Bill Lucas (2016) A Five-Dimensional Model of Creativity and its
Assessment in Schools, Applied Measurement in Education.
Creativity is increasingly valued as an important outcome of schooling,
frequently as part of so-called “21st century skills.” This article offers a
model of creativity based on five Creative Habits of Mind (CHoM) and
trialed with teachers in England by the Centre for Real-World Learning
(CRL) at the University of Winchester. It explores the defining and tracking
of creativity’s development in school students from a perspective of formative
assessment. Two benefits are identified: (a) When teachers understand
creativity they are, consequently, more effective in cultivating it in
learners; (b) When students have a better understanding of what creativity
is, they are better able to develop and to track the development of their
own CHoM. Consequently, the Organisation for Economic Co-operation and
Development has initiated a multicountry study stimulated by CRL’s
approach. In Australia work to apply CRL’s thinking on the educational
assessment of creative and critical thinking is underway.
Full article below:
Despite American education’s recent mania for standardized tests, testing misses what really matters about learning: the desire to learn in the first place. Curiosity is vital, but it remains a surprisingly understudied characteristic. The Hungry Mind” is a deeply researched, highly readable exploration of what curiosity is, how it can be measured, how it develops in childhood, and how it can be fostered in school. Children naturally possess an active interest in knowing more about the world around them. But what begins as a robust trait becomes more fragile over time, and is shaped by experiences with parents, teachers, peers, and the learning environment. Susan Engel highlights the centrality of language and question-asking as crucial tools for expressing curiosity. She also uncovers overlooked forms of curiosity, such as gossip an important way children satisfy their interest in other people. Although curiosity leads to knowledge, it can stir up trouble, and schools too often have an incentive to squelch it in favor of compliance and discipline. Balanced against the interventions of hands-on instructors and hovering parents, Engel stresses the importance of time spent alone, which gives children a chance to tinker, collect, read about the things that interest them, and explore their own thoughts. In addition to providing a theoretical framework for the psychology of curiosity, The Hungry Mind” offers educators practical ways to put curiosity at the center of the classroom and encourage children s natural eagerness to learn.”
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Ken Robinson is one of the world’s most influential voices in education, and his 2006 TED Talk on the subject is the most viewed in the organization’s history. Now, the internationally recognized leader on creativity and human potential focuses on one of the most critical issues of our time: how to transform the nation’s troubled educational system. At a time when standardized testing businesses are raking in huge profits, when many schools are struggling, and students and educators everywhere are suffering under the strain, Robinson points the way forward. He argues for an end to our outmoded industrial educational system and proposes a highly personalized, organic approach that draws on today’s unprecedented technological and professional resources to engage all students, develop their love of learning, and enable them to face the real challenges of the twenty-first century. Filled with anecdotes, observations and recommendations from professionals on the front line of transformative education, case histories, and groundbreaking research—and written with Robinson’s trademark wit and engaging style—Creative Schools will inspire teachers, parents, and policy makers alike to rethink the real nature and purpose of education.
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Think Like an Engineer: Use Systematic Thinking to Solve Everyday Challenges & Unlock the
Inherent Values in Them
by Mushtak Al-Atabi
Engineers conceive, design, implement, and operate (CDIO). ‘Think Like an Engineer’ presents CDIO and systematic thinking as a way to achieve the human potential. It explores how we think, feel and learn, and uses the latest brain research findings to help us unlock value and have a balanced life. The practical, easy to follow exercises given in the book can be used by individuals to improve their thinking and learning and by educators to empower their students to thrive for success.
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The Habits of Mind blog Thomas Tallis School – http://tallishabits.tumblr.com/
“Our aim is to embed the explicit development of creative learning Habits of Mind across the curriculum to support the depth and quality of learning for our students. This blog is one way in which we will record the progress of this thinking and the development of particular approaches to learning.”
Authors: Ellen Spencer, Bill Lucas and Guy Claxton
This literature review provides an overview of the key issues and debates surrounding creativity and the potential for assessing it in individuals. The authors discuss the concepts of assessment, progression and creativity, how creativity is experienced in society and in schools, and consider the tensions faced by schools working to promote and develop it in their work.
The review underpins a CCE-commissioned research report conducted by the authors which aimed to explore the possibility of developing a framework for assessing creativity in school age learners. The full report is available at http://www.creativitycultureeducation.org/progression-in-creativity-developing-new-forms-of-assessment
There have been numerous attempts to assess creativity in school pupils (discussed in section 7). However, the fact that no single model or approach has ever been able to assert itself within educational settings suggests that there are some deep rooted challenges to overcome. Not least is the question of whether there is a central contradiction between the development of creativity in young people and the way schools are currently configured. With their focus on age related exams, large class sizes and non-individualised projects it often seems difficult to see how schools might be able to sustain a credible focus on the development of creativity while at the same time conforming to other mandatory modes of assessment which value different forms of learning and knowledge than those we might describe as creative.