt them
     and work within the current framework.  Some topics allow for flexibility
     and use of creative approaches.
 15. Gather outside resources.  There are some great resources to read related
     to creativity.  The University of Georgia, provides an array of amazing
     resources related to how to foster creativity in practical ways.  It also
     gives a list of programs and organizations that can help with the process.
 16. Allow room for mistakes.  Sir Ken Robinson said it best when he said, “If
     you’re not prepared to be wrong, you’ll never come up with anything
     original.” 
 17. Allow space for creativity.  Design some classroom space for exploration,
     such as a thinking table, a drama stage, a drawing table, or a space for
     groups to discuss ideas.
 18. Give students time to ask questions.  Organizations such
     as CCE (Creativity, Culture, Education) suggest teachers incorporate
     opportunities for students to ask questions.  Intentionally design lessons
     that allow for wondering and exploration.
 19. Creativity builds confidence.  Students take ownership of their own
     learning.  Think of ways where students might design a project.  For
     instance, for the history requirement, I suggested students of both fifth
     grade classes create an exhibition of their final projects.  The students
     were so proud of their final work and learned from others presentations.
     Parents and community members were happy to see students take ownership of
     their learning.
 20. Encourage curiosity. Consider what is important to students. Student
     interest are a great place to start on what drives their own thinking
     tank.  Find inspiration from their world.  Creativity is intrinsic in
     nature.  Try to step into their viewpoint to find what motivates them.
     
     
     > Student interest are a great place to start on what drives their own
     > thinking tank.  Find inspiration from their world.

 21. Structure is essential.  Studies, such as a meta-analysis by Torrance
     suggest that creativity instruction is best with clear structure.  For
     instance, consider the guidelines of the standard curriculum objectives and
     add these to the design.  For example, reading considers communication,
     comprehension, listening, writing and reading.
 22. Observe a working model of creativity.  Visit a creative classroom or watch
     a video about how a creative classroom works.  The “Case for Creativity in
     School” is an excellent video that educators can watch to see how
     creativity might play out in a classroom.  This school adopted a
     school-wide approach to recognize students.
 23. Consider the work of current experts in the field.  Sir Ken Robinson is an
     internationally renowed creativity and innovation expert.  His work is used
     to meet global challenges, renovating education, business, and government
     organizations to implement his strategies.  His books and TED talks are
     great places to generate teaching ideas.
 24. Explore different cultures.  Culture is an excellent vehicle for inspiring
     creative thinking.  In Thinking Hats & Coloured Turbans Dr. Kirpal
     Singh discusses how cultural contexts are central to creative endeavors. 
      You can discuss how collaboration between cultures, such as in the space
     program, produces unique, novel ideas.
 25. Find ways to incorporate and integrate art, music and culture.  A recent
     report prepared for the European commission considered that creativity is a
     central force that shapes our culture.  With the changing times we live in,
     the report suggested that society is enriched by cultural-based creativity.
 26. Use a collaborative creative thinking model to solve classroom problems. 
     For instance, read a paragraph and then have groups discuss a list of
     questions.  Collaborative problem solving is catching on quickly.  In fact,
     many business schools have implemented creative thinking models into their
     curriculum.
 27. Design multidisciplinary lessons when possible.  When teaching geometry, I
     designed a lesson called, “Geometry through Art”.  It included works of Art
     to show fifth graders their application to everyday geometric concepts. 
     The result was astounding.  I never thought that the subject matter would
     be so successful.  I designed an entire unit that focused on how different
     concepts rely on geometry.  I even asked the Art teacher to help reinforce
     those concepts in class.
 28. Tapping into multiple intelligences is key.  Creativity requires us to use
     different parts of our brain.  We often bridge connections between
     seemingly unrelated areas to make new concepts emerge.  Allow students to
     use their strengths to find new ways of approaching a topic or solving a
     problem.  You might be surprised with what they come up with.
 29. Understand that creativity is important to students’ future in the job
     market.  Paul Collard for Creative Partnerships, discusses how 60% of
     English students will work in jobs that are not yet created.  In today’s
     market, students must largely be innovative and create their own jobs. 
     Collard suggests teachers focus on teaching particular skills or set of
     behaviors, rather than preparing students for specific careers.
 30. Teach creative skills explicitly.  According to Collard, “Creative skills
     aren’t just about good ideas, they are about having the skills to make good
     ideas happen.”  He suggests creative skills should include 5 major areas:
     * Imagination
     * Being disciplined or self-motivated.
     * Resiliency
     * Collaboration
     * Giving responsibility to students.  Have them develop their own projects.

In a recent article, What Would Dr. E. Paul Torrance Do?:  A Legacy for Creative
Education, the author considers what lies in the future of creativity in our
schools?

Retired professor Berenice Bleedorn says we should continue his legacy of
sharing information and practice “the art of creative thinking”.  We must
continue to advocate for its use and move against the current or as Torrance
himself called them, “the powers that be”.  After all, teachers are the real
driving force behind the creative thinking in our schools.

If our schools are lagging behind, we must be the creative minds that urge our
students to be curious and seek new answers.


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