Wouter Groeneveldcreativity is in fact a label that is put onto something (not someone) by an expert in the field that is not the maker. No single painter can claim his or her work is very creative: that is a job for the art critics—who are the domain experts that probably used to paint themselves. It is the work, the produce, that is creative. We say that someone “is creative”, but we really mean that someone “produced something creative”.
This reminds me of the work done by the ATC21s project to assess ’21st century’ skills. They offer the follow suggestions in conclusion:
Moving these aspirations from curriculum documents to classrooms is a more challenging task. Several policy strategies appear to be key in supporting this process:
- Developing materials that illustrate where and how these skills may be integrated into content area plans and lessons, which are the common organizers of curriculum.
- Incorporating pedagogies for teaching these skills in pre-service preparation and in ongoing learning opportunities for teachers.
- Ensuring that classroom tools are widely available for enacting these skills – including access to technologies, materials, and exemplar tasks that will allow teachers to organize and students to engage in productive activities.
- Creating assessments that can evaluate these skills and that create incentives for these abilities to be widely taught as a regular part of the curriculum.
- Developing an understanding of how these capacities may develop overtime – with opportunity, scaffolding, and instruction – so that teachers can envision how to organize supports for learning in these complex domains.
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