1. Can creativity be taught? Yvonne Koert Avans University of applied science

2. Topics: What is creativity Is creativity teachable? Influencing factors on creative output within the field of education How does that translate to a working environment?

3. People often talk about creativity in terms of artistic impression, and while this is an important manifestation of creativity, it is not the whole picture. For most people creativity comes from solving zillions of problems we all encounter every day. Emille Zola

4. Creativity is: Mihaly Csikszentmihalyi

5. Creative thinking

6. Yvonne Koert

7. Personal Dimensions of creativity ( creax) Abstraction Perspective Curiosity Boldness Paradox Complexity Persistence Connection

8. Learning environment

9. Environment Sound Type of Light Temperature Tools Design Height Floor Nr of human bodies Furniture arrangement

10. Environment: Did you know that ; Higher ceilings lead to more creative solutions To low/to high temperature has a negative impact on dexterity/ alertness, stress and creativity Bright light ( full gamma) leads to more activity, dim light to more creative thought due to relaxation Natural light ( full gamma) improves cognitive results between 7-18% Natural light and visuals of natural greens lead to improvement creative performance Carpets make people feel more safe/more open

11. Environment: Did you know that ; That clutter leads to diminished creativity That the presence and type and usability of tools helps to determine the level of creativity That drinking water helps the mind power That the way your chairs are arranged influence the team work/ productivity Desirable environment reduces sick leaf Sharp objects/shapes discourage risk taking

12. An example : MIT

13. assessment Teachers stance Type of task Pedagogical stance

14. assessment Ultimately, people do what they are motivated and compensated to do.

15. What do you asses ? achievement satisfaction participation How pleased you are with task How engaged you are Progress towards learning goals

16. Do you know that: The way you asses influence motivation Intrinsic motivation is key to creative work Allowing, nay approving risk taking frees up creative power Time to think leads to twice as many creative solutions as does time pressure

17. Type of task To difficult/to easy -> lesser creativity Goal-free within limits -> more creative freedom of choice Linear-> less creative Self control-> more creative

18. Teachers stance Standing back is central to learner ownership and engagement, fostering autonomy and the opportunity Profiling learner agency; prioritise learner agency, and provided multiple opportunities in which students can initiate their own activities or make their own choices within a loosely framed activity. Giving time and space; –Give students an opportunity to jointly determine the direction of their work, thus enabling them to exert greater control over their learning. Teachers and learners enter a co-participative process around activities and explorations ( as equals) –Promote and reward risk taking, independent judgement, commitment, resilience, intrinsic motivation and curiosity Identify students creative strengths and foster their creative potential teachers and learners enter a co-participative process around activities and explorations ( as “equals”-expedition leader)

19. Pedagogical stance Promote out of the box thinking Possibility thinking ( Craft 2001)

20. Model KEYS: assessing creativity in the work place Teresa Amabile & others- Harvard -6 different stimulants -2 possible obstacles.

21. Factors which encourage creativity include: Organizational culture that promotes creativity Encouragement from supervisors Support from work groups Sufficient resources (money, time, etc) Challenging work that is equally suited for the employee, and Freedom to decide how to carry out your own work. The two obstacles pointed out are: Organizational impediments, such as internal politics, rejection of new ideas, negative competition within the organization, and aversion to risk taking. Negative pressures, including unrealistic productivity and time constraints

22. yl.koert@avans.nl

23. Can little c be taught? http://www.ted.com/index.php/talks/ken_ro binson_says_schools_kill_creativity.htmlwww.ted.com/index.php/talks/ken_ro binson_says_schools_kill_creativity.html