Creativity, Critical Thinking, and Problem Solving
The last class of the 4-course licensure sequence is titled Creativity, Critical Thinking, and Problem Solving. In this class, I was able to explore each of these concepts, both in isolation, as well as in relation to one another. Experts Rimm, Seigle, & Davis write that "creative learning can result in improved motivation, achievement, creativity, self-confidence, school attitudes, and more" (2018, p. 194). They also note that expert Arthur Costa used the terms "thinking skills" and "intelligent behavior" interchangeably (2018, p. 195). I gained a better understanding of the crucial role that these elements play in the education of gifted and talented students through this course. Additionally, this class helped me to grow in three other important aspects of gifted education- advocacy, collaboration, and professional learning. These aspects of gifted education become important as one realizes that being a "gifted resource teacher" is about so much more than "just" teaching gifted students. Rather, the job also entails advocating for these students both in school and throughout the community, collaborating with co-workers in such a way that resources them to better serve gifted students in the general education classroom, and of course, professional learning and staying abreast of the most current research and best practices for the instruction of gifted students is essential to being an effective gifted resource teacher. According to Tomlinson, one sign of an invested teacher is that she acts as an advocate for her students (2003, p. 31). I can be really great at teaching creativity, critical thinking, and problem solving, but if I am not also serving my students through the means of advocacy, collaboration, and my own professional learning, I am not giving these students everything they need and deserve as a student with unique needs.
This podcast was developed in collaboration with Joni Currin, co-founder of Learning Essentials. We discuss the importance of incorporating problem solving and play into learning in an age where "play" has been de-valued in American school systems, and strategies to help teachers better implement problem solving and play into their classroom instruction.
This paper slides video, based off the book Creativity by Mihaly Csikszentmihalyi, discusses creativity, giftedness, and teaching. More specifically I tackle the topic of "school-house" vs. creative -productive giftedness and the need to recognize and nurture the potential of creative-productive giftedness in the classroom. I also note ways that teachers can teach creativity in the classroom and encourage students with creative-productive potential to continue pursuing their interests and passions.
This "Co-Teaching Action Plan" gives an example of how I can help teachers to incorporate elements of creativity, critical thinking, and problem solving into their lessons. This action plan also showcases my ability to work congenially with co-workers when the opportunity presents itself, as well as my ability to formulate a plan that not only benefits gifted students, but benefits the learning of all students while uniquely meeting the needs that gifted learners have.
A Closing Thought...
"We teach responsively when we understand the need to teach the human beings before us as well as to teach the content with which we are charged. In a time when teachers feel almost unbearable pressure to standardize what we do, it is important to begin with the conviction that we are no longer teaching if what we teach is more important than who we teach or how we teach" --Tomlinson, (2003, p. 10).