Standard 2: Knowledge/Characteristics
A) What is creativity?
Creativity can mean different things to different people. I don't consider myself an ultra creative person. I consider myself an ultra organized person. To me, it has always seemed that creativity and organization are at odds with each other. As a student, and employee, I like to know exactly what is expected of me. I want to know how to get the highest score and that is more important to me than showing my creativity. That being said, I do value originality, both in my own work and in that of my students. When I tell my students to be creative on an assignment, some tend to be overwhelmed by that task and may feel that they are unsure how to be creative while meeting all of the objectives. What I am learning through this class is that I can offer my students a chance to be "comfortably creative". Being original and unique without the lofty requirement of doing something completely new and different.
B) Where is creativity?
It can be everywhere.
If given a flexible environment and the confidence of knowing that there is room for experimentation, students love to be creative. I should say most students. In my experience, not all students like open-ended, creative assignments. This is where having a rubric pleases both camps. The assignment should have clear objectives and options. Including the very basic and straight forward way to earn all points is comforting for the risk-averse students who prefer to get right to the point. For the more creative and risk-taking students, the rubric items can easily be ticked off and the style of presentation can be anything they wish it to be.
C) Can creativity be measured?
Creativity can be measured only in the context of the meeting of objectives established. For example, if the objective of an assignment is to teach the class about the Roman Colosseum, the students could choose to present that information in any creative format they choose. The rubric should allow for creativity by allowing the student to earn credit based on the effectiveness of the presenation.
Creativity can mean different things to different people. I don't consider myself an ultra creative person. I consider myself an ultra organized person. To me, it has always seemed that creativity and organization are at odds with each other. As a student, and employee, I like to know exactly what is expected of me. I want to know how to get the highest score and that is more important to me than showing my creativity. That being said, I do value originality, both in my own work and in that of my students. When I tell my students to be creative on an assignment, some tend to be overwhelmed by that task and may feel that they are unsure how to be creative while meeting all of the objectives. What I am learning through this class is that I can offer my students a chance to be "comfortably creative". Being original and unique without the lofty requirement of doing something completely new and different.
B) Where is creativity?
It can be everywhere.
If given a flexible environment and the confidence of knowing that there is room for experimentation, students love to be creative. I should say most students. In my experience, not all students like open-ended, creative assignments. This is where having a rubric pleases both camps. The assignment should have clear objectives and options. Including the very basic and straight forward way to earn all points is comforting for the risk-averse students who prefer to get right to the point. For the more creative and risk-taking students, the rubric items can easily be ticked off and the style of presentation can be anything they wish it to be.
C) Can creativity be measured?
Creativity can be measured only in the context of the meeting of objectives established. For example, if the objective of an assignment is to teach the class about the Roman Colosseum, the students could choose to present that information in any creative format they choose. The rubric should allow for creativity by allowing the student to earn credit based on the effectiveness of the presenation.