A key capability is creative thinking, which is to be the focus of a new 2021 PISA test, based on the authors' research at the University of Winchester's Centre for Real-World Learning. Teaching Creative Thinking is a powerful call to action and a practical handbook for all teachers seeking to embed creativity into the school experiences of the students.

 

 

 

Creative thinking is one of the most powerful capabilities that all children need to learn to be successful.

 

For the first time in 2021 creativity will be tested by PISA (Programme for International Student Assessment). 

 

This book is a practical guide to cultivating creative thinking in all of your students.

 

What the experts are saying:

 

'A hugely welcome book, full of practical examples of pedagogy to cultivate knowledge, skills and capabilities, all the while recognising the power of professional learning communities within and between schools.'

 

Dame Alison Peacock, Chief Executive, Chartered College of Teaching.

  

'A 'must-read' for educators and other professionals who are passionate about encouraging children and young people's creative and critical thinking.' 

 

Dr Leslie Gutman, UCL Centre for Behaviour Change.

 

'This book can teach us all how to think more effectively.'

 

Arthur L. Costa, Ed. D. Professor Emeritus, California State University Sacramento and Co-Director, International Institute for Habits of Mind. 

  

Where the ideas came from:

 

The Expansive Education Network brings together professionals seeking to understand more about one or more of the four areas of expansive education. Creative Thinking fits into the first of these: ‘expanding the goals of education’, and is all about how teachers can develop the important capability of creative thinking, alongside vital subject knowledge. Authors Bill Lucas and Ellen Spencer first started thinking about creativity several years ago, through their research funded by charitable company Creativity, Culture & Education. Through an extensive review of the literature and classroom-based action research with teachers, they developed and trialled the framework. OECD held a close interest in the research because of the importance of developing creative thinking and the OECD paper below details the new developments in formative assessment of creativity that this research made:

 

OECD Education Working Papers No. 86 – Progression in Student Creativity in School: First steps towards new forms of formative assessments.  

 

The original framework stemmed from a literature review and piece of empirical research we did for Creativity, Culture and Education. The literature review is scholarly yet readable and so this might be of interest to teachers wanting reassurance that we have a background in talking about these things! It’s called Progression in Creativity – Developing new forms of assessment: A literature review and the ResearchGate link.

 

 

 

 

 

 

 

The Centre for Real-World Learning’s five-dimensional model of creative thinking.

 


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