This document proposes methods for creating supportive learning environments that encourage creativity in the classroom. It discusses establishing teacher-student relationships, communication, and peer learning activities. It recommends developing clear lesson plans focused on higher-order thinking, utilizing e-learning platforms for ongoing activities, and implementing formative assessment and self-regulated learning to empower students. While large class sizes and a focus on exams can hinder these efforts, the presenter responds that even small changes can promote creativity if modeled effectively for students.

1. The Importance of Implementing
Supportive Learning Environments
as a Way of Encouraging
Creativity
in the Classroom
PRESENTED BY: Yana Bhageerutty
Registered Psychologist
Fractional Lecturer Middlesex University MRU
BSc. Psychology. NM, USA. MA Psychology. Nic, Cyprus. AHPRA Registered

2. Rationale
“Higher education has a responsibility to help
learners develop their understandings and
awareness of their own creativities as they develop
their own identity- an important part of which is the
creative expression of who they are”
(Jackson. N., Tackling the wicked Problem of Creativity in Higher
Education. P. 2., June 2008)

3. CHARACTERISTICS OF:
Encourage independence
Risk taking
Intrinsic motivation
Cole. D., Sugioka. H., Yamagata-Lynch. L. (1999).
Supportive Classroom Environments
Supportive Environment

4. Creative Learning Environments
CHARACTERISTICS OF:
Building of teacher-student relationships
Perceptions and expectations
Communication
Personal Experiences
Classroom Activities
Nicol. D., Macfarlane-Dick. Formative Assessment & Self-Regulated Learning: A Model
& Seven Principles of Good Feedback Practice, Journal of Studies in Higher Education,
31(2), P. 2.

5.  SITUATING:
 Based on transfer model of
knowledge delivery
 Mixed group in terms of
motivation
 Time framed and limited in
relation to volume of
material to be passed over
 In Context:
Counselling Theories (PSY 2016)

6. Tried Attempts
Introducing design model of teaching
In the first batch I taught in 2013, activities were introduced into
the classroom revolving around discussion groups with prior
preparation. More emphasis was laid on the material students
brought to class from prior research and merging those into the
slides.
Students reported increased motivation
to come to class to participate in the
activities

7. Continued
 In the 2014 batch of students, issues such as amotivation,
tiredness in class, and absenteeism have been ongoing. I
also feel that the structure where students from 2 groups
were merged together did not work for the batch I was
working with.
 Students reported feeling tired due to the
early timing of the class and the
bulky content.
They also reported feeling like the
course workload was too much.

8. Synopsis
• Teacher-student rapport was affected due to large class size in the
beginning
• Students with different levels of knowledge and in different years were
merged together in most of the class (PSY 2016 & PSY 3019)
• Classroom activities were thwarted due to class size and lack of time to
give everyone a chance to share their experiences
• Communication became difficult as the PSY3019 class demonstrated
difficulties relating to a more constructive teaching method

9. Solutions
• Develop a lesson plan to ensure that students achieve
understanding of lesson and course outcomes clearly
• Introduction of communication platforms and utilization of e-
learning strategies
• Personal Experiences
• Assessment

10. 1. Lesson Planning
Maximizing Efficiency in the Classroom
Focalite Pg 7
Knowledge Mostly used in teaching and learning as a
base for everything else to happen
Comprehension Requires the student to take action in
relating knowledge to understanding. Can
be a wicked problem
Application Requires application of the above to
practical situations. Not always possible
by students
Analysis Understanding the inter-relational nature
of the situation or matter. Collaborative
responsibility
Synthesis Requires a macro vision of the integration
of all parts into a whole. Collaborative
Evaluation Determine the success of what has been
achieved. Related to assessments.
Collaborative

11. Research
• “In many classes there tends to be an overabundance of teaching to the
knowledge and comprehension levels and a dearth of effort applied
toward application, analysis, synthesis, and evaluation (Pentronics
Publishing (2006) teachingforsuccess.com)
• “Students interact with subject content, transforming and discussing it
with others, in order to internalize meaning and make connections with
what is already known (Nicol. D., Macfarlane-Dick. Formative Assessment
& Self-Regulated Learning: A Model & Seven Principles of Good Feedback
Practice, Journal of Studies in Higher Education, 31(2), P. 2. )

12. 2.&3. E-communication Platforms &
Peer Learning
 Due to the issue of time in relation to the bulk of the course
content, it is being proposed to create a communication
platform on Unihub where students can post their ideas and
share them with their peers.
 This has for objective to encourage
learning through personal experiences and facilitate ongoing
classroom activities outside of tutoring hours.

13. Research
“The internet provides significantly different and
interesting possibilities for computer mediated
communication and learning from other forms of
educational technologies (Weller, 2002, p. 34 as
cited in Siragusa, Dixon, & Dixon, 2007)

14. 4. Assessment
 Attempts will be aimed at encouraging self-regulated learning
to empower students to take more responsibility for their
learning. This should take care of issues identified with
ownership of the learning journey in the teaching of PSY
2016.
 It is also proposed to put feedback strategies in place to
promote a collaborative process in the classroom as opposed
to informing the student about right from wrong

15.  Research
According to Nicol. D., Macfarlane-Dick. D., (2006)
self regulation impacts on cognitions, motivational
beliefs, and behavior
According to the same source, students
who are self-regulated are already engaged in
a form of self-regulated feedback when doing
their assignments hence relying less on the tutor
for progress.

16.  Conclusion
 “Education throughout the world faces challenges and they may be
economic, technological, social, and personal. This requires a high degree
of flexibility and adaptability of the education system to these challenges
(Radovic-Markovic. (2012). Creative Education & New Learning as Means
of Empowering Creativity)

17. Reference List:
• Facilitating Creativity in Higher Education: The Views of
National Teaching Fellows, A research Report by The
Creativity Centre Ltd. January 2006
• Dr. Balchin, T., Assessing Students’ Creativity: Lessons
from Research. Brunel University
• Jackson. N., Sinclair. C., Aid to Reflection on Creativity
in Teaching and Leaning: Version 1 (April 2005)

18. • Newman. M., Higher Education Academy Imaginative
Guide: Problem Based learning
• Jackson. N., Tackling the wicked Problem of Creativity in
Higher Education. June 2008
• Radovic-Markovic. (2012). Creative Education & New
Learning as Means of Empowering Creativity

19. • Cole. D., Sugioka. H., Yamagata-Lynch. L. (1999). Supportive
Classroom Environments
• Nicol. D., Macfarlane-Dick. Formative Assessment & Self-Regulated
Learning: A Model & Seven Principles of Good Feedback Practice,
Journal of Studies in Higher Education, 31(2), P. 2.
• Pentronics Publishing (2006)., teachingforsuccess.com)
• Weller, 2002, p. 34 as cited in Siragusa, Dixon, & Dixon, 2007

20. Thank You

21. Discussion point 1 raised

22. • It has been reported that factors such as classroom size,
varied degrees of motivation among students and
administrative blocks are major deterrents. But the
biggest obstacle remains the focus on assessments,
exams and results which appear to kill any attempts to
enliven the process of teaching for more effectiveness.
The questioner was of the view that application of the
proposed plan in the presentation was next to
impossible.
– [continue next slide]

23. • Presenter’s Response:
– Although the proposed model is more applicable to tertiary
education teaching, it has applications across the board of
levels. I also pointed out that out of the actions outlined by the
participants, I found anecdotal evidence that suggested that she
was already engaging in base strategies to already promote
lessening that gap. I have also pointed out that change does not
have to involve the mass but can start with a minority number
and grow as students watch those who are engaging with the
concept grow and branch off in tangent directions and model
positive attributes.