This material is collected, paraphrased, and prepared by George Maria

1. & This materialiscollected, paraphrased, and prepared by George Maria BU-Library, June 2014, Professional Development

2. What is Creativity? The Definition of Creativity: » “The application of knowledge and skills in new ways, to achieve values outcomes” (National College for School Leadership ,NCSL) » “Imaginative activity fashioned so as to produce outcomes that are both original and of value,” (National Association of Advisors for Computers in Education ,NAACE) (Padget, Steve 2012. Creativity and Critical Thinking for teachers in training, excerpts from: http://www.steveslearning.com/Korean%20Resources/Creativity%20and%20Critical%20Thinking%20for%20Teachers%20in%20Training.pdf )

3. Features of Creativity (Padget, Steve 2012. Creativity and Critical Thinking for teachers in training, excerpts from: http://www.steveslearning.com/Korean%20Resources/Creativity%20and%20Critical%20Thinking%20for%20Teachers%20in%20Training.pdf )

4. Creative Teaching Two ways to define creative teaching: 1. Teaching creatively 2. Teaching for creativity

5. Tasks in teaching for creativity Encouraging Identifying Fostering (Jeffrey, Bob and Craft, Anna (2004). Teaching creatively and teaching for creativity: distinctions and relationships. Educational Studies, excerpts from: http://oro.open.ac.uk/425/2/CT-TFC-Final-Ed_Studies.pdf )

6. Encouraging The importance of being able to encourage creativity in learners isby allowing them to feel comfortable in taking chances and in seeing new possibilities. Having a positive self-image as a creative person can be essential to developing creative action.

7. Identifying Creative achievement is often driven by a person’s love of a particular instrument, for the excitement of a style of work that catches the imagination. Teachers should be looking for creative, imaginative and stimulating possibilities in the planning and the structuring of learning.

8. Fostering Creativity generates creativity. Just as this should be modeled by the teacher it should also be understood by the learners that they can learn from each other. This can only be done by considering actively the class arrangements - groupings, physical layout, the management of learning – and this implies a clear understanding of why the particular arrangements have been chosen.

9. Creativity itself is a mode of learning. It is can be distinguished in the combination of three features: (Creative Learning, excerpts from: http://www.lancsngfl.ac.uk/creativelearning/download/file/Creative%20Learning.doc )

10. A. Creativity involves a thoughtful playfulness – learning through experimental ‘play’. It is serious play conjuring up, exploring and developing possibilities and then critically evaluating and testing them. Creativity features Combination

11. B. Creativity involves a special flexibility in which there may be a conscious attempt to challenge the assumptions and preconceptions of the self – an unusual activity in which there is an active effort to unlearn in order to learn afresh. Creativity features Combination

12. C. This process is driven by the find, introduce, construct or reconstruct something new. It seeks actively to expand the possibilities of any situation. In this sense the learning of creative thoughts is not neutral; it has a bias towards the innovative. Creativity features Combination

13. Tips for building creative learning

14. Find easy ways that will lead to creative learning. • Move on to how pupils and staff use speech and questions. • Keep it manageable, keep the focus tight. • Show and share tangible changes. • This will develop confidence to go further. • Focus on one area at a time, and use this to raise awareness and encourage others. Start simply, build progressively

15. Critical Thinking and Self Awareness Through critical thinking and self-awareness, one can understand the relationship between thoughts and emotions. Although it is assumed that they are independent, the truth is that feelings are based on some level of thought, and thoughts generate from some level of feeling.

16. Highlighting Self-awareness * Perceptions* Assumptions* Prejudices* Values* Breaking Habits* A New Point of View* Evaluation

17. Teaching for creativity aims at encouraging Autonomy on both sides: a feeling of ownership and control over the ideas that are being offered (Woods 1995:3); Authenticity in initiatives and responses, deciding for oneself on the basis of one’s own judgment; Openness to new and unusual ideas, and to a variety of methods and approaches; Respect for each other and for the ideas that emerge; Fulfillment: from each a feeling of anticipation, satisfaction, involvement and enjoyment of the creative relationship. (Creative Learning, excerpts from: http://www.lancsngfl.ac.uk/creativelearning/download/file/Creative%20Learning.doc )

18. Broader implications for Creative Teaching *  Set open-ended challenges*  Make thinking important*  Make thinking explicit*  Ask rich questions*  Enable collaborative learning*  Promote self-management*   Make connections across contexts

19. What it takes to be a creative teacher is what it takes to be a creative artist. Creativity and ability are needed to express yourself and your emotions. Some teachers can't express their knowledge or create the desire in their students to learn. Conclusion

20. Reference: • http://www.britishcouncil.org • http://oro.open.ac.uk/425/2/CT-TFC-Final-Ed_Studies.pdf • http://www.steveslearning.com/Korean%20Resources/Creativity%20and%20Critical%20Thinking%20for%20Teachers%20in%20Training.pdf • http://noteandpoint.com/documents/pdf/CreativityJeremyFuksa.pdf • http://www.enquiringminds.org.uk • Creative Learning http://www.lancsngfl.ac.uk/