The notion of “community of practice” describes a community with shared goals, aspirations, and spaces. Community of practice includes shared learning, goals, and agendas, and can be facilitated through collaborative spaces and informal peer support networks. This design principle points to overarching and structural concerns about creativity in higher education. It also provides a framework for describing how educational spaces can foster creativity and innovation. However, the concept of community of practice has implications beyond the scope of this article.
In order to effectively implement creativity-promoting curricular programs, educators must first understand what makes students creative. The purpose of curricular innovation and creativity should be to develop a student’s confidence in mastering new ideas and skills, and facilitate learning through the use of hands-on learning, collaborative learning, critical thinking, and problem-solving approaches. However, educators must be aware of the constraints that might prevent educators from applying certain tips and techniques in their classrooms.
Innovation requires collaboration with colleagues. It can also involve re-designing lesson plans based on new ideas. In some cases, the students may even drive the direction of a class based on their own interests. The examples of successful educational innovation are countless. For example, a middle school U.S. history teacher in New York may redesign a classroom lesson plan based on student input. In Indonesia, a teacher named Steven Sutantro teaches middle school students a new version of a traditional lesson.
In addition to teaching students about the history of ideas and concepts, broad general education may also contribute to creativity. Subjects other than Art and Design Technology (DT) might also contribute to creativity by exposing children to the work of great thinkers. Further, students may be encouraged to conduct experiments and investigate the processes behind different artistic and technological innovations. The same process can also occur in music. Inspirations from previous generations can influence music. They may even be the source of musical influences.
Project-based learning has been shown to spur educational knowledge innovation and creativity. Incorporating multiple disciplines into a single project encourages active learning and deeper understanding. Amber Chandler describes a PBL unit based on the novel The Giver. Students develop a Utopian community and try to persuade other students to move to their Utopian community. The PBL project requires students to design and plan a community, design a government, describe neighborhoods, and identify technology viewpoints.
Public spaces for sharing ideas and information can also be supportive. These spaces may be a space where ideas can be shared freely and can help to build a culture of innovation and creativity. Discussions can be mutually beneficial and be part of a tapestry of interaction that spans campus. During such discussions, faculty members may share their experiences, as well as share their expertise. In the process, they might discover new ways to solve old problems and learn more about what motivates them.
Innovative thinkers seek ways to express ideas and change the status quo. They explore new approaches and methods and draw conclusions after considering the information and ideas. They do not shy away from risks and learn from their mistakes. They also consider the impact of each piece on the whole. Furthermore, they ask a lot of questions and challenge the conventional ways of doing things. The result of all of this is that education can foster an innovative mindset. You can teach creativity to your students by fostering these skills in your classroom.
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