Setting Up The Environment and Facilitating Creative Learning

Creativity and the creative problem solving process: we need to assess the situation first by generating data relevant to the situation using divergence which allows us to have a large amount of data. Then, we use convergence and this means selecting the most important data (we can cluster the data and label each cluster to help organize the data). By doing so we will have a clear picture of the situation we are facing- exploring the vision by generating a list of goals and wishes starting each sentence affirmatively with ‘I wish’ [I could lose weight] for example. Again, we diverge, then we converge (as we need to select the best statement that best identifies the vision). Formulating challenges diverge the problems we need to solve to achieve the vision as in ‘How to’, ‘How might we’, ‘What might be’, or ‘In what ways might’. Then we converge with the best statement expressing the problem to be solved. Exploring ideas: here we generate many ideas to solve the problem. Keeping novelty alive, we converge to some ideas. I have one problem that I wish to work on. Formulating solutions generating pluses, potentials, concerns, and ways to overcoming concerns. This is the solution. Exploring acceptance and action plan to implement the solution.

Creative Problem Solving (CPS) is a comprehensive system that ignites creative thinking that leads to creative solutions and productive change. It involves thinking and doing. As a teacher I need to set the classroom expectations first and develop the learning goals in a collaborative way, putting the students at the center of the learning process. Clear expectations make students responsible for their own learning. They become vital partners in the learning process all through the school year. I will discuss with them in a friendly way what I expect from them all through the year (whether behavioral or learning expectations) and what they should expect from me being their teacher. This will make a solid and a friendly base between me and them. I will model the behavior myself in the classroom of creative attitudes and dialogue. This all will lead to the success of me as a teacher and them as my students. I’m very enthusiastic as a teacher to give them a sense of engagement and ownership of ideas and tasks. Mutual respect says it all.

As a facilitator of creative learning, my responsibility is to help my students reach their creative potentials by building their self-confidence and self-esteem and by making the class more engaging, enjoyable, focused, busy, interesting, and collaborative. I shall give my students choices for resources and methods, opportunity for critical reflection in a supportive environment, and allow for original and novel ideas. Moreover, I will help them build their skills through activities and tools which are the structured ways to use their skills.

In my opinion, the following can also help students' creativity: collaboration, being happy and relaxed, no judgment, idea time, novelty, simplicity, set up for success, less stress, process, no risk of failure in a non-threatening atmosphere in which learners are secure enough to take risks and make mistakes, personally applicable, learning style friendly, motivation, well-prepared leader, preparation & information, interactive & playful, and praise first.

The above combination creates an environment in which promotes creativity. When we learn CPS, we learn how to think and how to sharpen our thinking abilities. CPS makes better thinkers out of all of us.

"Tell Me And I Forget. Teach Me And I Remember. Involve Me And I Learn." -Benjamin Franklin