3. INTRODUCTION
Creativity is the most important instinct of a child. It
is the capacity of a person to produce compositions,
products or ideas which are essentially new or novel
and previously unknown to the producer. All
individuals are creative in one or another way and in
various degrees. During a creative act an individual
“manipulates external symbols or subjects to
produce an unusual event uncommon to himself
and/or his environment”. A plethora of opinion exists
on how creative ability should be measured to
determine the selection of students with the highest
potential for creativity.
4. IDENIFICATIONOFCREATIVE
LEARNER
There are a number of very good test that might help in developing
a rubric for distinguishing the characteristics of creative children.
Many of these types of tests are concerned with a narrow range of
skills and attributes.
•Divergent thinking patterns
•The potential for creative production
•Scoring aspects of thinking like fluency, originality, frequency, complexity and the like.
But these tests may be expensive to administer and require
highly trained psychometric interpreters to explain the findings.
5. Highly creative learners may:
i. Have the ability to make unusual associations or connections between seemingly
unrelated or remote ideas.
ii. Have the ability to rearrange elements of thought to create new ideas or products.
iii. Have a large number of ideas or solutions to problems.
iv. Display intellectual playfulness, fantasize, imagine and day dream.
v. Are often concerned with adapting, improving or modifying existing ideas, thoughts or
products or the ideas or products of others?
vi. Ask many questions at an early age- this trend generally continues past early childhood
into adulthood. These are the kids that surprise others with their wonderings.
vii. Frequently challenge teachers, textbooks, authors and those in authority or experts
viii. When completing special or unusual projects assignments, often show a rare capacity
for originality intense concentration, commitment to completion, and persistence.
ix. In the context of cooperative effort or groupings, highly creative students may get
along or work better with younger or older students or with adults.
x. Become obsessed with completing tasks.
xi. Willing to take risk.
6. TESTS FOR CREATIVITY
These are many standardized test available to
measure creativity. These are:
Minnesota test of creative thinking
Guilford divergent thinking instruments
Wallach and kogam creativity instruments
Terrace test of creative thinking
Baquer mediates tests of creative thinking.
7. CONCLUSION
One of the needs that classrooms teachers have is to
know the characteristics of creative learners. It is
convenient to make some precisions the first, although
every extremely gifted student is unique, many share
the same characteristics. Second, the studied show
that when the teachers use checklist, the opportunities
of identifying successfully the extremely creative
students are very big. Creativity is understood as a
kind of divergent thinking that favors the search of
solutions or different alternatives to a problem given.
So identification of creative learner in a class room is
surely a responsibility of a good teacher.
