Design a name tag that includes the following information: Subject Favourite song, movie or animal

Action Research

A simile? An animal? A picture? An equation? 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 Create a list of factors that might influence creativity in the classroom. 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 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 Big -C Pro -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 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! Today we have considered the following: Environment Barriers to learning Assessment criteria and diagnostic tools

Never Eat Shredded Wheat Something you are nervous about Something you are excited about What training will you need?