Foster Creativity

Methodology

To conduct this study, the University of Calgary E-Library, Google Scholar, EBSCO and ERIC provided peer reviewed journal articles or books necessary for the completion of my literature review. Data collection was obtained through personal reflections and a review of the academic literature as a process to seek conclusions through inquiry. Data was gathered using mostly primary sources referring to reflections about my own experiences and professional practices within my home school for elementary school students in Korea.

Advantages of Promoting Collaborative Learning Activities into Classroom Instruction to Foster Creativity into Student Learning

Collaboration

1) Developing higher level thinking skills

2) Increasing student

(2) How does student collaboration, foster creativity? (3) What are the challenges with collaborative activities? (4) What supports do students need to work collaboratively?

Use the research questions as themes/sub-topics to present your findings from the review of the literature and your own past personal experiences.

Conditions that are most effective in promoting creative skills in children and young people include the physical environment, availability of resources/materials, use of the outdoor environment, pedagogical environment, use of other environments beyond the school, play based learning, effective and flexible use of time, and relationships between teachers and learners (Davies, Jindal-Snape, Collier, Digby, Hay, & Howe, 2013).

I have always found that my students were happier, healthier children while engaged in meaningful activities along with their peers working towards goals that benefit the groups they were associated

Further suggesting an impact on creating learning environments promoting social, emotional and thinking skills Teacher’s skills and attitudes; a willingness to act as a role model; awareness of learners’ needs; flexible approaches to curriculum and lesson structure; particular types of classroom interaction with pupils are important components of teaching for creativity. The evidence highlights the importance of school culture in supporting or impeding creative practice; the need to elicit teachers’ prior conceptions of creativity in education; teachers taking on the role of learners to develop their own creativity; working co-constructively with a mentor or coach and the importance of teachers undertaking action research and reflection on their own classroom practice” (Davies, Jindal-Snape, Collier, Digby, Hay, & Howe, 2013).

In the future, it will be crucial to find more ways to support teachers in developing and applying creative and collaborative teaching methods (Hämäläinen & Vähäsantanen,