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2 - Teaching for Creativity in an Era of Content Standards and Accountability

Published online by Cambridge University Press:  05 June 2012

By
John Baer  and
Tracey Garrett
Edited by
Ronald A. Beghetto  and
James C. Kaufman
John Baer
Affiliation:
Rider University, USA
Tracey Garrett
Affiliation:
Rider University, USA
Ronald A. Beghetto
Affiliation:
University of Oregon
James C. Kaufman
Affiliation:
California State University, San Bernardino
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Summary

INTRODUCTION

Teaching for creativity and teaching specific content knowledge need not be in opposition, as is often feared by educators. Creative thinking actually requires significant content knowledge, and thinking creatively about a topic helps deepen one's knowledge of that topic. Many creativity-relevant skills, such as divergent thinking, can be used in ways that increase both creativity and knowledge of specific content. There are also ways to make use of rewards and evaluations judiciously that will allow teachers to help students become more creative thinkers and also acquire important domain-specific skills and content knowledge. This chapter summarizes relevant research to provide a theoretical framework and describes specific classroom techniques that promote both creativity and the acquisition of content knowledge.

MUST CONTENT STANDARDS AND ACCOUNTABILITY BE IN CONFLICT WITH CREATIVITY?

The past two decades have seen a major and unrelenting call for more testing of students and more explicit and more detailed content standards that form the framework for such assessment. Although No Child Left Behind legislation has played a prominent role in recent educational policy formulations, federal mandates have not been the only force pushing for greater accountability (Fuhrman, 2001; Ladd, 1996). This movement includes both state initiatives and nongovernment, nationwide efforts like the Core Knowledge Foundation's Core Knowledge Sequence (Core Knowledge Foundation, 1998; Hirsch, 1987, 1991–1997, 1996). We will not argue the merit (or lack of merit) of an increasing reliance on standardized testing or the wisdom of fine-grained, grade-by-grade content standards.

Type
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Nurturing Creativity in the Classroom , pp. 6 - 23
Publisher: Cambridge University Press
Print publication year: 2010

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