Sparking Creativity

Students really enjoy seeing or feeling what they have learned or created when it is displayed in the classroom. Students love the thought that ‘ I created that’ without a strong reference to artistic ability. It is important not to confuse artistic skills with creativity.

In writing tasks, particularly persuasive and debating, I encourage the students to create their own topic. For example, looking at current issues (from newspapers, BTN), students propose a solution or change of law that “should” happen. Students then discuss or debate the two sides to that, encouraging opinions and that there isn’t always a correct answer.
The NSW Arts unit “strictly speaking” is a great resource.

This is a link to a video on Socratic questioning in the classroom. I became interested in this when a friend pointed out that in one of my google classroom videos I had used humor and irony to engage the students in a Socratic manner. Provoking questions with mock ignorance, playful misunderstandings, irony and occasional exaggerations can empower students to refine enquiries and develop a habit of questioning, Looking into Socratic questioning has inspired me and I hope this link inspires others

I think many people link creativity only with artistic ability so therefore don’t believe that we can all be creative if given the right support, encouragement and resources. We build every other ability in that manner but seem to think that creativity is only innate. I have seen my 3 year old grandson, without any instruction or help, build amazing things with his lego and pipe cleaners (even if it doesn’t make much sense to me!) and overcome problems of ‘ how to reach the biscuit tin on top of the refrigerator’ even though there is no ladder. It seems… Read more »

With the right teaching environment set up, I like to make discussions or activities as open as possible. I think students benefit the most when they discover they share common interests. As a result, they’ll find the value in what they’re learning

I found this super interesting and then I fell down a google hole exploring inspiring creativity in the classroom. I found a book called “Sparking Student Creativity” by Patti Drapeau which I’ve just started reading… Super interesting! I think that initially, I would say that I foster creativity in my classroom by creating a supportive learning environment where students feel safe to take academic risks… and I try to model creative thinking…

I feel that stimulating creativity in the English classroom will be effectively encouraged by phrases such as these. I particularly liked the analogy of the single cannon ball and this will also help with the crippling fear students have of failure, no matter how small.

As a K-2 teacher, I believe there are often many times where too much structure is given. Answering in boxes, cutting and pasting, ticking boxes, etc. I feel that sometimes, (with the right attitude and teacher guidance) the most valuable object is a blank piece of paper. It’s important to let them know that many of the worlds greatest inventions and ideas were thought up on a blank canvas.

In the classroom, I encourage students to use their own life experiences to guide some of their learning. I think it’s important to build an inquiry based learning approach as they do in the early years of learning.

What if we asked the students to solve a problem and then teach what they know to us? And what if we incorporate team work just like in the real world? Where everyone plays a vital role in the success of the project just like in a successful organisation. I think we can do more on team work in schools. It’s not that easy but its necessary for everyone to feel they are needed and critical to the success of the team.

As a TAS teacher solving problems, designing solutions, looking at the ‘What if”. ‘Why not’ , ‘Imagine if’ is a large part of what we do. We target creativity and building confidence and skill in answering these questions. To me this area is not new, it is core for much of my teaching life.

Visual confirmation for students can be a positive. Having a screen outside classrooms displaying students cooking achievements while waiting to enter class inspires and encourages why they enjoy this subject while settling students ready to learn subject matter.

I love to ask questions and think that it is so important that students do to. Encouraging them to question ‘Why?’. Students are so used to waiting for the correct answer to a question. To bring this reality that there is no one answer, peoples interpretation of these questions will vary significantly. So much scope to explore and creativity to unlock.

I think it is true that we can all say – What if? I feel that I work in a team where this kind of thinking and problem solving would be accepted and supported – that is exciting. I am going to be more mindful to use this phrase in my classroom.

It all really does come down to what I call the illusion of choice. So allowing students to choose between assignments, or to have a hand in shaping their own education does a lot for their accountability.

What can we do is a great question on a grass roots / coal face level. Start with a small idea and build on that so it is tailor made for the individual school culture.

Whatever the vehicle, whether it be 6 Thinking Hats, Multiple Intelligences, Pirozzo or PBL, giving students a choice to solve problems and keep asking the “What if” questions can be most powerful in the learning cycle. If students then have the opportunity to collectively or individually to present their findings/product to an authentic audience, what greater sense of achievement is there for them. We should never stifle creativity…nor stop asking questions such as Imagine if?; Why not?; What would you do if?; What can we do?

Students love seeing what they have learned or created displayed for others to see. I found student photographic boards showcasing student works and using students in scenarios for posters to be great at motivating students and instilling pride.

I love these creativity starters as a way to give students more agency in their learning. It ties in to the 4 paradigms and particular the need for teachers to transition away from being the source of knowledge to the facilitator of learning. Students should be guided to see that questioning the world around them is the root of learning. What would Socrates do?

What if we worked 4 days face to face and 1 day online WFH? would this be productive, achievable? a day of research for students and paper work for staff. What would Finland do?

I think that we need to focus on building resilience and positivity (quite apart from a false sense of self esteem but outward looking and inward planning). Programs like : https://www.rap.qut.edu.au/ (The resourceful adolescent program), mind matters and mindfulness programs are really useful to build teacher repertoire and ideas.
De Bono’s 6 thinking hats, Pirozzos multiple intelligence grids and all the immersive experiential programs for project based learning are great resources.
I think ALL learning needs to be framed around questions rather than pre designed answers

There are so many ways students can successfully transition from school and reassuring students that it okay to look beyond what is always been done in the past, or verbalised to them as the only way to succeed.
Often that advice is obsolete or biased towards a narrow view of thinking.
They only real advice I feel is important is always be willing to keep learning and obtaining new skills or ways of doing things.

Imagine if … we started every school day with a 10 minute mindfulness session!! Give students and staff time to stop, clear their mind, think and be present.

Staff could all complete the accidental counselor course that way we can be equipped to deal with all of the issues presenting in our classrooms and allow students to pivot and channel their energies into creative solutions

Mistakes have often been made by chefs in the past that have become classic dishes. it is important to make students aware of inventions that have been created through mistakes

There are so many different ways to approach learning a new skill and some work for some individuals better than others. I love being able to show alternatives for students who are struggling, but it’s even better when you can get them to work out a better way by asking questions like the ones above.

What can you do today that makes you better than you were yesterday…what can you hope to do tomorrow that improves on today. The boom speech…inspires students to get up rather than simply wake up.

When solving design problems i ask students to design within the constraints. It is inspirational when a child develops a solution to the problem that is unique outside the box. This has a positive impact on the other students as they start to think outside the traditional solution

In practical based subjects we always try different methods to get better and safer results. What can we do to make the task efficient and safer is a common question i ask the students. The students make mistakes and they are often surprised when they are shown a different technique and how easy it is to repair mistakes with materials.

They have been different design challenges run in the past that allow students to problem solve as a group. Most have been initiated by industry groups – who supply some of the funding. Sometimes it doesn’t match our syllabus closely enough to find the right group of students at the time of the event.

I really like these questions. I tend to use the ‘Imagine if …?’ and ‘Why not..?’ with my seniors linked to my subject area to challenge the staus quo in the world around us. These are great conversation starters in classes and meetings with staff.

I really like the phrase “what can we do?” I think it’s very powerful for creativity. So many students lack the self-esteem or confidence to even attempt school work. Well… “what can we do?” spark a conversation… Start with something they do know, they feel comfortable with and guide them to something bigger!

As a Visual Arts teacher, I find joy in recreating everyday objects, or objects that are no longer needed, used or wanted. In this action, I can see each of the creative thinking questions being asked.

Group discussions with students that start with questions like
Imagine if …..?
Why not ………?
What would you do if ………?
What can we do? are opportunities for students to think creatively to solve problems or to think on a deeper level in collaboration with their peers. If its a topic they can relate to the engagement will be so much higher and if the students feel safe to put forward ideas, even if they may be a bit silly, will encourage greater participation with groups.

I enjoy using interesting pictures or photographs to encourage creative writing responses. I have found that the same image can result in 25 very different stories and that the students find these tasks interesting and engaging.

These questions:
Imagine if …..?
Why not ………?
What would you do if ………?
What can we do?

Are great for leadership to be asking of staff, but also for teachers to be asking of their students. particularly around STEM and HASS and so on, when we are asking the children to think beyond the content.

As a science teacher, I feel that the idea of problem-based learning is great at fostering/sparking creativity in students. Previously, I have used a PBL that looked at students deciding how they were going to save a town that had over-populated for the power supply. They needed to look at some different sources of electrical energy and how efficient these were to create a proposal to the towns council based upon their research. It was definitely interesting to see some of the reasons behind their proposals and overall an incredible experience to see their creative and critical thinking minds.

One resource I have used extensively is the smiling mind program. I have incorporated this into my everyday class routine and I have found it gives all the students a chance to download their minds and recover from anything that might be happening on the playground or simply be a brain break for other students.

As a science teacher incorporating creativity seemed a little challenging. One creative activity that I have used in my pre-service teaching experience has challenged my creativity. The activity was to create a new species and explain how the features of their design helped them survive in their environment. Students learning about ecosystems are to understand the mechanisms and adaptations that species have in their environment. Although it is a simple task where students mostly fused two animals together, it was interesting to see what others had in mind. I definitely would like to explore more creative processes.

I think in the younger years, even using a sensory table for exploration and creative thinking can spark creativity. From there you can lead to what ifs, writing, art and crafts, science and many possibilities based on interests of the child. Changing the desks around and making this a focus of the classroom could help students think outside the box, and add to the table.

Inspiring podcasts, and Pobble are two good ways to spark creativity and creative thinking.
Smiling Mind and Head Space are useful apps for quieting the mind, allowing for more space, mindfulness, thinking outside the box, as is learning outside and being in nature.
Working in groups and asking questions such as “Imagine if..”, or “what would you do if..” allows for the sharing of differing ideas and points of view to ponder.

I really enjoy posing these types of questions to students of any age.
Imagine if …..?
Why not ………?
What would you do if ………?
What can we do?
I am always amazed at what students come up with and how engaged they are in the lesson.
Visual Arts is a great way to stimulate creativity. Sometimes visual arts allows students who struggle with literacy and numeracy to express themselves with confidence avoiding the fear of failure. Art allows us to create as ‘we’ see the world not what others think. There is no right or wrong in visual arts .

I really enjoy giving students to opportunity to write their own stories but giving them a word or a sentence start and having them come up with the rest.

Something I have found works well to allow for creativity is to provide students with a number of resources and challenge them to design something. A project I have done in the past, at the end of the science topic on forces, is to challenge the students to use their knowledge of forces (friction, gravity etc.) to make the slowest marble run possible without having the marble stop. It is really good to see students apply their knowledge of forces to the design of the marble run. It is always interesting to see their designs.

One of the main resources I use to spark creativity would be Pinterest. You can look up any genre of information and see approaches that others have used to make things work. It’s great for generating further ideas, as well as a chance to check out for a short time to give the brain a break, before checking back in again. I find students themselves are a great resource for coming up with ideas. Giving them flexibility to choose their own problems to solve, which automatically gives them vested interest in solving the problem – engagement then isn’t a battle,… Read more »

To spark creativity in some areas their has to be a lot of ground work or learning of some basics before students see that ‘if they try this then …..’ Students also need to see you can be creative and imaginative in the Sciences and for example there is no reason why they can’t role play a concept or build models etc.

I believe in using these questions day to day to support the inquiry based learning approach. I often have student reflect on their past learning and past feedback before starting to think creatively. I also instruct students to use their own life experiences to be in a creative way, that way their content is in relation to them and they can use past experiences as examples.

There are some great digital resources out there that spark creativity. Some that come to mind are Pobble365, Edmodo & Popplet. However, creativity does not also need to involve technology. Asking the right questions to enhance critical thinking is also important.

To spark creativity in students you definitely do need to pose these creativity starter questions that encourage higher order thinking. Incorporate such questions in assessment and classwork items to broaden the thinking of students in your classroom. Important to start in Year 7 in some way and build up each year until Year 12.

The need to change the way creativity is even discussed in schools is important. We need to do the big picture stuff, to dream and imagine outside the box. Ask the questions of staff and students, how do you want to learn? How can we change the way we teach? What do we need to make change?