Cultivating Creativity
- Online and asynchronous
- This course will require between 7-10 hours of work per week
- Workload Rating: Standard
Course Description
This course enables educators across disciplines and contexts to infuse their practice with creativity nurturing approaches, structures, and dispositions. Educators will engage in projects that exercise their own creativity while exploring theoretical understandings of creativity and of how it can be motivated, supported, and assessed.
Learning Outcomes
The primary learning outcomes for GDE/PME 801 are to:
- Explain significant theoretical and practical ideas central to creativity (depth and breadth)
- Read and interpret creativity research and scholarship (research and scholarship)
- Identify a creativity-related issue, problem, or question within their personal context and explore it using appropriate inquiry approaches (research and scholarship)
- Synthesize the theoretical and practical ideas central to creativity and apply their new and developing knowledge to practical issues and problems (application)
- Communicate their new and developing ideas accurately and succinctly with peers and course instructors using e-learning strategies (communication skills)
- Confidently present the products that represent learning (communication skills)
- Demonstrate the professional problem solving behaviours of a self-regulated learner and a collaborator (autonomy and professional skills)
Assessments
Discussion
- All Modules (30%)
Creative Process Model Assignment
- Module 1 (10%)
Mini-Analysis of Past Creative Experience
- Module 2 (5%)
Proposal for Major Analysis of Creative Experience
- Module 3 (5%)
Cultivating Creativity Assignment
- Module 4 (20%)
PD Presentation to Colleagues
- Module 5 (10%)
Major Analysis of a Creative Experience
- Closing Module (20%)
How does this course support learners outside K-12 teaching contexts?
The course material is drawn from a wide variety of sources and many are speaking to a broad context of cultivating creativity, not specifically targeted to K-12 teachers. The course assignments are very flexible in how students can approach the content and medium of presentation, so assignments are easily adapted to each student’s particular context, K-12 or otherwise.
Each student’s professional practice and goals are unique. We highly encourage students to reach out to their course instructors at the start of the term to discuss the relevance and application of course learning and assignments to their own learning goals and context of practice.