Teaching Creativity in the

Classroom
Dr. Marcia Corazon Rico
July 17, 2019 | 2019 CEACAL Conference | Ateneo de Naga University

2019 CEACAL Conference | Ateneo de Naga University 7/17/2019

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Move IT!
 Oppa Sign
 I am Watching You
 You Can’t See Me
 Swim Pa More
 Suklay pa more
 Eat Pa More
 Busog sarap
 Powder Pa More
 Linis Pa More
 Wash Pa More
 Hiwalay, Kusot, Piga, Sampay
 Washing Machine
 Fix the lightbulbs
 Milk the cow
 Water the Plants
 Flying Kiss
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Are You Ready?

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I WAS BORN READY!

Female Male

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R 2 R Greetings

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 R2R Greetings!

Ready to Rock? Ready to Roll

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 Whereto From Here

The Big C
What is C?
What is TC
Why TC?
Who is a CT
How To teach Creativity
2019 CEACAL Conference | Ateneo de Naga University 7/17/2019
The Big C (Challenge)

2019 CEACAL Conference | Ateneo de Naga University 7/17/2019

THIS GENERATION MUST BE ABLE TO

1. Generate and implement new

ideas, solutions and products
2. Use digital tools to enable
knowledge discovery, creation
of resources and communication
3. Apply their knowledge
to solve real-world
problems
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VISION OF THE K TO 12 GRADUATES
1. has mastered 21st century core skills
2. emotionally developed and competent
to live a meaningful life
3. socially aware, pro-active and involved
in public and civic affairs
4. prepared for the world of work
or entrepreneurship or higher
education
5. legally employable
6. globally competitive
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21ST CENTURY CORE SKILLS IN K TO 12
1. Communication and Literacies
2. Critical Thinking and Problem Solving
3. Creativity and Innovation
4. Ethical, Moral, and Spiritual Values
5. Life and Career Competencies
6. Development of Self and Sense
of Community
7. National and Global Orientedness

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 CREATIVITY
AND IMAGINATION

• essential human capacities to

express thoughts, feelings and
aspirations, and help us to
fashion our ever changing culture

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 21ST CENTURY
SKILLS ARE
NEEDED TO MAKE
DEEP LEARNING
HAPPEN.

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Creativity is one very important skill

One 2010 survey found that over 1,500 executives

valued creativity as the most crucial business skill
in the modern world.
In a knowledge economy where rote tasks are
can be completed by machines, and almost all
information is available with one click, students
need to be ready to learn independently, and
constantly adapt, innovate, and creatively
problem-solve in the workplace.
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What is Creativity?
Why Teach Creativity?
Why teach creatively?
Who is a creative teacher?
How do we teach Creativity?

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The Big C is in

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 Tasks

QUICKIE! (10 on 3)
ALL GROUPS: Form AGREEMENT CIRCLES and Prepare for
BRAINSPROUTING and AMAZING NOTES
Group 1 and 6: What is Creativity
Group 2 and 7:What is Teaching Creatively?
Group 3 and 8: Why Teach Creatively?
Group 4 and 9: Who is a Creative Teacher?
Group 5 and 10:How Do We Teach Creativity?
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What is
Groups 1 and 6

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 What is Creativity
 Creativity is a cluster of skills that are needed to produce ideas
that are both original and valuable (Sternberg, 2001)
 .

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 Creativity is NOT
Just for artists, writers, and painters. Creativity is for
everyone!
Necessarily a result or sign of mental illness.
A fixed trait that only some people possess.
The same as IQ. Even students who are not
intellectually “gifted” can be highly creative.
Beyond measurement. While no single test is perfect,
there are many ways to assess (and improve)
creativity.
2019 CEACAL Conference | Ateneo de Naga University 7/17/2019
 What is Creative thinking?
Creative thinking is a type of thinking that
involves “producing something that is both
original and worthwhile (Sternberg, 2003)
One type of divergent thinking
Bringing something new to birth
Seeing new relationships and the use of
imagination and inventiveness
Requires willingness to play with ideas, be
open and take risks in a safe environment
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 8 Creative Thinking Behaviors
 Awareness- The ability to notice the attributes of things in the environment so as
to build a knowledge base that is the beginning of all other forms of creative
thinking
 Curiosity- The ability and inclination to wonder about things and mentally explore
the new, novel and unique ideas
 Imagination-ability to speculate about things that are not necessarily based on
reality
 Fluency- The ability to produce a large quantity of ideas
 Flexibility-Ability to look at things from several different perspectives or view points
 Originality- The ability to produce new, novel and unique ideas
 Elaboration-Ability to add on to an idea, give details; build groups of related
ideas or expand on ideas
 Perseverance- ability to keep trying to find an answer; to see a task through
completion
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(The MP5 Creativity Challenge)

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4 C Model of Creativity
By James Kaufman and Ronald Beghetto

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The mini-c level of creativity

 Creativity is inherent in learning. Any time one attempts a

new task, there is a level of creativity involved. At the
mini-c level of creativity, what one creates might not be
revolutionary but it is new and meaningful to them.

 Example: Jacob brings home his first painting from school.

It is his first attempt to be appropriate to the task and it is
new and meaningful to him.
2019 CEACAL Conference | Ateneo de Naga University 7/17/2019
 The little-c level of creativity (everyday creativity)
 The little-c level of creativity reflects an aspect of growth
from the mini-c level. With appropriate feedback,
advancements are made and what was created might
be of value to others.

Example: Jacob’s parents love the new painting Jacob
brought home today. They place it on the refrigerator
because they think it is good and they get enjoyment out
of seeing it. It’s on its way to becoming art.
2019 CEACAL Conference | Ateneo de Naga University 7/17/2019
 The Pro-c level of creativity (expert creativity)
 At this level, one has the ability to be creative at a professional level and in a
professional venue. At this point, one would have had many years of
deliberate practice and training. Not everyone at the Pro-c level can make a
living with their creative pursuit; however, it is generally the goal of those at
this level to support themselves doing something they love.

Example: Jacob majored in art in college and his pictures now hang in
galleries. His paintings are recognized by art experts and critics as being
creative. His paintings hang in the homes of others—not just his friends and
family, but people who do not know Jacob personally but who appreciate
and are moved by his art.
2019 CEACAL Conference | Ateneo de Naga University 7/17/2019
 The Big-C level of creativity (eminent creativity)
 Those at the Big-C level will be remembered in the history books. The
Big-C level includes an evaluation of one’s entire career and entire
body of work and then evaluates the entire body of work against
other great contributors and decides where one fits in.

 Example: Over the years, Jacob’s paintings have been bought by

people who have tremendous collections of artwork. His paintings
hang in famous galleries and are regularly discussed by experts.
Decades from now, Jacob will be considered one of the greatest
artists of all time.
2019 CEACAL Conference | Ateneo de Naga University 7/17/2019
 Words from Kaufman and Beghetto…

 “Educators must realize that nurturing creativity is an essential piece of the

learning process. Furthermore, educators should recognize that creativity is a
process that happens throughout our lifetime. We must recognize that a small
child and a grown adult can both be creative. We need to recognize and find
value in creativity at all levels.”

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What is
Groups 2 and 7

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Teaching Creatively and Teaching for
Creativity (NACCCE Report, 1999)
Teaching Creatively Teaching For Creativity
‘using imaginative Forms of teaching
approaches to that are intended
make learning more to develop young
interesting and peoples own
effective’ creative thinking or
behaviour
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Teaching Creatively has been defined as ‘teachers
using imaginative approaches to make learning
more interesting, exciting and effective’ (NACCCE,
1999)
Teaching creatively requires both the ‘right’ set of
skills and dispositions.
One way to teach more creatively is to look at
teaching as a problem-solving activity and to adopt
a growth mindset (as defined by Dweck, 2007).
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‘teaching for creativity involves
teaching creatively’

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Why Teach Creatively
Groups 3 and 8

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Why Teach Creatively?

 New ideas are appreciated by the students.

 Provide the students with ideas that are challenging, that
get them to experience the language in meaningful
contexts while at the same time stretch them beyond
content.
 To come to terms with the individual differences- different
motivations, different cognitive and social styles, different
background, different levels, different ages, different
expectations.
 It is necessary to reach out to ALL the students in one group.
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 Directly enhances learning by increasing motivation, deepening understanding, and
promoting joy

 more imaginative approaches are necessary to surprise the

students.
 Bruner called the essence of teaching being able to provide the students with
effective pedagogical surprises.
 Teaching is a dialogic, dynamic endeavor, that is to say, an activity that
involves people, and which is, as such, unpredictable.
 Handling these uncertainties, exploiting unpredictable moments to the fullest,
turning unexpected outcomes into meaningful, fresh learning opportunities
becomes much easier if we keep an open mind and learn how to improvise, to
adapt to the needs of the students, be spontaneous and stay in the moment.
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But can teachers learn to
develop our creativity?

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The good news is that the so-called
everyday type of creativity can indeed be
developed.

On the condition that the teacher is:

a) motivated, b) has the right attitude, and

c) uses some strategies
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The Creative Teacher
Groups 4 and 9 Presentation

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2019 CEACAL Conference | Ateneo de Naga University 7/17/2019
THE TWENTY-FIRST CENTURY
TEACHER IN FOCUS
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Research-based Findings (Bramwell et. al. 2011)

 Creative teachers are tune into their students’ preferences, needs,

abilities and skills
 Creative teachers routinely customize their own learning activities
and also glean and adapt techniques and strategies to reach
particular sets of Howard Gardner’s MIs.
 Creative teachers value learning and interpersonal connections
with students and their colleagues.
 Creative teachers deliberately spark interest, curiosity, and real-
world application of knowledge
 Creative masters at taking dull, monotonous learning objectives
and making enticing, engaging learning activities
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Teaching Creativity in a
Creative Classroom
Groups 5 and 10 Presentation

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“Beyond academic achievement, creativity can
make learning more fun—leading to joy and
positive emotional engagement in students .”
Creativity requires a safe environment in which to play, exercise
autonomy, and take risks.

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 My toe bone is connected to my heel bone
 My heel bone is connected to my knee bone
 My knee bone is connected to my hip bone
 Just like you and me
 Do-bo (4x)my bones
 D0-bo (4x) your bones
 Do-bo (4x) our bones
 Just like you and me
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Creativity Model (Osborne-Parnes Model)

 Use a creativity model. Each step involves a divergent thinking

pattern to challenge ideas, and then convergent thinking to
narrow down exploration. It has six steps:
Mess-finding. Identify a goal or objective.
Fact-finding. Gathering data.
Problem-finding. Clarifying the problem
Idea-finding. Generating ideas
Solution-finding. Strengthening & evaluating ideas
Acceptance-finding. Plan of action for Implementing ideas
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 Tips from experts:
 Strategies that support creativity—solving problems, exploring multiple
options, and learning inquiry—also support depth of understanding.
 Re-word assignments to promote creative thinking. Try adding words like
“create,” “design,” “invent,” “imagine,” “suppose,” to your assignments.
Adding instructions such as “Come up with as many solutions as possible”
or “Be creative!” can increase creative performance.
 Use creative instructional strategies, models, and methods as much as
possible in a variety of domains.
 Model creativity for students in the way you speak and the way you act.
For example, you could say “I thought about 3 ways to introduce this
lesson. I’m going to show you 2, then you come up with a third,” or show
them a personal project you’ve been working on.

2019 CEACAL Conference | Ateneo de Naga University 7/17/2019

 Experiment with activities where students can practice
creative thinking. Many teachers have suggestions for
creative activities they’ve tried as warm-ups or quick
breaks. “Droodles,” or visual riddles, are simple line drawings
that can have a wide range of different interpretations, and
can stimulate divergent thinking. “Quickwrites” and
“freewrites” can help students to let go of their internal
censor. As part of reviewing material, you could have kids
use concept cartooning or draw/design/paint visual
metaphors to capture the essence of complex academic
information.
2019 CEACAL Conference | Ateneo de Naga University 7/17/2019
Sample Creative
Instructional Strategies

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Sample Creative instructional Strategies
 Off the cuff conversations-impromptu, extemporaneous
 Droodles- visual riddles; Puzzles that resemble abstract drawings you have to give a sense
 Quick Writes/Free Writes-brief, timed writing opportunities that require only 3-10 minutes to
integrate writing and critical thinking practice into any discipline.
 Concept Cartoons/2D (Draw to Describe) or HeART Attack- are visual representations of
ideas
 Focused-attention Meditation-sustaining selective attention moment by moment on a
chosen object, such the sensations of breathing or sensations or a sound
 Journaling/ Da Vinci notebook-students keep notebooks, independent of any academic
subject, where they can try creative exercises and explore personal passions; notebook
pages with questions, doodles, observations, sketches, and calculations.
 Brainstorming, Brainwriting, Brainsprouting (unleash your inherent creative powers and to
help others do the same)
 WOWs and Wishes-students write what they like about the lesson and the things they
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wish to improve on
 Tips, Tricks and Treats
 What If questions
 Students write or formulate what if questions about the topic and these are posted for discussions
 Q-WI-Jars or Q-WI-Bowls
 Question/Word/Idea Jars
 Teacher draws from these to develop classroom discussions or tasks
 Dialogue Journals or e-Journals
 Allow T-S to “talk”
 Entries should be anything the students would like to tell or ask the T about or share opinions on a
particular topic
 Three Tries
 Come up with 3 ways of solving problems before giving up or asking for help
 I-FY zones
 Diversify (provide more than 1 perspective); Verify (offer proof and evidence; Amplify (elaborate on an
idea)
 3 in 1 plus 1
 After every 3 weeks, T distributes index cards to students. On 1 side, S tell the T how the class is going for
them, write2019what’s
CEACALnot going
Conference or what’s
| Ateneo de Naga going
University well and suggestions to make the class effective)Other7/17/2019
side: S tell T something about themselves that they think would be interesting to the T
 Some Lesson Presentation Treats
Variations to Reporting (Questioners, Agreers,
Nay-sayers, Summarizers, Example-Givers)
A Date with _____/Rendezvous with ____
Sculpt a Scene
Floor/Board/Chalk Talk
In Rhyme and In Rhythm
“I-guhit Mo”/ “Ang Aking Obra Maestra”
Dance Your Name
Heart Surgery: What is in your heart today?
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 Some Lesson Presentation Treats

 Pass the Challenges

 Quickie Review
 A Letter for Me/Learning Journals
 Alphabet Parade
 Our Story
 Simulation/Dramatization/Role Playing
 Projects
 Video (View or Create videos)
 Team building activities
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 Some Lesson Presentation Treats

 Tourist Guides at Work/Virtual Tour

 Recreating The Past
 Philippine Autobiography
 Q & A: Fly an Airplane, Try Your Luck with the Sticks, Pass the Box,
Hug or Help
 Study Tours/Field Trips
 Community Study/Interview with a local government official
 Songs, Games, Dances (MDAS)
 Assessment Collage
 Mindsets/Reflective Exercises
 Mood Corners
 Meaningful Conversations
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 Opening/Initiatory Strategies/Activities
 My “KWL” Chart
 Video Clip that relates to the content
 Puzzling or mysterious scenario, conflict story
 News article or an editorial, cartoon or comic strip
 Games
 Song followed by its analysis
 Posing a problem and students formulate hypotheses or predict what will happen next
 Puzzles or brain teasers
 Pictures with or without captions
 Diagnostic tests
 Quotable qoutes
 Brainstorming, Buzz Session
 Anticipation Guide
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 Q and A
 Developmental Activities
 Library/Internet Research
 Reading
 Interview
 Small Group Discussions
 Panel Discussion
 Hands-on learning
 Activity Worksheets
 Case Study
 Question and Answer
 Field Trip
 Experiment

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Developmental Activities
 Using graphic organizers(charts, timelines)
 Jingles, rap, songs
 Verses
 Acrostic
 Power point Presentations
 Floor talk/Board Talk/Chalk talk
 Roundtable-Think-Pad
 Eyewitness to the Past/Recreating the Past
 Barometer (Taking a Stand on Issues)
 Bio poem: (Connecting Identities to Poetry)

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 Developmental Activities
 Who’s Who/Biographical Accounts or Biographical
Sketches/Rendezvous with…
 Imaginary Travelogue
 Hagiography (Storytelling of the lives of heroes, saints,
etc.)
 Virtual Tours/Tourist Guides at Work
 Branch Out
 Specialists’ Hats In a Parade
 Sculpt a Scene/I-Ukit /Iguhit Mo
 In Rhyme and In Rhythm
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Developmental Activities
 “Ad-Sell” a Concept or an Insight
 Pass the Challenges
 A “Better-Philippines” Recipe
 Quickie Review
 A Letter for Me
 Alphabet Parade
 Our Story
 Simulation/Dramatization/Role Playing
 Video (View or Create videos)
 Peer Teaching/Peer mentoring
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Developmental Activities

 Debate
 Think, Pair, Share/Think Share Square
 Round Robin, Co-op Co-op, Praise Check
 Numbered Heads Together
 M n M (Mix and Match)
 Guess Who Am I (a-la Pinoy Henyo)
 Recreating The Past
 Philippine Autobiography
 Q & A: Fly an Airplane, Try Your Luck with the Sticks, Pass the Box, Hug or Help
 Community Study/Interview with a local government official

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Concluding Activities
 Exit Slips
 Struck Word
 Concept Cloud
 5-second answer
 Review the KWL Chart
 A-Z Countdown
 “passport or ticket to leave” (share before you leave)
 Journal writing
 3/2/1 countdown : 3 facts I learned today, 2 ways I will use the information or skills I
learned today, 1 question I have
 Summarizing the lesson; Quickie Review
 Completing unfinished sentences(e.g. From this lesson, I learned that…)
 Team Game Tournament or Visible Quiz
 A Letter For Me
 The Real World: In a Collage
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 CRAYON
EXERCISE
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1. Hold at least two to three colors of
crayons in one hand.
2. As the music plays,
continuously draw lines in any direction
following the movement of song.
3. You can change colors as long as the
song is playing.
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 Grab Bag and a CROWN
 Grab Bag: Select an item inside your bag or is with you that would best represent a
significant insight you learned in the

 CROWN
 Communicate what you learned
 React
 Offer one sentence that sums up what you learned
 Where could you use your learning
 Note how well you did this morning

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 Who Got The Cookie From The Cookie
Jar?
Who got the cookie from the cookie jar?
I think ____ got the cookie from the cookie jar.
Who me?
Yes you
Not me
Then Who?
I think ______ (call another pupil)
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 Other activities
Finger Painting
Molding or Modelling clay
Flashcard races
Solving Puzzles
Using manipulatives
Word Search
Clapping or Jumping while counting
Singing songs related to concepts
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 Chant
 Are you hungry?
 Are you hungry?
 Yes, I am!
 Yes, I am!
 Let’s have snacks!
 Let’s have snacks!
Or:
 Two little eyes to look around
 two little ears to hear each sound
 one little nose to smell what’s sweet
 one little mouth that likes to eat.
 Enjoy2019your snacks
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Singing song related to concepts:
Weather Song
 There was a time when we were wet and RAINY was the weather

R-A-I-N-Y (3x)
And RAINY was the weather
 There was a time when we were hot and SUNNY was the weather

S-U-N-N-Y (3x)
And SUNNY was the weather
 There was a time when we were cool and WINDY was the weather

W-I-N-D-Y
And WINDY was the weather

2019 CEACAL Conference | Ateneo de Naga University 7/17/2019

Wash Your Hands

Wash your Hands

(to the melody of ‘Row, Row, Row your Boat’)
Wash, wash, wash your hands
play our handy game
rub and scrub, rub and scrub
Germs go down the drain. HEY!

2019 CEACAL Conference | Ateneo de Naga University 7/17/2019

Go beyond the Chartered Mile. . .

In Closing

2019 CEACAL Conference | Ateneo de Naga University 7/17/2019

 Build on what you really care
about.!
Keep it fresh!
Be creative!
CREATIVITY works!
2019 CEACAL Conference | Ateneo de Naga University 7/17/2019
The Colors of Teachers

Teachers come in many colors.

2019 CEACAL Conference | Ateneo de Naga University 7/17/2019
 The color you like most reveals a bit of your
personality and the type of TEACHER you are.
Are you a . . .
Green color teacher?
Blue color teacher?
Red color teacher?
Yellow color teacher?
Orange color teacher
Purple color teacher?
Gray color teacher?
Brown color teacher?

White color teacher?

2019 CEACAL Conference | Ateneo de Naga University
CHOOSE! 7/17/2019
 “Green color Teacher"

One who sees the positive

and puts hope in everything

2019 CEACAL Conference | Ateneo de Naga University 7/17/2019

 "Blue color Teacher" :

Color of the sea and the sky...

Friend who brings Peace and serenity

2019 CEACAL Conference | Ateneo de Naga University 7/17/2019

 “Yellow color Teacher”:

Color of the Sun...

Friend who makes us laugh,

and shows us a star when we are sad.

2019 CEACAL Conference | Ateneo de Naga University 7/17/2019

 “Red color Teacher” :

One who reminds us of the rules in life,

but encourages us to change,
with warm loving words

2019 CEACAL Conference | Ateneo de Naga University 7/17/2019

 Ha! the “Orange color Teacher”

Enhances our spirit with new energy ,

with loving vitamins to help us grow.

2019 CEACAL Conference | Ateneo de Naga University 7/17/2019

 The “Gray color Teacher” ?

One who teaches us silence:

to reflect and interiorize

helping to know ourselves and others

better.

2019 CEACAL Conference | Ateneo de Naga University 7/17/2019

 The “Purple color Teacher”

Color of the noble ones,

will help us learn true authority

and wisdom of heart.

2019 CEACAL Conference | Ateneo de Naga University 7/17/2019

 The “Brown color Teacher”

Might help us to step down of false illusions,

and come down to Earth,

to the reality of daily simple true living.

2019 CEACAL Conference | Ateneo de Naga University 7/17/2019
 And our “ White color Teacher”

One who will help us discover

the wisdom hidden to be learnt

within any of our experiences.

2019 CEACAL Conference | Ateneo de Naga University 7/17/2019

 As one gathers
all the Colors in

his/her CHEST,

s/he will form

of Love !
It is this LOVE that will surely give life to our purpose
and existence as together we move on to our journey of
personal fulfillment and professional development.

2019 CEACAL Conference | Ateneo de Naga University 7/17/2019

 AND REMEMBER
YOU CAN MAKE
THE DIFFERENCE !!!

2019 CEACAL Conference | Ateneo de Naga University 7/17/2019

2019 CEACAL Conference | Ateneo de Naga University 7/17/2019
You will always be SPECIAL

2019 CEACAL Conference | Ateneo de Naga University 7/17/2019