Would I be right when I think that creativity is easier to see than to measure? In English as a second language classes, this becomes even more problematic because you can see creativity but teachers wonder how much the language influences this, negatively. What I mean is that when using English text, are students able to express themselves creatively as they would in their first language?
I’ve tried to think about this and improve the use of creativity within the tasks, activities and projects that students complete in my class. Not only this, but I have been focusing on assessing it too.
Creativity in Tasks
I’ve found that breaking projects and lessons down into smaller, more manageable tasks of larger workflows better to see creativity in students. To me, creativity includes the process of making something new or original rather than an imitation. I also look at this from an individual basis as I look at the capabilities of the student and to what extent they have been creative.
I often use brainstorming and try to increase a student’s creativity. I try to use English and the student’s first language to promote further thinking of new words they wouldn’t have thought of before. I try to use pair or group work as well as online resources; all to act as stimulus for further thought. This is a launch pad for other tasks so I include this as creative thinking. The iPad’s apps allow for easier communication and brainstorming both in and out of class.
Students are also encouraged to think from different perspectives. It is important for my students, who are a little one-track minded, to broaden their view to promote further knowledge growth and to develop acquisition of language that they may not necessarily come across. I give students different characters or perspectives of a problem and they need to think as that person. For a unit on interior design, students took photos of rooms or some even did video walkthroughs from their houses and posted them on our learning management system. Stemming from this stimulus, students had to think about interior design aspects from the perspective of, say, their brother or father, their maid (a common person in the house in the Middle East), a teacher, an interior designer etc… Students are using the language we’ve learnt but applying it from a different person. If students are having trouble, I ask them to visit a teacher or a brother and interview them about this interior design photo or video. We owe the iPad as it affords us to bring the outside into the classroom and to document this and interviews all on one device.
So if we look at a project and are trying to assess creativity, I would advocate for the teacher to look at each task of the project. For instance, how much new and original language has been generated within the brainstorm? Often I can see the key unit vocabulary being recycled in a brainstorm, which is obviously good to promote acquisition, but how much was new and created by the activity? When looking at different perspectives, students need to demonstrate using different language and incorporating different ideas from their own into the creation.