Creativity in Education and Learning: A Guide for Teachers and Educators

Product Information

The friendly classroom discussions also aid them to think decisively about others’ ideas and contributions while thinking critically to produce something innovative. At the individual level, creative learning occurs when students encounter and engage with novel learning stimuli (e.g., a new concept, a new skill, a new idea, an ill-defined problem) and attempt to make sense of it in light of their own prior understanding (Beghetto & Schuh, 2020). Creative learning at the individual level involves a creative combinatorial process (Rothenberg, 2015), whereby new and personally meaningful understanding results from blending what is previously known with newly encountered learning stimuli. Creativity researchers have described this form of creativity as personal (Runco, 1996), subjective (Stein, 1953), or mini- c creativity Footnote 2 (Beghetto & Kaufman, 2007). This view of knowledge development also aligns with how some constructivist and cognitive learning theorists have conceptualized the process of learning (e.g., Alexander, Schallert, & Reynolds, 2009; Piaget, 1973; Schuh, 2017; Von Glasersfeld, 2013). You can see the original materials here. 2012 - The Centre for Real-World Learning’s five-dimensional model of creativity A key event was the publication of the National Advisory Committee on Creative and Cultural Education (NACCCE). Also known as the Robinson Report after its chair, the late Sir Ken Robinson, NACCCE argued that a national strategy for creative and cultural education was essential to the process of providing a motivating education fostering the different talents of all children. NACCCE defined creativity as:

Creativity can really alter the way students approach a problem and it can be impressively optimistic once they go through creative teaching sessions. Creativity is a critical component of education in the 21st century. By promoting creativity, you can help students develop important problem-solving and critical thinking skills, as well as foster their emotional and social development. While there are challenges to promoting creativity in the education system, there are also many educators and thinkers who are working to make creativity a priority in education. As we navigate an increasingly complex and changing world, promoting creativity in education is more important than ever before. More Resources for Creative Education Students would always love a classroom setting that helps them to explore freely without setting them any boundaries.

Inventor or imitator?

Provide opportunities for brainstorming, encouraging students to come up with their own ideas. Instead of deciding in advance what learners will create and what the steps will be, consider coming up with the project together, or letting learners design their own. At Prisma, learners get multiple options each cycle for projects they can complete, and also have the opportunity to propose and design their own projects. Creativity is one of the most critical skills for the future. Without creativity, there would be no innovation. However, there is mixed evidence on how to develop it and whether it is transferable. OECD has done research with schools and teachers in 11 countries to develop and trial resources to develop creativity and critical thinking in primary and secondary education. At Nesta, we’d like to see the UK do more to engage with this community of innovative practice, and test the most promising solutions developed in other contexts. Shaped by five key creative habits of mind these are further broken down into more specific elements such as making connections, challenging assumptions and daring to be different. 2019 - Durham Commission on Creativity and Education Kennedy, M. (2005). Inside teaching: How classroom life undermines reform. Cambridge, MA: Harvard University Press.

Unlike standardized tests, which (arguably) provide a clear measure of students' knowledge and understanding, creativity is more difficult to assess. This prompts some educators to dismiss its importance. However, there are ways to measure creativity, such as through creative projects and assessments focusing on problem-solving and critical thinking skills. The latest Ofsted Education Inspection Framework has a greater emphasis on offering a broad curriculum. School leaders are required to describe the quality of the education they are offering young people in terms of ‘Intent’ (what they are trying to achieve), ‘Implementation’ (how it will be taught and assessed) and ‘Impact’ (the effect on pupils). Beghetto, R. A. (2020). Creative learning and the possible. In V. P. Glăveanu (Ed.), The Palgrave Encyclopedia of the Possible (pp. 1–8). Cham, Switzerland: Springer International Publishing. https://doi.org/10.1007/978-3-319-98390-5_57-1. First, teachers need to believe that they can support student creativity in their classroom. This has less to do with whether or not they value student creativity, as previous research indicates most generally do value creativity, and more about whether teachers have the autonomy, curricular time, and knowledge of how to support student creativity (Mullet, Willerson, Lamb, & Kettler, 2016). In many schools and classrooms, the primary aim of education is to support students’ academic learning. If teachers view creativity as being in competition or incompatible with that goal, then they will understandably feel that they should focus their curricular time on meeting academic learning goals, even if they otherwise value and would like to support students’ creative potential (Beghetto, 2013). Thus, an important first step in supporting the development of students’ creative potential is for teachers to recognize that supporting creative and academic learning can be compatible goals. When teachers recognize that they can simultaneously support creative and academic learning then they are in a better position to more productively plan for and respond to opportunities for students’ creative expression in their everyday lessons. Start a lesson with a provocation or with a series of intriguing questions. Exploring issues from different perspectives and experimenting with thoughts and options stimulates imagination, often referred to as 'possibility thinking', and can be a useful approach to warm up creative thinking skills.

Creative Thinkers in Education

Teachers play a central role in designing and managing the kinds of learning experiences that determine whether creativity will be supported or suppressed in the classroom. Indeed, unless teachers believe that they can support student creativity, have some idea of how to do so, and are willing to try then it is unlikely that students will have systematic opportunities to engage in creative learning (Beghetto, 2017b; Davies et al., 2013; Gralewski & Karawoski, 2018; Paek & Sumners, 2019). Each of these teacher roles will be discussed in turn. Despite recognition of the importance of these skills, funding, policy and provision in the UK has not yet caught up. We are commissioning new research on social and emotional skills to develop an understanding of ‘what works’ in building these skills, and we're exploring new approaches to bridge the gap between labour market demand and supply of skills. We are also funding low-cost, high-quality interventions which will support provision in schools. Lucas, Bill and Claxton, Guy and Spencer, Ellen (2013) Student Creativity in School: First steps towards new forms of formative assessment. OECD Education Working Papers. 86: 1-46 There’s no doubt that creativity is the most important human resource of all. Without creativity, there would be no progress, and we would forever be repeating the same patterns.” -Edward de Bono