Teaching for Successful Intelligence by Sternberg Robert J.;Grigorenko Elena L.;

Author:Sternberg, Robert J.;Grigorenko, Elena L.; [Sternberg, Robert J.]
Language: eng
Format: epub
ISBN: 1994170
Publisher: Corwin Press
Published: 2007-07-03T00:00:00+00:00

Taking It to Heart

Teachers should give five examples of how they can model creativity in a classroom.

LESSON 20: ADDITIONAL PROMPTS FOR CREATIVE THINKING

Targeted skill: Creativity

Prompt words or phrases: create, imagine, suppose … then …, invent, discover, formulate

In this chapter, twelve simple lessons, devised by Sternberg, together with Lubart and Williams (Sternberg & Lubart, 1995a, 1995b; Sternberg & Williams, 1996), have been presented. Any teacher can foster creativity in students or in herself. However, it is important that teachers remember that the development of creativity is a lifelong process, not one that ends with a particular high school or university degree. After a person has a major creative idea, it is easy for him to spend the rest of his career following up on it. It is frightening to contemplate that the next idea may not be as good as the previous one, or that success may disappear with the next idea. The result is that an individual can become complacent and stop being creative. Teachers and administrators are susceptible to this, as well as to becoming victims of their own expertise—to becoming entrenched in ways of thinking that worked in the past but will not necessarily work in the future (Frensch & Sternberg, 1989). Being creative means stepping outside the boxes, whether created by oneself or by others, and continuing to do so throughout life.

Some additional prompts that teachers can use with students in teaching for creative thinking are given here. These prompts present activities with a larger context that require the use of a number of creative thinking skills.

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