At Dalton we anchor our understanding of creativity in two key sources: Dr Edward de Bono and the PBL Works creativity rubric. Creativity is a skill, not a talent. Therefore, it can be taught and learned. Creativity involves the ability to develop an idea that would not have been expected in our usual behavior and usual thinking. Creativity is a process through which a group or individual produces something that is both novel and useful.
PBL rubric for creativity
Why is fostering creativity important for students at this stage of their education?
Nearly every report on 21st century learning states that creative thinking is one of the key skills needed for the present generation of learners. For students’ sake, it’s urgent that we adapt toward a creativity-driven education secondary system. This is the last stage before university and career, when the responsibility of learning falls fully onto the student. Therefore, it is critical that they have developed a creative mindset and the skills to match.
What are some successful examples of creative projects you have seen in secondary schools?
Project-based learning encourages students to engage in real world problems that require critical thinking, collaboration, and creativity. Authentic projects build upon students’ curiosity and promote agency in their learning. At the same time, rigorous content is incorporated in a transdisciplinary nature. At Dalton, we have committed to nurturing students’ creativity by adopting a project-based learning approach. In our first secondary cohort, students have already engaged in projects such as designing green spaces using Hong Kong flora and landscape design principles, curating a tasting menu inspired by the eight cuisines of China, and designing a wearable technology device that promotes well-being. These projects have incorporated a significant depth of content knowledge while also developing students’ 21st century skills, including creativity.
How can schools ensure that all students have access to diverse enrichment opportunities?
Creativity can be nurtured across disciplines. For many students, it’s just about finding the right creative outlet. That could be the math and sciences for one student, and the performing arts for another. Schools should provide a wide range of enrichment opportunities that provide entry points for students to find their creative passions.
In what ways can creativity be integrated into subjects like mathematics and science?
Regardless of subject matter, we can promote creativity through flexible thinking and responsible risk-taking. Subjects like Math and Science excel in fostering this mindset. Mathematics Professor Ian Stewart argues that “mathematics is the most creative activity on the planet.” Encouraging multiple problem-solving methods and valuing diverse approaches enhances creativity. By focusing on reasoning and process rather than right or wrong answers, we create an environment where students feel empowered to take risks. Both flexible thinking and responsible risk-taking are crucial underpinnings to unleashing creativity.
What challenges do educators face when trying to incorporate creativity into the curriculum?
There are many challenges educators face when trying to incorporate creativity into the curriculum.
Some of the leading challenges are:
- external pressures such as university admissions and testing;
- textbook-driven curriculums; and:
- lack of professional development.
While the world has rapidly changed, the criteria by which we measure students has not. Most universities still rely upon traditional measures to admit students. Until that changes, schools will face the pressure of getting “results” which can be at the sacrifice of skills like creativity. Second, most secondary schools are still very textbook-driven, meaning they use curriculums that are fixed in content. This leaves less room for authentic, relevant tasks that encourage creativity. Third, explicitly teaching and trusting student creativity requires training and development. If a secondary teacher has consistently used a single-textbook to transmit information to students for many years, it is unreasonable to expect that teacher to transform into a process and project-based educator overnight.
How important is teacher training in promoting a creative environment in secondary education?
Teacher training is vital to promoting creative environments in secondary education. Teaching creativity requires a facilitation of a creative process, rather than a recall of information. Therefore, the skill sets of a facilitator of learning differ from the skills sets of a depositor of knowledge. Central to this teacher training must also be an emphasis on teacher mindset. To teach creativity, a teacher must value creativity. Further, a teacher needs to feel safe to be creative and take risks in their practice. A creative process can be messy, so schools need to support teachers with training, regular feedback, and an environment that encourages growth.
How can we effectively assess creativity in students without compromising academic standards?
What we assess communicates what we value. In so many secondary schools, the way students are assessed communicates that we still value 19th century skills. Grades, rankings, and test scores report what a student knows at a specific moment of time, rather than encouraging the pursuit of continuous learning and growth. We can shift this paradigm by using innovative assessment methods, such as Edward de Bono’s Six Thinking Hats. This assessment routine prompts students to analyze their performances across various dimensions, including creativity and critical thinking. I have had the privilege of observing Dalton secondary students use this routine, and I am always impressed by their honesty, accuracy, and critical review. This approach encourages ongoing learning rather than viewing assessment as a final destination.
What role can parents and the community play in supporting creative education?
Parents and the community play an essential role in supporting creative education. Parents are the greatest advocates of their child’s learning. I’d like to offer some questions and provocations for both the parents community.
- What messages do you want to communicate to your chid about creativity?
- How do you allocate your child’s time?
- Does it allow for creative, playful activities (regardless of their age)?
- Does your child have periods of free time whenthey are able to explore their creativity or reflect and restore their creative energy?
- Does your child ever feel bored or is every moment of the day scheduled for them?
- How do you encourage responsible risk-taking? How do you respond when your child is wrong?
- Does your child’s school encourage creativity?
- How does the school teach and assess creativity?
For the community:
- How is creativity made visible?
- How are the arts and other creative disciplines celebrated and explored?
- How often do creative professionals engage in schools?
- How can communities advocate for systemic shifts that emphasize 21st century skills like creativity?
- Who are the celebrated role models in the community- is creativity an aspirational trait?
How do you envision the role of creativity evolving in secondary education over the next decade?
There are so many ways we can integrate creativity into secondary education, and some schools around the world, including Dalton, are pushing the envelope on what secondary school can look like. Here are five ways I’d like to see creativity nurtured in secondary schools over the next 10 years:
- Integrate more Project-Based Learning: Project-based learning engages students with real-world problems that require critical thinking, collaboration, and creativity. Authentic projects foster curiosity and promote agency in learning while incorporating rigorous content in a transdisciplinary manner.
- Assess Creativity: What we assess reflects our values. Many secondary schools still emphasize 19th-century skills through grades and test scores, limiting continuous learning and growth. We can shift this paradigm by using innovative assessment methods, like De Bono’s thinking hats and other authentic, rubric-based assessments.
- Encourage Flexible Thinking and Responsible Risk-Taking: By focusing on reasoning and process rather than right or wrong answers, we create an environment where students feel empowered to take risks. These learning habits can be developed in any subject matter and will cultivate creativity.
- Mentor and Collaborate: To cultivate creativity, students need exposure to creative individuals. This can come from innovative teaching staff and opportunities for peer mentorship and collaboration. A key aspect of project-based learning at Dalton involves master classes with industry experts. This year, our seventh graders interviewed landscape architects, Michelin-star chefs, and fashion designers. Learning from both adults and peers enriches student experiences, as they gain insights from diverse perspectives, enhancing their creative capacities.
- Cultivate Mindfulness and Reflection: Mindfulness and reflection are crucial for enhancing creative thinking, allowing students to engage deeply with their thoughts. Secondary schools can facilitate this through advisory programs that provide dedicated time for reflection
Let’s Be Creative!
These five strategies are just the beginning of how we can encourage creativity in secondary schools. There is so much more we can do. Let’s think outside the box regarding what, how, and why we teach. Our students deserve a creativity-rich education, and the world needs it!
