Creativity's Link to Student Success

Creativity's Link to Student Success

Creativitys Link to Student Success A Review of the Literature Nathan Gidge A 21st Definition of Creativity

What it is: Able to be discovered and developed The notion of doing something original that has purpose -Ken Robinson, 2006 What it is not: Only linked to the arts

Innate in only certain individuals The Exclusion of Creativity in Learning Education in the 1800s and the industrial revolution The continuation of emphasis on numeracy and literacy The public education system in North America does not have set criteria for the instruction or evaluation of student creativity, and though it has been identified as an essential aspect of education, it continues to lack the support that other important aspects of education such as numeracy and literacy

have (Robinson, 2015) A second rate status creativity has taken a back seat to aspects of education such as accountability, testing, and standards (McDonough, 2015). Lack of support The need to test

The Shift is on Perception of Experts Education is what remains after one has forgotten what one has learned in school. - Einstein The Call for Creativity National Education systems which include creativity are leading the way

forward Growing demand for private education Ideal for Some Rather than Others Higher academic achievers versus lower academic achievers Male learners versus female learners Young learners versus old learners

The Science Behind Creativity Much is still unclear Whole brain workout rather than region specific The myth of the right hemisphere Creativity and brain communication Thought Processes Behind Creativity Divergent and Convergent thinking

Divergent thinking is the ability to associate and combine ideas and notions, a capacity for which an infinite number of potentially undiscovered combinations may exist (Silvia, Beaty, & Nusbaum. 2013) Convergent thinking is the ability to think strategically and to apply logic and discretion to smaller ideas (Simonton, 2015) Achieving Flow Using Creativity to Motivate

Students Intrinsic and extrinsic motivation Creativity is not a overhaul of teaching practice Creative autonomy Self-efficacy and Goal Orientation Hesitations Moving Forward Student and teacher unpreparedness Teacher fear of the unknown

Widening a gap Creativity in the Global Market Desirability Wish list of employers Many authors and educators tout creativity as one of the most desirable qualities that an individual can possess (Sternberg & Lubart, 1999) and has become one of the most sought-after attributes of the 21st century (Florida, 2004).

Expectations for students moving into post secondary and the workforce Conclusion The Need for Change Findings Additional Readings: Robinson, K., & Aronica, L. (2015). Creative schools : The grassroots revolution that's transforming education. Pink, D. H. (2009). Drive: The surprising truth about what motivates us.

Freund, P., & Holling, H. (2008). Creativity in the Classroom: A Multilevel Analysis Investigating the Impact of Creativity and Reasoning Ability on GPA. Creativity Research Journal, 20(3), 309-318.

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