Some the of the phrases we can use as Teachers to encourage creative thinking are:
Imagine if …..?
Why not ………?
What would you do if ………?
What can we do?
There are some great tools out there to spark creativity in students. One of these is:
School Retool http://schoolretool.org/
Share your ideas and resources here including any valuable links to resources.
Bringing flipped classroom and Genius Hour into the classroom as an interesting way of changing the way students learn. They can pose questions, carry out their own investigations and engage in a variety of topics. Students could then share their results with the school and community, even have workshops that showcase their results.
Bringing more creativity into the school…..ie bringing management experts into the school to have discussions with students about practical operations of management jobs in an organisation..
Having come from corporate background (I worked across Operations & Organisational Development in a number of industries), I have spent so much time teaching adults these things and am constantly surprised we don’t ‘bring the world in’ to schools more often. Love this idea!
Yes, this would bring more relevance to what the students are learning.
So true, I had a break in my teaching career where I worked in the corporate world. We had so many opportunities to be innovative, because we had to make products that sold, and that sold at a profitable margin. We need some of thinking of corporate innovation to come into education.
A few years ago I took part in a regional initiative for ‘aspiring leaders’. At that stage, I was only testing the waters to see if that was something I would pursue longer term. Here we were exposed to the insights and mentoring of some identified high-functioning school leaders from our area. One of the many take away concepts from this program was the idea that leadership was not just about ‘celebrating our successes and achievements’ or saying “This is what I’ve done / I do – you should do the same” but rather to model the ‘growth mindset’ by acknowledging the things that we’ve tried and didn’t necessarily work out. I’ve found it far more supportive for staff to say ‘yeah – I get it – sometimes things don’t go exactly how we’d planned. Let’s give it another go”. Looking back I am so glad I did that course because it gave us time to reflect on our values and philosophies in regard to leadership.
What a great insight Andrew. And what if we taught in a ‘growth mindset’ way in schools rather than reinforcing ‘fixed mindset’ thinking by just stuff like rewarding successful outcomes?
Good viewpoint – thank you. Process is often more important than outcome.
Since coming across the concept of ‘Teach Meets’ I’ve absolutely loved the idea. People being willing to put themselves out there and say “This is what I’ve tried” and others walking away and saying “Wow – I might try that Thankyou!’ Once they’ve got the confidence to try it as was shown to them – then they might try to modify and adapt it further. I really believe in looking both outside a school for ideas, but also within a school. I think we have an amazing (often untapped) potential and skillset with a school that we are often reluctant to share. When I was faculty HT a few years ago I tried to encourage this within our 8 or so staff. Each week at faculty meeting a different staff member would present “here’s something I’ve tried that I’d like to share”. It was an amazing example for me to see a concept in action in terms of moving to changing the culture of our staff at that time. The culture of sharing ideas and resources wasn’t bad – but I felt and saw evidence that it encouraged colleagues to be more open to sharing – but also acknowledge and celebrate the achievements of each other.
Certainly being able to create opportunities for staff to be able to not just share resources but be able to have the time to engage in using them would make a considerable difference in promoting creativity. In NSW if teachers could simply have one less class to teach in high school we would have an amazing opportunity to be more creative
What other things would stifle the creativity though? How could this be overcome?
wouldn’t that be wonderful. Even better if NSW changed the outcomes to be ones to directly rewarded creativity
In the class I like the encourage autonomy as much as possible. We are trying to create citizens that will function well in society and life is about choice and independence in one’s thoughts or actions. Giving children these choice will help build confidence and the skills they will need in order to flourish as risk takers and good choice makers.
Autonomy is a worthy goal. Much needs to be done to ensure that the autonomous thinker is not simply self-serving.
What if… such a great way to approach the day/year/system. Students will adapt and have a go at all of the new programs we bring to them. Working with staff is just as, if not more, important as this is often where the sticking point exists…
Teachers protecting what they are in control of creates such inertia and resistance to change even when they recognise the need for that change
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.
Very true that students like seeing work they have made on display in a classroom setting. It reminds them that they are capable and shows how differently each student tackles the same question or topic of research.
And i think the same can be said for staff. Given the opportunity to showcase work bodes well in validating creativity
I agree
It is also important here not to fall into the ‘self acceptance’ trap. So many think it is good to tell students that their artistic efforts are amazing when they actually need motivation to go further and improve the end result. They need to be able to display their works at the level they are at without being told that it is amazing when in fact it is not. Too much self acceptance/self esteem creation is not good for motivation or for further striving in ourselves or our students.
You’re right Les. They do love seeing their creations displayed. It is another way of saying that their ideas are valuable.
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.
To further this idea, students could put together a ‘student newspaper’ bulletin where they can discuss some issues or interesting topics from either school or the extended community.
Sarah and Alex, both your ideas are great. We need to provide students with both written and oral opportunities and experiences to support their creativity and the processes to help them to develop and ultimately celebrate their own creativity.
Great idea Sarah.
https://www.youtube.com/watch?v=_CPLu3qCbSU
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’m a massive fan of Socratic questioning in that it breaks down the concept of ‘teacher as the expert or holder of knowledge” or that there is a “right or expected answer” It empowers the learner to reflect on a further question and come up with their own ideas rather than simply ‘being told what to do’.
My understanding of Socrates – way back when – was that a lot of people became frustrated because they ‘just wanted to know the answer’. I’ve found students are often the same and need a little bit of time to get used to the idea, because like a lot of things they’ve been socialised to expect that the ‘teacher is the expert’ and will ‘tell us the answer.
The best example of a probing Socratic style question i’ve come across is “What makes you say/think that?” (Ritchart – Making Thinking Visible)
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 that imagination can be a keen driver of the creative process and if fostered more in the school process could reach amazing levels rather than being stifled by work that is seen by students as having no relevance to them, their lives or their future aspirations. I like all the creative starter questions but the one that resonates with me the most is “What can we do” as I would add on, ‘with what we already have’. It is the ultimate up-cycling, re-purposing theme that is essential in my school due to space and resource constraints as it would be in many older sand remote and rural schools. Start small to build big!
Hi Gail, we are all creative but the physiological encouragement from the management seems to be missing.
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
Great thought Ben and I fully agree. Making the topic relevant to the student generates great outcomes.
It will also mean they have independence and ownership of the work they are completing in their own way
Join the discussion..Hi Ben, absolutely, especially in maths. Group activities reinforce my students’ understanding a great deal.
Yes, students like to discuss and collaborate on tasks. They enjoy working together and sharing thoughts and ideas! This is valuable for their future when they are expected to work as part of a team in their chosen career.
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…
Thanks for that. I agree that students need to feel safe before they will take risks and be creative.
Risk taking should be natural ie..part of life….this is how it is.
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.
I agree Oscar. I try and put myself out there, especially in terms of technology, as it is not my strong point but my students are happy to switch roles and become my mentors. They see that I have taken a risk and I don’t see that as a failure but as a learning opportunity. We have many “learning opportunities” in my class room. It is so important to squeeze every idea, comment or activity for any positive experience we can get.
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.
Well said, i feel that this is still a true statement in the senior schooling sector as well.
I agree Matthew – I am an Early Childhood Teacher and believe that play based philosophy is crucial to creativity, collaboration, resilience and risk taking as children venture in to the school system
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.
Sounds great. Personal knowledge is vital and more importantly, individualized to each student
Agreed. I think you’ll also find students will share a lot of things in common and some great class discussion can occur.
Well done. It is so important to make every learning opportunity real to our students. They come from such diverse backgrounds and social contexts that unless we make it relevant to them they will dismiss what we are presenting as having no value for their lives or future aspirations and will actually lose faith in us as educators.
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.
Agreed. I don’t think that programs or STEM incursions are enough. It should be a frame of mind and culture within the classroom
Occasionally in Science I form prac groups that are random, so they are not with their friends. This can be really bad but quite often I see interesting interactions.
No question that putting students into problem solving scenarios as often as we can has to help in building creative capabilities which of course has to help in giving confidence in risk taking.
Great idea! Students are then more likely to they have achieved mastery level and a wounderful sense of achievement.
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.
Very true Heidi, this visual confirmation can also be evident in school newsletters, performance evenings, Visual Arts displays and other forms that visually display the work and achievements of students.
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.
I agree, implementing this phrase both in the classroom and the staff room will have benefits. Providing the members are conducive.
If we can retain and cultivate a genuine sense of curiosity within ourselves, that spirit can hopefully fire up our students.
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.
Yes I agree. What would the level of engagement be if students had greater choice in their education.
Totally agree, students need to feel ownership of their own education.
Yes! I have also found it really interesting that when given choice, there are a lot of my kids who will choose the familiar, particularly at the beginning of the year… they seem to become a bit more confident to branch out as the year progresses!
Agree. And it gives students the encouragement of “this can go anywhere” and they have the control over the direction of their learning.
Just like in the real world, children need to learn to make choices and take ownership of their own doings.
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.
From little things, big things grow, as Paul Kelly (the singer-songwriter, not journalist) would say.
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?
Exactly. The power of questioning!
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.
YES. We often forget that students will put much more work and care into something if they know that it will be displayed or viewed by others. A great reminder for all subject areas!!
Yes, showcasing their creative works is important and good for self esteem.
We encourage student exhibition at any opportunity. It is also an important part of Project Based Learning – students displaying and talking about their creations. It is a great motivator and crystallizes concepts for those involved.
Join the discussion…Yes, they even get more excited when they see their works up on one of online platforms like YouTube.
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?
An interesting idea Jacqui. How would we manage that all students were engaging. Are our students ready to move to this type of learning or would we find a large number struggling. Maybe small steps first – a lesson a fortnight in all classes where there is still a teacher on hand to support and nurture skill development would be a great starting place.
Such an interesting idea – I love a What if…? I’ve been trying to consider how I can keep the best parts of online learning going with my class… So many opportunities to explore!
What a wonderful idea. I would love to be able to do this.
I think COVID hs answered your question, just need to consider equity of IT and internet access etc, Yes, 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
I agree wholeheartedly Jowen, resilience building is an important part of the process of taking risks in learning, as can mindfulness, respect and collegiality…the sum of the parts…
Yes I agree on building resilience and positivity especially and they are so important as is designing learning around questions. Rather than just find the meaning of concepts look at why a particular concept is important, why does it matter etc
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.
Absolutely, a positive and forward thinking plan is much more reassuring to a teenager than empty battle cries of ‘you can do it’. Plus thinking in a different way and examining options is really refreshing
Absolutely, dare I mention the global crisis here. Having conversations with worried seniors over the past 2 weeks has really made me think about innovation and not doing what we’ve always done just because it’s a sacred cow.
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.
what if we had study pods, a small nesting space that cancelled distraction from the outside noises, interruptions, you could set parameters and times eg ONLY if mum calls and 1 hr
I remember you doing something like this in some of your classes in the past Alison – from memory it was a great way to get the students ready for the start of the lesson. It may be staff that we need to start working with though as they need to be comfortable with this before they can successfully implement with students. Perhaps a staff session before the start of the day would really benefit the staff.
“Imagine if..” could work for every morning! Imagine, I could only use a computer to communicate for the next 20 minutes (many of us had to do this with COVID)…
Imagine if… we were in a forest.. what could we see/smell.. etc.
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
I like this idea, could be used with trauma based issues and on a whole list of people
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
Absolutely- risk taking only works if failure is seen as a step toward development rather than an end point
I agree students feel less threatened by the prospect of failing if we use real life examples of mistake to success stories.
YES. When teaching languages, I always stress that when you make a mistake, it makes it SO MUCH EASIER to remember the right way to say something. So, it should be for all aspects of learning. We need to find a way to attach a positive connotation to mistakes in learning.
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.
Definitely – students remember a new concepts far better if they feel as though they found the answer for themself rather than having it given to them.
And creates more self-confidence and sense of audacity!
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.
Boom
BOOMmmmmmm m m m
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
That sounds like a fun activity!
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.
So true it is inspirational when you ask a student to design something and they then think outside the traditional response. Then you work collaboratively to produce the design they have created.
Relapse is a part of the change process and making mistakes should be seen as a positive part of the learning process
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 agree Brian timing is everything assessment schedules and advanced notice of tasks limits the amount of flexibility in courses for teachers.
I like this idea, they have so much potential to bring creativity into schools, the timing is a shame and a real barrier to taking advantage of.
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.
Reminds me of a status quo song
Imagine if we all sung status quo songs at school assemblies.
What would you do if I started to sing?
I agree I can see a range of application for these questions in a CAFS class. They are a great way to discuss the impact of change on various social issues.
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!
Good point Jimmy, this was touched on in the earlier sessions as being a successful way to get students engaged and thinking.
Great idea, it also highlights the importance of lifelong learning. Students need to understand that knowledge is constantly developing and the tools for solving problems are frequently redesigned, so it can be refreshing to realise that at any given time we are limited by what we know already, and there is no shame in making mistakes while learning something new.
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.
Great concept.We donated a load of unfinished projects to the mens shed and they turned the tables upside down and made houses for joeys with the for the animal shelter. Who would have though of that.
Love the arts for promoting ‘out of the box thinking!’
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.
Ashley I also use visuals to spark ideas and sometimes just key words to form the basis of creative writing.
Great idea. Visual tools are a great stimulus. I must try to find more opportunities to bring them into the Maths class.
I do this with music compositions. Here is a picture or a setting…you choose what musical ideas should go with it
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.
I agree Emma it is a great way to approach STEM and HASS tasks with the students. I also think these sorts of questions would be great in English for narrative writing etc.
Great questions . With the practical based ideas i would like to include “how?” in there as well.
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.
Great idea Scott, and i see some others have mentioned the same in their minds. When students are more mindful it will allow them to be more focused and engaged in class. Definitely something to consider for the classroom.
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.
Great a very thoughtful response Felicity. I think it’s great for students to be thinking outside of the box.
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 agree katherine! Creative arts is great way for students to take risks with their learning and not feel that same pressure to be perfect all the time.
Performing arts allows this beautifully too!
I agree with you Katherine. I think Visual arts is a great outlet for a lot of students who struggle with what seems to be pushed as ‘smarts’ in standardized testing. It allows them to express themselves in their own way. No sticking to a strict list of objectives.
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.
Good idea Pam, letting the students have some ownership of where the lesson goes.
Well said Pam. I also think students have great imaginations.