Introduction: Creativity has been defined
by Sir Ken Robinson as original ideas that have value (Robinson, 2011). Kleiman
(2008) similarly suggests creativity involves originality and novelty combined
with utility or value., while Jackson offers creativity as the ability to ‘move
an idea from one state to another’ (Jackson, 2006:8).Creativity has been linked
with: attitudes of curiosity; willingness to engage and explore; being
proactive; being willing to take risks, having determination and even
obsession. Jackson (2006) offers a set of characteristics for creativity,
including in being: imaginative; original or inventive; able to adapt and
improvise; curious and resourceful; and able to see things differently.
Robinson (2006) argues creativity is an essential aspect for learning, since
learning takes us into a future that we cannot yet grasp. He argues there is a
need to promote divergent thinking in diverse and dynamic learning spaces. We need
educational spaces that acknowledge human diversity and that privilege and
exploit such diversity to develop our creative capital. Possibility thinking
influences our ability to find and solve problems and come up with original
ideas. A possibility thinker is constantly looking to find new ways of thinking
about the world.
It is argued creativity can be team-based,
observable and learnable. It is evidenced in a collective capacity to select,
reshuffle, combine, or synthesise already existing facts, ideas and skills in
original ways. Thus we could promote creative thinking, being and doing in HE
learning spaces by focusing on creative, collaborative learning activities
among both learners and teachers (and see also Livingston, 2010).
Here are the some ways of
creating creativity in Teaching- learning situation
1.
Embrace creativity as part of learning. We have to breate a classroom that
recognizes creativity. We may 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. It is 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 to promote creativity in general.
4.
Participate in or create a program to develop creative skills. Programs of b and Thinkquest ain storming bring together
students from around the country and the
world to promote creativity, 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. A blog postby 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 to promote creativity.
Each step involves a divergent thinking pattern to challenge ideas, and then
convergent thinking to narrow down exploration. It has six steps:
o Mess-finding. Identify a goal or objective.
o Fact-finding. Gathering data.
o Problem-finding. Clarifying the problem
o Idea-finding. Generating ideas
o Solution-finding. Strengthening & evaluating ideas
o 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 assignments 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 social communitiesthat promote creativity to solve problems.
9.
Be aware during discussions. We 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. Promote creativity by
validating students’ creative thinking.
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
going to promote 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.
Some more Suggestions
to bring the atmosphere of Creativity:
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.
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 promote creativity.
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.
Gather outside
resources. There are some
great resources to read related to creativity..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.”
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.
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.
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.
Encourage curiosity. Consider what is important to students. Student interest is a
great place to start on what drives their own thinking tank. Find inspiration
from their world. Creativity is intrinsic in nature. Try to promote creativity
by stepping into their viewpoint to find what motivates them.
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.
Observe a working
model of creativity. To get a better
idea of how others promote 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.
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 promote creativity
in your own teaching.
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.
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.
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.
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.
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.
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.
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:
o Imagination
o Being disciplined or self-motivated.
o Resiliency
o Collaboration
o Giving responsibility to students. Have them
develop their own projects.
o Give students extended, unhurried time to
explore and do their best work. Don’t interfere when students are productively
engaged and motivated to complete tasks in which they are fully engaged.
o •
Create an inviting and exciting
classroom environment. Provide students with space to leave unfinished work for
later completion and quiet space for contemplation.
o •
Provide an abundant supply of
interesting and useful materials and resources.
o •
Create a classroom climate where
students feel mistakes are acceptable and risk taking is encouraged.
Appropriate noise, mess and autonomy are accepted.
Conclusion: we should continue the legacy of sharing information and
practice “the art of creative thinking”. However, 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.
Very useful piece...Thank you sir..
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