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

2. Action Research

3. A simile? An animal? A picture? An equation?
If creativity were…
A simile?
An animal?
A picture?
An equation?

4. 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

5. 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)

6. 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

7. 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

8. Applying a model
Confluence theorists focus on the complex factors that surround the process of creativity

9. Creativity Models

10. Four C Model (Kaufman and Beghetto)
Mini -C
Little -C
Big -C
Pro -C

11. Confluence models of creativity
Motivation – both intrinsic and extrinsic
Domain relevant knowledge
Creativity related skills
Experiences
Intellectual Abilities
Personality
Environment / resources

12. 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?

13. A Word and a Sentence! One word that struck you as powerful
A sentence that summarises your reaction to the model

15. An artistic challenge…

17. Barriers to Learning?

18. Let’s examine some scenarios…

19. 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)

20. 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

21. Should we assess creativity?
By encouraging students to reflect upon their creativity, they can evaluate the value of their product

22. Methodologies
Consensual Assessment Tool – students to set the assessment criteria (Sternberg)
Self reflection questions
5 point scale (Sternberg)
Likert scale
Levelling

23. Lucas, Claxton and Spencer

24. Time to design! Today we have considered the following: Environment
Barriers to learning
Assessment criteria and diagnostic tools

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