Summer+2012+Updates

Creativity is a concept that can be interpreted in many ways; experts cannot agree on a single definition. The Creativity Committee reviewed the work of many scholars in the field and developed the following consensus belief statements to guide the development and implementation of the T/E Creativity Model.
 * Consensus Belief Statements Intro**

The T/E Creativity Model represents three years of research and development by the Creativity Committee. The committee, composed of teachers from all disciplines and school levels, met with the task of creating a practical model that would have the potential to promote greater creativity in all students regardless of age and ability. What emerged was a three leveled model that includes each of the phases of the creative process, creative attributes that support each phase, and instructional strategies that may be useful in the classroom to develop the attributes necessary for further creativity.

To understand the process-oriented nature of the creativity model, it is important to understand each of the components and how they are interrelated within the larger model. The following will briefly introduce the layout of the T/E Creativity Model and explain how each of the components fits into the larger model. [Show three tiers of the model image.]

In its most basic form, the surface of the model illustrates the three [ANNOTATE] stages of the creative process: [CALLOUT] Recognize a Problem or Opportunity (Awareness), Generate Possibilities (Imagination), Attempt a Solution/Construct a Product (Action). Reflection is continuous throughout the process. The model does not prescribe a starting point as it allows teachers and students to navigate freely through the process. There may be instances when progressing through the entire process is not possible or appropriate given the instructional goals of a lesson or activity.

The Learning Environment is at the core of the model and is reflective of the norms, rules, expectations, and routines within the classroom. It also includes the physical environment—the organization of the room, the materials used, and the interactions that occur in the classroom. Within this environment, teachers are the architects of students’ learning experiences and the students are the authors.

The second layer of the model elaborates on the stages of the creative process by offering the [ANNOTATE] a list of associated attributes. For example, a person who exhibits greater open-mindedness, curiosity, empathy, humility, attentiveness, or perceptiveness, is more likely to develop greater awareness of a problem or opportunity. It should be the goal through instruction to aid students in developing these attributes to a greater degree. Within a lesson or activity, the focus may be on the development of one or more attributes. These attributes will become common classroom language so that students and teachers can readily discuss the activity of creativity as it unfolds during instruction.

The third layer of the model presents sample [CALLOUT] instructional strategies for each stage of the creative process. They are suggestions of goals and activities that could be used in lesson design to promote the development of creative attributes. In short, this is what students //DO// in the classroom; the strategies offer suggestions for the activity of learning.

The model allows for fluid movement between the Stages, the Attributes, and the Strategies to allow teachers to isolate what aspects of the creative process and the creative student they intend to focus. It also allows for the possibility of common language which will aid in instruction and assessment.

Other Videos ASSESSMENT TOOL: Creativity Rubric Generator Creative Problem Example- Walk through the model Planning Tomorrow’s Lesson- Nothing new, lots improved