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Teaching and Learning for Creativity

Teaching and Learning for Creativity. Keith Sawyer Washington University in St. Louis. July 2005. 2005. October 2005. Better K-12 education Better higher education Missing: An understanding of how innovation works, how people learn for creativity, and how to redesign schools.

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Teaching and Learning for Creativity

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  1. Teaching and Learning for Creativity Keith Sawyer Washington University in St. Louis

  2. July 2005

  3. 2005

  4. October 2005

  5. Better K-12 education • Better higher education Missing: An understanding of how innovation works, how people learn for creativity, and how to redesign schools

  6. Research on Teaching Creativity • Pretty much ended with Paul Torrance • We need a renewed effort, grounded in the cognitive sciences and the learning sciences • This effort should contribute to: • curriculum • teacher education • assessment

  7. [1]A Case Study:The United Kingdom

  8. U.S. Creative industries are over 11% of GDP U.K. Creative industries are over 8% of GDP What are the U.S. and U.K. doing in schools to leverage this competitive advantage? • The U.S., not much. • The U.K., on the other hand…

  9. U.K. National Curriculum “The curriculum should enable pupils to think creatively and critically…. It should give them the opportunity to become creative, innovative, enterprising and capable of leadership.” National Curriculum, pp. 11-12

  10. Definition of Creative Thinking and Behavior • Imaginative • Purposeful • Original • Of value, in relation to the goal

  11. Demonstrated Outcomes • More interest in DISCOVERY • More OPEN to new ideas • More COLLABORATIVE • More INTRINSIC MOTIVATION

  12. How Can Teachers Spot It? When pupils are thinking and behaving creatively, they are: • Questioning and challenging • Making connections and seeing relationships • Imagining what might be • Exploring ideas, keeping options open • Reflecting critically on ideas, actions and outcomes

  13. [2]Toward Research-BasedCreative Schools

  14. Instructionism • Knowledge is a collection of static facts and procedures • The goal of schooling is to get these facts and procedures into students’ heads • Teachers know these facts and procedures; their job is to transmit them • Simple facts and procedures should be learned first • To evaluate learning, assess how many facts and procedures have been acquired

  15. Creative Schools • Knowledge: Deeper conceptual understanding • The goal of schooling: Prepare students to build new knowledge • Teachers: Scaffold and facilitate collaborative knowledge building • Curriculum: Integrated and contextualized knowledge

  16. [3]The Vision is Taking Shape

  17. Exploratorium

  18. InvenTeams (Lemelson-MIT)

  19. Camp Invention

  20. Integrated Teaching and Learning Laboratory, UC Boulder

  21. Collaboration!

  22. What We Need A national research program targeted at how to teach and assess creativity This research will transform STEM education: • Textbooks • Curricular units • Educational software • Assessments

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