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I think teachers see creativity as a risk you might not want to take.

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As a kindergarten teacher, my concern is although experts say we need to learn about fostering creativity by studying kindergarten, my experience is that kindergarten is where natural creativity in children is first systematically repressed.

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How do we encourage divergent thinking? And once it begins in our classrooms, what are the ways in which we can have it transfer throughout our schools (buy-in from teachers, primarily)? I think, as the article suggests, kids crave being creative and are taught throughoutt their years of schooling to shut down that part of themselves.

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"Convergent v. divergent thinking" - "Schools have valued and assessed the former rather than the latter" - I also feel like we get caught up in teaching students a single approach or model of what we expect them to do that we don't delve into a variety of ways to express thinking or solve a problem. I wonder if this limits students ability/willingness to try new things, share a contrary idea, or express themselves in class.

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how do schools create a social environment? Schools need more training in taking advantage of technology.

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"To inspire, or "unleash" creativity, requires a social environment that encourages risk taking, time, autonomy, and developmental feedback."

We are a society that races against the clock. In addition, in my case, I have to train students to take a Regents exam in a fixed amount of time which makes this a difficult balance.

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The article talks about the fact that even though teachers have more technology that could be used as creative resources many teachers still feel that they do not possess the full knowledge or access to take advantage of the tools. I also like that it talks about the traditional system of students having a "right" answer when they can have more than one answer.

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What resonates with me is the idea that schools are still stuck in a traditional model where there is often one "right" answer and we are surrounded by "the institutionalization of grades and exam-based culture."  We need to shift this mentality for our teachers and students so everyone has that growth mindset and is not afraid to take risks, regardless of the outcome.

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The last part of the article, "if creativity is viewed as a system of change, and not something that should be confined to a single course or project" highlights that creativity can be embedded in many facets of the classroom rather than in isolation. Rather than doing creative work on some days (projects or summative pieces), creativity can live daily and through many ways of learning. 

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The last part of the article, "if creativity is viewed as a system of change, and not something that should be confined to a single course or project" highlights that creativity can be embedded in many facets of the classroom rather than in isolation. Rather than doing creative work on some days (projects or summative pieces), creativity can live daily and through many ways of learning. 

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."To inspire, or "unleash" creativity, requires a social environment that encourages risk taking, time, autonomy, and developmental feedback."

This quote reminds me of the challenge of moving a dependent learner to a more independent one. The independent learner is creative. I see more progressive schools bring this out in students with their culture and the non grade policies. How is this done in a more traditional school?

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"success in the future requires...[being] comfortable with continuous change."

I think this is really interesting especially when I think about the student / adult dynamic in school. I think students are more comfortable with change than adults. It makes me wonder if teachers should put on their "student hats" more often, in their work. Would this make them more flexible? Creative? Happier? If we stay more like kids will we be more successful?

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I was struck by how difficult it is to foster creativity by how much pressure there is to cover curriculum in prescribed ways.

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What resonates with me most is the challenge presented in the text, how do we encourage, "schools to develop creative culture?" It seems to me that formal schooling (over time),  kills creativity. As teacher leaders, we have to not only serve as lead learners, but perhaps also lead innovators or leaders of creativity.

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"School leaders need to foster a culture that supports creativity in the classroom."

I think school leaders "like" when things are creative, but it just isn't a priority. I feel like teachers would be interested in fostering this creativity but would be scared because of things like observations and maybe discouraged by a lack of access to technology. I feel hopeful though that we are being given time to talk about it!

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The article speaks of some obstacles to developing creativity, including institutionalization of grades and convergent thinking. These ideas resonate with me as a math teacher. Our content is very clearly defined and somewhat overwhelming in scope. The proposed solution involves "time, autonomy, and developmental feedback" which made me think of some of the characteristics of our mastery-based grading system.

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"creativity results from combining convergent and divergent thinking".

- Change in our thoughts requires huge restructuring of what we believe.  Creativity is a means to bridge gaps in our understanding. Learning should never become mundane.  We must not confine our perspectives.

"Historically, students in kindergarten spend their time iterating through a cycle of imagining, creating, playing, and sharing."

- The issue is not of how we think, but how we are told to think. What is approved, and what is not.  The positivistic mindset should be shifted to embrace multimodal ways of thinking.