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An analysis of research and literature on CREATIVITY IN EDUCATION 

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An analysis of research and literature on CREATIVITY IN EDUCATION 

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What factors influence student motivation?

What are student-centered approaches?

What practices are effective and encouraging?

How can teachers promote self-efficacy and self-motivation in their students?

What challenges do teachers face in IBL and how can they overcome them?

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Measuring Student Motivation in High School Physical Education

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Measuring Student Motivation in High School Physical Education

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Creative Role-Play Encourages Deeper Science thinking

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Creative Role-Play Encourages Deeper Science thinking

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Creative Role-Play Encourages Deeper Science Learning

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The benefits of creativity in the classroom and how it supports student inquiry

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The benefits of creativity in the classroom and how it supports student inquiry

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1. Creativity supports individual’s own intelligence/skills

2. Guilford’s idea of “divergent thinking” and challenging unconventional learning in order to hone creativity

3. Creativity has problem-solving capacity

4. Creativity sparks communication and effective explanation

(Craft, 2001)

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Children of immigrant parents

Parents' level of education

Parent's own experience and satisfaction with school influence their practices and goals with their kids

Children wanting to please their family

Parents' positive feedback or rewards

Cultural beliefs and values

(Suizzo et al. 2015)

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“Self-determination theory postulates that providing students with a social context that satisfies three innate psychological needs of autonomy, relatedness, and competence” (Measuring Student Motivation, 2)

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Motivation alone cannot lead students to higher-level thinking; cognitive engagement mediates motivation

Cognitive engagement promotes students’ understanding and skill through cognitive, metacognitive, and volitional strategies

(Blumenfeld, 2006)

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Intrinsically motivated students show persistence and confidence in their academics; they have a desire to attend class and remain in school;

These behaviors lead students to develop higher level thinking and score well on assessments.

Achievement goals is described as the “purpose or reason for engaging in the task in the first place, as well as subsequent affect, cognition, and behavior to obtain a task objective” (p. 268)

Students who have mastery goal orientation engage in academic activities to reach competence and gain mastery of the task at hand;

They “aim for a deep, comprehensive understanding of the material in question” (p. 269)

(Cerasoli,  2014)

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Limited access to resources and opportunities

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English Language Learners

African American and Latino Adolescents

Cultural misconceptions and biases

Students' sense of Belonging and value

"Urban schools that serve these populations tend to have more teachers with low expectations for students, higher negative affect and frustration surrounding instructional interactions" (Matthews, p. 2370)

(Matthews et al., 2014; Zhao, 2015)

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Create a close and pleasant atmosphere

Respect and trust should be maintained

Provide moderate encouragement and praise

Teachers should be critically reflective

(Zhao, 2015)

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Positive peer support

Creating interpersonal connections

Making connections between culture and personal identity

(Matthews et al., 2014)

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Students who exhibit a lack of external academic identity rely on emotion-affective support:

affirming that they are valuable members of the community

showing them care

providing opportunities to articulate their social and academic difficulties

(Matthews et al., 2014; Zhao, 2015)

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Inquiry-Based Learning (IBL)

Driving question

Authentic, situated inquiry

Learner ownership of the problem:  teacher support, not teacher direction

Artifact creation

Student-Driven Inquiry (SDI)

There’s a positive connection between students’ interest in the task at hand and their level of success: “student emotions influence [Student-regulated learning] and motivation, which in turn influence academic achievement” (p. 29).

Self-regulation, autonomy, and intrinsic motivation are important implications for IBL and SDI.

Autonomy Supportive Instruction

Privileges student choice, decision-making, self-reflection, and assessment

Instructional guides talk listen, and listen more

(Buchanan, 2016)

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Buchanan, S., Harlan, M.A., Bruce, C., Edwards, S. (2016). Inquiry Based Learning Models, Information Literacy, and Student Engagement: A Literature review. School Libraries Worldwide, 22(2), 23-34.

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Cerasoli, C.P., Ford, M.T. (2014). Intrinsic Motivation, Performance, and the Mediating Role of Mastery Goal Orientation: A Test of Self-Determination Theory. The Journal of Psychology, 148(3), 267-286.

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Zhao, L. (2015). Teaching Strategies of Enhancing Motivation among Ethnic Minority Students. Theory and Practice in Language Studies, 5(10), 2176-2182.

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Matthews, J.S., Banerjee, M., & Lauermann, F. (2014). Academic Identity formation and Motivation Among Ethnic Minority Adolescents: The Role of the “Self” Between Internal and External Perceptions of Identity. Child Development; 85(6), 2355-2373.

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Blumenfeld, P.C., Kempler, T.M. & Krajcik, J.S. (2006). Motivation and cognitive engagement in learning environments. In Sawyer, R. K. (Ed.), The Cambridge handbook of the learning sciences. New York: Cambridge.

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Suizzo, M., Jackson, K. M., Pahlke, E., Mcclain, S., Marroquin, Y., Blondeau, L. A., & Hong, K. (2015). Parents School Satisfaction and Academic Socialization Predict Adolescents Autonomous Motivation: A Mixed-Method Study of Low-Income Ethnic Minority Families. Journal of Adolescent Research, 31(3), 343-374. doi:10.1177/0743558415605617

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Parents' School Satisfaction and Academic Socialization Predict Adolescents' Autonomous Motivation

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English, M. C. , & Kitsantas, A. (2013). Supporting Student Self-Regulated Learning in Problem- and Project-Based Learning. Interdisciplinary Journal of Problem-Based Learning, 7(2). Available at: https://doi.org/10.7771/1541-5015.1339

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"Supporting Student Self-Regulated Learning in Problem- and Project-Bas" by Mary C. English and Anastasia Kitsantas

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In order to be successful in problem- or project-based learning (PBL), students must take responsibility for the learning process by setting goals, monitoring, reflecting, and sustaining their motivation from the beginning of the project until the end. However, for many students, these processes do not occur naturally or easily.

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Blumenfeld, P., Soloway, E., Marx, R., Krajcik, J., Guzdial, M., & Palincsar, A. (1991). Motivating Project-Based Learning: Sustaining the Doing, Supporting the Learning. Educational Psychologist,26(3), 369-398. doi:10.1207/s15326985ep2603&4_8

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Blumenfeld, P., Soloway, E., Marx, R., Krajcik, J., Guzdial, M., & Palincsar, A. (1991). Motivating Project-Based Learning: Sustaining the Doing, Supporting the Learning. Educational Psychologist,26(3), 369-398. doi:10.1207/s15326985ep2603&4_8

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Tucker, C. M., Zayco, R. A., Herman, K. C., Reinke, W. M., Trujillo, M., Carraway, K., . . . Ivery, P. D. (2002). Teacher and child variables as predictors of academic engagement among low-income African American children. Psychology in the Schools,39(4), 477-488. doi:10.1002/pits.10038

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Tucker, C. M., Zayco, R. A., Herman, K. C., Reinke, W. M., Trujillo, M., Carraway, K., . . . Ivery, P. D. (2002). Teacher and child variables as predictors of academic engagement among low-income African American children. Psychology in the Schools,39(4), 477-488. doi:10.1002/pits.10038

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Navigating the Bumpy Road to Student-Centered Instruction

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Navigating the Bumpy Road to Student-Centered Instruction

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Felder and Brent suggest that the results of child-centered instruction may not always be immediate nor the results automatic, but that teachers and students should persist and they will see the results.  They suggest that there may be strong reactions from learners forced to take responsibility of their own learning, symptoms of this are akin to trauma or grief:

Shock

Denial

Strong Emotion

Resistance and Withdrawal

Struggle and Exploration

Return of Confidence

Integration of Success

It may be the first response to give up when the practice first proves difficult, however, persistence proves to have a reward when the student and teacher get a grasp on student-centered instruction.

(Felder and Brent, 1996).

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There is a large amount of pressure associated between a teacher teaching towards the "core" and standardized test, and then teaching for the learning experience.

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