One of the key issues in some of the literature has been how to develop 21st Century skills in learners. Arguably, one of these is creativity: the ability to think outside the box. It takes both a teaching and teacher perspective.
This working paper from the OECD, which is higher ed. focussed, looks at what needs to be considered to foster creativity and critical thinking in teaching and learning, and what professional learning and capabilities educators might need to enable it. It was published in late 2022.
How can staff learn to do this?
Basically, it requires learning processes that emphasise practice and application, and these approaches require smaller groups and need to be sustained to get the desired outcomes. Communities of practice are one way to go. These bring together people who share a “common set of problems or challenges and [have a] desire to find solutions by drawing on the collective wisdom of the group.”
The working paper notes that:
“The predominant model of learning in communities of practice is apprenticeship. Thus, at any given time, a community of practice will have core members (i.e. those who are experienced – as the master is in an apprenticeship model) as well as “peripheral” members (i.e. new, inexperienced apprentices). Over time and through practice, the apprentices develop into core members and assume the responsibility of guiding new apprentices in the practice.”
Put simply, this is a process of enculturation. These can be fostered through teaching and learning centres based inside or outside providers, through professional organisations or by networks. There is a fair bit in the OECD’s paper on professional learning, and some VDC News readers may find this interesting.
Fostering creativity and critical thinking in learners
Approaches to foster these personal attributes in learners include through:
- Dialogue – facilitated by teacher-led discussion, student-led discussion and debates, and
- Authentic or anchored instruction – promoted by applied problem-solving, case studies, simulations, role-playing, and game playing all of which can help sustain motivation.
Also, teachers can use other approaches to foster creativity and critical thinking, including:
- A problem-based learning approach – which uses complex real-world problems as the vehicle to promote student learning of concepts and principles as opposed to just presenting facts and concepts
- Simulation, serious games, case studies, real experience and guidance from instructors have also been shown to stimulate critical thinking and clinical reasoning as well as creative thinking
- Cooperative and collaborative learning, group work: Design thinking and ‘wicked’ problems which require a collaborative methodology to resolve complex and multi-dimensional problems, challenge assumptions, and identify solutions which are outside the box
- Brainstorming – and other ideation techniques that stimulate both convergent and divergent thinking – in both individual and group activities
- Visual representation (e.g. concept-mapping, argument mapping) and other similar types of assignments and activities that help … foster students’ ability to consider a range of alternative opinions including their own and to associate opinions with supporting evidence, and finally
- ‘Flipped classroom’ approaches.
Many VET teachers are well down the track on many of these approaches, but it is how the teaching and learning approaches can be used effectively to foster creativity and other desirable 21st Century skills. That also requires consensus and teamwork amongst teachers.
