Creativity Embedded into K–12 Teacher Preparation and Beyond

Gifted Classroom Environments and the Creative Process: A Systematic Review

“…Creative pedagogy requires modeling an active learning process that works in a sequence and includes gaining knowledge, critiquing knowledge claims, examining evidence and perspectives (e.g., lateral thinking; de Bono, 1985), engaging in reflection and conversation (Kettler et al, 2018), and searching for alternative explanations and solutions (Scardamalia & Bereiter, 2006). Thus, educators need to be engaged in an ongoing process of understanding relevant teaching strategies and tactics to develop students’ creative thinking capacity (e.g., fluency, flexibility, originality, elaboration; Torrance, 1970; resistance to premature closure; Reisman, 2017). For instance, popular pedagogical strategies for bridging expertise and creativity include incorporating creative problem-based learning units situated in the subject matter (Treffinger et al, 2006; Yew & Goh, 2016), brainstorming techniques (e.g., SCAMPER; Eberle, 1997), or engaging in metacognitive conversations (Sawyer, 2012).…”

“…Creativity does not develop in isolation. In classroom contexts, developing creativity requires student and instructor engagement and an open environment that supports guided and independent investigations that use innovative methods and solutions (Reisman, 2017; Renzulli, 2012). Classroom systems need to be deliberately structured to optimize student motivation for creative performance (Hennessey, 2015).…”