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Teaching Creativity Creatively

This course provides teachers with the knowledge and skills to nurture creativity in their students. Among students in our classrooms, creativity varies over a wide range - visual, mechanical, verbal, artistic, linguistic, athletic, mathematical, and analytical. Part I of this course defines creativity and describes behaviors most often associated with it. In addition, a model is systematically developed that teachers may use to develop creative lessons. Part II elaborates upon the model by adding and covering topics that range from finding problems to critical thinking. Each topic is functionally related to model components. Part III emphasizes the application of the model to lesson development and teaching creatively.

Carlow University ED 628 • Madonna University EDU 5960.13 • Mercy University EDUT 553

Wired to Create: Unraveling the Mysteries of the Creative Mind by Scott Barry Kaufman and Carolyn Gregoire

978-0399175664

Graduate participants earn 3 semester hours of graduate credit and will receive a transcript from one of our partner institutions below. Professional development participants will receive a certificate of completion for 45 hours of professional developments credit for face-to-face classes and 60 hours of professional development credit for online classes.

Credit awarded by

Carlow
University

Credit awarded by

College of
Saint Rose

Credit awarded by

Madonna
University

Professional
Development

Course Schedule

1/9/24 - 4/9/24
3/12/24 -6/11/24
5/14/24 - 8/13/24
7/9/24 - 10/8/24
9/10/24 - 12/10/24
11/12/24 - 2/11/25

Course Schedule

Textbook List FAQs

Outline
Objectives
Partner Universities
Important Information
Student Academic Integrity

Print Online Course Outline Print Face To Face Course Outline

Outline

Session 1: Creativity Orientation

Contents:

Course orientation
Ten definitions of creativity
The Creators' Patterns
Essential terms and definitions
Three examples of teaching creativity creatively
A case for teaching students creative attributes

Session 2: A Model for Classroom Application

Contents:

Catalyst to action: problems, needs, challenge, curiosity
Irrational element(s): dreams, fantasy, etc.
Generative processes (rational elements)
Discovery, judgments, and justification
A model to facilitate creativity in the classroom

Session 3: The Role of Thinking in Creativity

Contents:

The role of cognitive structures
Proven paths of creative exploration
Problem solving through creative behavior
The relationship of intelligence and creativity
How to think creatively

Session 4: Nine Creative Intelligences

Contents:

Create yourself
You and you - Personal intelligence
You and them - Social intelligence
Heaven knows! - Spiritual intelligence
Body talk - Physical intelligence
Making sense of your senses
Count on yourself - Numerical intelligence
Mind the gap!
The power of words

Session 5: Screw-Worm Caper: A Case Study in Creativity

Contents:

The setting
The problem
The creative process

Session 6: Creativity and Critical Thinking

Contents:

What is critical thinking?
The role of logic in critical thinking
Phases of decision making
Critical thinking and objectivity
The role of transfer
Inductive/deductive reasoning
Applying structured knowledge to unstructured problems

Session 7: Domains and Creativity

Contents:

Distinct bodies of knowledge and modes of inquiry
Thinking process across disciplines
Fields of human beings that make judgments
Creativity and domain structure
A case study

Session 8: Assessing Creativity

Contents:

Domain criteria, traditional and out-of-the-box thinking
Conditions for novelty in context
Effectiveness as a function of usefulness and practicality
Teacher judgments and assessments
Tests of creativity - commercial and teacher made
Criteria for product assessment

Session 9: Writing and Developing Creative Lessons for the Classroom

Contents:

The structure of an elegant problem
Solving real problems through the use of creative attributes
The impractical to practical continuum
Creative cooperation and collaboration
Challenging but achievable problems
Transforming, restructuring, combining, reorganizing to achieve problem resolution
Time to reflect and integrate lessons
Making diverse connections through problem content

Session 10: Providing the "Congenial" Environment

Contents:

Learning environment that promotes risk taking and living with temporary frustrations and failure
Appropriate meshing of prescribed curriculum and creativity
Domain impact on a congenial environment
Accepting creative behavior by parents, administrators, and students
Provide specific instruction in creative and critical thinking
Course review and synthesis

Objectives

Identify basic concepts associated with creativity
Review key questions about creativity
Develop a definition of creativity
Consider creativity as a process
Identify the X factor in the creative process
Develop a model that can be used to construct creative lessons
Explore the function of cognitive structures in creative behavior
Define the role of cognitive structures
Examine the relationship between creativity and intelligence

Identify personality traits that enhance creativity
Present selected creative teaching methods
Present guidelines for encouraging creativity among your students
Develop an approach for assessing creativity
Develop a classroom context for creative behavior
Extend strategies for developing catalysts to action
To expand the concept of "generative processes" and how they relate to creativity in the classroom
To establish guidelines for maintaining a congenial environment for creative behavior

Partner Universities

Our Partners are well-established regionally and nationally accredited colleges and universities, recognized for academic excellence and their commitment to teachers.

Important Information

Online 3-graduate credit courses are 13 weeks in length.

On-site weekend courses are held Friday evening from 6:00pm-9:00pm and Saturday/Sunday, 8:30am-5:30pm.

Weekday courses are Monday-Friday from 8:00am- 6:00pm.

It is the responsibility of the student to check with their state, county, district, or school to ensure that all requirements are being met by the course you're taking.

Check the Partner Universities page for specific university information as well as course numbers which are specific to the university partner.

Students are required to purchase their own textbook, the information for which can be found here. If no book is required it will be specified on the list. We have copies of many of the textbooks should you wish to purchase directly from TEI.

Professional development (PD) participants receive a certificate of completion from TEI for 45 hours of PD credit for face to face classes and 60 hours of PD credit for online classes. These certificates are mailed within one week of the end of the class and reflect the course title, dates of attendance, and credit hour information.

Student Academic Integrity

Participants guarantee that all academic class work is original. Any academic dishonesty or plagiarism (to take ideas, writings, etc. from another and offer them as one's own), is a violation of student academic behavior standards as outlined by our partnering colleges and universities and is subject to academic disciplinary action.