Design a name tag that includes the following information:

NameSubject

Favourite song, movie or animal

Action Research

If creativity were…

• A simile?• An animal?• A picture?• An equation?

Creativity is….?• Kaufman and Sternberg (2010)

argue that creative ideas are:• are new or innovative• appropriate to the task • of a high quality and value to

society

Things to consider…

• Convergent and divergent thinking (Cropley)

• Is a learnable skill (Csikszentmihalyi) • A shared understanding of the

difference between creative teaching, creative learning and creativity is essential (Craft)

Common Misconceptions (De Bono)

• Creativity can not be taught• Creativity comes from the rebels• Big jump / small jump• Aesthetics are the only mode of

creativity • The power of release

Influencing Creativity

1. Create a list of factors that might influence creativity in the classroom.

2. On your A3 sheet, place the central, or most influential factors nearer to the centre of the page. Less important influences should go towards the outside of the concept map

3. Try to connect your ideas – write a sentence explaining how they link to one another

Applying a model

• Confluence theorists focus on the complex factors that surround the process of creativity

Creativity Models

Four C Model (Kaufman and Beghetto)

Mini -C Little -C

Pro -CBig -C

Confluence models of creativity

• Motivation – both intrinsic and extrinsic

• Domain relevant knowledge• Creativity related skills• Experiences• Intellectual Abilities • Personality• Environment / resources

• Read through both models and choose one to explore. Does it apply to your subject area?

• How could you use the model to support student creativity?

A Word and a

Sentence!

• One word that struck you as powerful

• A sentence that summarises your reaction to the model

An artistic challenge…

Barriers to Learning?

Let’s examine some scenarios…

Barriers to Learning• Rigid curriculum and exam criteria• Lack of a shared ideology (creative

teaching, creative learning and creativity)• Forcing ‘good practice’ strategies (Craft)• Conservative, convergent teaching

strategies• Assessment criteria does not reward• Competitive element• IRE patterns (Beghetto)

Student Feedback• A lack of time to develop ideas

before construction• Need modelling to help refine ideas• Need autonomy over task• Freedom to choose (passion and

motivation)• Confidence

Should we assess creativity?

• By encouraging students to reflect upon their creativity, they can evaluate the value of their product

Methodologies

• Consensual Assessment Tool – students to set the assessment criteria (Sternberg)

• Self reflection questions• 5 point scale (Sternberg)• Likert scale • Levelling

Lucas, Claxton and Spencer

Time to design!

• Environment• Barriers to

learning• Assessment

criteria and diagnostic tools

Today we have considered the following:

Never Eat Shredded Wheat

• Something you are nervous about

• Something you are excited about

• What training will you need?