This document provides an overview of creative teaching and how to promote creativity in learners. It defines creativity as involving flexibility, originality, and thinking outside usual patterns. Teachers should develop creativity by encouraging exploration, original ideas, and multiple responses rather than single answers. The creative process involves preparation, incubation of ideas, illumination of solutions, and verification. Guidelines include cultivating each learner's potential, considering unanswered questions, and facilitating enjoyable, independent learning. Teachers can promote creativity by understanding learners, teaching basic concepts, and rewarding original thinking in a safe, patient environment using humor and real-world examples.

1. Learning Unit 5
Creative Teaching

2. Outcomes:
At the end of this unit you should be able to
• Explain what is meant by creativity
• Demonstrate how you would :
– develop creativity in learners
• Demonstrate how you would:
– Use various teaching strategies to promote
creative potentials of learners

3. What is creativity?
• Creativity is a combination of
– Flexibility
– Originality and
– Sensitivity to ideas that enable the thinker to break away from usual
thought patterns into different and productive sequences.
• A creative response:
– Should involve heuristic activity(learning by exploration of possibilities
and not to follow set of prescribed rules).
– Must be original, appropriate, useful, correct or valuable to the task.

4. Phases in a creative teaching-learning
NO CLEAR BOUNDARIES BETWEEN THE PHASES
• Preparation Phase: Involves on going cycles of planning and reflection
(reads, make notes, questions, investigates, design and redesign such that
new guidelines are constructed.
• Incubation Phase – ideas sink into the subconscious, new insights are
formulated (the essence of creation).
• Illumination (Inspirational phase) – the solution is suddenly grasped,
intense joy.
• Verification – Validity of idea is tested, critical examination/ alternative
opinion

5. Guidelines for creative education
• Objective of creative education is to develop the unique creative potential
of every learner.
• Rapidly changing society → we need to cultivate new thinking patterns
and actions.
• Encourage learners to ‘think out of the box’.
• There is not always only one correct answer ( Consider multiple
responses).
• In Creative thinking, Learners should
– Consider unanswered questions.
– Develop an interpretative attitude to problems.
– Develop a critical thinking attitude.

6. Goals for facilitating creative problem
solving in science lessons
1. ‘Tuning in’ to the problem.
– Being sensitive to the problem.
– Defining the problem.
2. Using creativity to solve problems.
– Seeing new relationships.
– Breaking through thinking habits.
– Using effective techniques to discover new ideas.
– Changing unfamiliar ideas into useful ideas.

7. Goals for facilitating creative problem
solving in science lessons (continue)
3. Problem resolution
– Observe closely and discovering facts.
– Making judgements.
– Evaluating the consequences of particular actions.
– Making a plan for the implementation of ideas.
4. Acknowledging the ‘feeling’ domain.
– Describing the influence of interpersonal relationships on problem
solving.
– Identifying the effect of interpersonal problems on creative problem
solving.

8. • In promoting creativity, teachers should focus on the following areas:
1. Knowing the learners
 Learners need the teacher’s support.
 Teacher must be observant (Are the learners able to learn
independently? Do they understand the assignment?
 Provide opportunities for learner to
» Interact first-hand with people, objects & natural sources
» Experiment with ideas and objects.
» Communicate in a wide variety of ways(including to express
how they feel).
» Approach assignment in a unique way.
» Participate in making decisions about the content and the
learning process.
» Involve in pleasant and enjoyable activities.
» Balance between planned and incidental learning.
Promotion of creativity (1)

9. Promotion of creativity(2)
2. Teaching of automatisms (The basic concepts that we need in any particular subject)
Teachers should help learners to acquire:
• Automatisms.
• Knowledge, concepts, facts, principles and thinking skills in order
to solve problems.
• Build on the learners’ experiences - place them in situations where
previous experiences can be used.

10. Promotion of creativity (3)
3. Encouragement of original ideas
• Treat unusual questions with respect
• Show them that their ideas are valuable
• Make learning meaningful for them
• Use relevant real-world examples to sustain learners’ interest
• Create opportunities for self-initiated learning
• Engage learners in challenging activities with achievable goals
• Allow them to think and discover without fear of being judged or
assessed
• Reward original thinking shown by them

11. Implications for teaching
• Learners will make mistakes BUT we can convert a mistake into a
new insight and achievement.
• Learners must feel safe and free to take risks again.
• Laboratory and class time should be set aside for learners to solve
problems using a heuristic approach.
• Problems must require from learners more than rote-learned
application.
• Teachers need to develop the habit of developing transferable skill.
• Teachers should use content effectively to inspire and motivate.

12. Creating a healthy affective learning
climate
• Affective learning climate involves feelings, emotions and attitudes.
• Creating a healthy affective learning climate requires teachers to:
 be aware that the creative learner is not only sensitive to
cognitive aspects, but also to own feelings, emotions and
imagination.
 be Very patient.
 Pay more attention to the creative learner and concentrate less
on creative achievement .
 Create a secured atmosphere, where the learner is free of fear
to attempt.
 Create a laughing classroom , where there is humour

13. Humour in creative teaching
• Humour;
 A type of stimulation that tends to elicit laughter reflex( Koestler)
 It is a vital component in human communication.
 Can be a great asset in teaching and learning.
• Laughter;
 Disposes of emotional tension which has become pointless(Koestler
• A joke;
 something that is intended to cause amusement or laughter
• Teachers need;
 To Know that humour in the classroom can affect cognition, creativity,
intelligence and learning.
 To introduce new concepts followed by a humorous example (Powell and
Andersen).
 To give learners the opportunity to learn by exploring their
curiosity.

14. Benefits of humour in creative
teaching
• Promotes divergent thinking and bring new insight.
• Increase learners’ ability to comprehend and retain knowledge
• Ensures that learners maintain high level of sustained attention.
• Relieves physical and mental stress by renewing for teachers/learners.
• Increase ability to retain knowledge.
• Make learning pleasurable.
• Increase self-esteem

15. Essential characteristics of an effective
teacher
• Enthusiasm.
• Knowledge of the subject.
• Good personal dynamics.
• Well - organized presentation.
NB-Not every teacher can be consistently
amusing but an awareness of humour can be
gradually cultivated and developed through
observation, recognition and acceptance
(Strauss & Jacobs, 2010).

16. • Thank you!