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It is not possible to teach someone to be creative. It is not possible to teach someone to be intelligent. It is, however, possible to teach students to use the creativity and intelligence they already have. Students can be taught to think more creatively or intelligently, and can also learn strategies for thinking more rationally or imaginatively. Encouraging creative thinking in the classroom is an exciting component of any effective gifted education program. This guide offers basic foundations required for supporting creativity. From establishing the right classroom environment, to using creative teaching strategies, to assessing student outcomes, this book is filled with practical information. The book also includes a listing of competitive contests and programs and an extensive list of resources. This is one of the books in Prufrock Press' popular Practical Strategies Series in Gifted Education. This series offers a unique collection of tightly focused books that provide a concise, practical introduction to important topics concerning the education of gifted children. The guides offer a perfect beginner's introduction to key information about gifted and talented education.
Current conceptualizations of children's thinking tend to be unneccesarily narrow, and to focus on what might be called convergent thinking. As a result, invention and innovation are often underemphasized in schools. This text aims to encourage a broad understanding of intellect, and attempts to help teachers to recognize and foster more varied forms of intellectual activity in their students. It offers a review of recent theory on creativity, conceptualizing this as a matter of getting ideas, trying the new, branching out and the like, rather than of producing artistic or scientific products. It discusses the factors in the classroom which block this more divergent kind of thinking and suggests practical ways through which teachers can promote bolder and more innovative intellectual activity in their students. This involves not merely cognitive factors (thinking, remembering, reasoning) but also motivation (courage and willingness), personality (openness to the new, self-confidence), and social factors (nonconformity, ability to communicate ideas). The text is applied in orientation, contains a large number of examples and case studies, and aims at providing practicing teachers with guidelines.
A guide for parents and teachers who want to be involved in enhancing the creativity of gifted children. Specific measures of creativity that may be used to identify gifted children are described as are the abilities of children to learn school subjects, lead others, and perform in the arts. Additional chapters discuss the kind and sources of problems gifted children face, the role of parents and teachers in assisting them, approaches to stimulate creative imagination, various learning methods and curriculum and instruction.
This book focuses on the needs of creatively gifted students and how schools can meet those needs. Creatively gifted students show exceptional levels of creativity. These students may or may not have developed other talents and abilities, yet. Even when their abilities and talents are apparent, the needs of creatively gifted students may not be recognized by current gifted education programs. Regardless of whether a creatively gifted student is included in these programs, schools often inadvertently ignore their special needs. The goal of this book is to share the newest research about the attributes and needs of creatively gifted students and the kinds of programs that best address those special needs.The overarching goal of this book is to share with scholars, educators, and practitioners the latest research on creatively gifted students and the kinds of programs that best meet the unique needs of these students. Through the knowledge and experiences shared here, we hope to help close the gap between what these children need and what they are getting.
Defining creativity comprehensively explains what creativity is from an international diverse standpoint. At the same time, it makes for a concise and inspiring read that brings together everything there is to know about creativity and gifted children. This practical text is based on the newest research, and the described practice enables the reader to understand what creativity means and how we can develop potential in creative gifted children by creating a positive, constructive, and challenging curriculum along with a supportive learning environment for them.
"Contains priceless examples of teachers sharing their particular expertise on how to bring creativity and excitement back to our classrooms. Best of all, the strategies are integrated with required standards." —Susan Winebrenner, Author and Staff Development Specialist Education Consulting Service, Inc. "There are many books that establish the importance of providing creative, stimulating learning experiences, but here is a book that provides strategies for exactly how that can be done." —Barbara Clark, Professor Emeritus California State University, Los Angeles Provide exciting, enriching learning experiences for gifted students through proven strategies from master teachers! How can I motivate my gifted students using the resources I already have? How can I stimulate their imaginations to further their learning? This book is packed with practical activities that allow students to bring their insights, observations, imaginations, and experiences to the classroom. Igniting Creativity in Gifted Learners, K–6 helps elementary school teachers use creative methods to enhance gifted students′ learning and stimulate higher-level thinking, discovery, and invention. Linked to curriculum standards, these ready-to-use strategies, activities, and examples help teachers: Inspire students in reading, writing, social studies, mathematics, science, and the arts Tie creative processes to learning outcomes Incorporate technology into instruction where appropriate Encourage students to explore new avenues for thinking and learning Use these contributions from experienced educators to make creativity a vital ingredient in classroom instruction and the learning process!
Take a deep dive into what creativity is, how it manifests itself, and how to support and nurture your child's (and perhaps your own!) creativity. Written for parents and teachers, Boosting Your Child's Natural Creativity is a guide to fostering creativity and sustaining the creative spirit in children both at home and at school. Creativity is both a capacity we are born with and a skill that we can further develop. In his fully revised and updated edition, the authors describe various theories of creativity, personality traits, programs, processes, and products that foster creativity. Filled with examples and practical suggestions, this exciting book describes parenting for creativity, teaching organizational skills, and ways to preserve and enhance one's own creativity.
This dissertation, "Fostering Creativity: Perceptions and Practices of Gifted Education Teachers" by Serene, Chan, 陳穗寧, was obtained from The University of Hong Kong (Pokfulam, Hong Kong) and is being sold pursuant to Creative Commons: Attribution 3.0 Hong Kong License. The content of this dissertation has not been altered in any way. We have altered the formatting in order to facilitate the ease of printing and reading of the dissertation. All rights not granted by the above license are retained by the author. Abstract: This thesis investigated the beliefs about creativity and the creativity-fostering classroom practices that were held by Hong Kong primary teachers who were involved in gifted education. Other aspects that were examined included the personal and environmental factors that affected such practices, and the relationship between a creative personality, creativity beliefs, and creativity-fostering behaviors. Differences between teachers involved directly in gifted education and those who were not were also explored. A mixed-methods approach was employed involving two studies. Study One used in-depth, semi-structured interviews with 10 teachers who were trained in creativity and involved in gifted education activities in their schools. The interviews examined these teachers' beliefs concerning creativity, their practices for creativity enhancement, and the factors influencing the use of such practices. It was possible to categorize the teachers' beliefs in terms of the characteristics of a creative individual, the creative process, the creative product, the ultimate value of creativity, and environments that were conducive to creativity. Teachers' creativity-fostering practices involved cognitive aspects, personal aspects, and classroom strategies. In addition, it was found that the personal factors which affected the teachers' encouragement of creativity included, for example, relevant personality traits, intrinsic motivation, and positive attitudes toward fostering creativity. The environmental factors included influences from school and influences from parents and society. Study Two involved a survey of 399 teachers in Hong Kong primary schools. The sample involved teachers who were involved directly in activities related to gifted education in their schools (n = 187), and others who were not (n = 212). The regression analysis suggested that both creativity beliefs and a creative personality were direct predictors of the teachers' creativity-fostering behaviors in the classroom. In addition, statistical analyses indicated that teachers who were involved directly in gifted education activities tended to score higher than mainstream teachers not so involved, on the variables of creativity beliefs, creative personality, and creativity-fostering behaviors. The differences were statistically significant, albeit small. A framework for teachers who foster creativity emerged from the findings, which suggested that teachers' "Knowing," "Being," and "Doing" are important in their endeavors to enhance creativity, and that these aspects need to be situated within the appropriate contextual factors for it to be successful. Also, the small differences found between teachers involved directly in creativity and those who were not suggested that mainstream teachers may also have an adequate understanding of creativity. Therefore, contextual factors, such as exposure to creativity-related activities and experience in such programs, may be influential in teachers' practices. This study addressed a research gap in the study of creativity by focusing on teachers involved in gifted education and by describing their beliefs and practices in creativity enhancement. The main implications of the study include the importance of teachers' ongoing involvement in creativity-related activities, an appropriate classroom climate, and a supportive school environment in the promotion of creativity. T