The Benefits of Equalizing Standards and Creativity: Discovering a Balance in Instruction

Abstract

H ow can standards-based education and creativity coexist? This question addresses the dilemma regarding the current state of education. In a world where standards and high-stakes testing define the success of the school, teacher, and individual child, how are instructional practices affected? In particular, is there a conflict regarding the needs of gifted students with the sequential, skill-based system presently in place? How might one prevent standards from overshadowing creativity and yet balance a knowledge base with creative thinking skills? Can a reconstruction of linear teaching occur in order to nurture creativity in our brightest minds?As one considers the possibility of an instructional balance, it is evident that the topic of standards and creativity offers two opposite spectrums of thinking. When determining how to equalize standards and creativity, it is essential to examine each component in relation to the needs of gifted learners. Whereas standards are a black and white concept, consisting of clearly stated objectives with aligned assessments, creativity is a difficult term to define. Narrow definitions of creativity result in a restricted vision of the concept. Creativity is often scrutinized as an intangible component. Conflict regarding whether or not creativity can be taught or is innate is greatly debated (Murdock, 2003). Likewise, creativity is often undervalued as a nonproductive characteristic and is looked upon as too subjective to validate (Plucker, Beghetto, & Dow, 2004).When evaluating standards and creativity, it is evident that both concepts guide students in different ways and offer a variety of tools for learning. Creative thinking is distinctively separate from sequential, analytical thinking associated with standards and traditional education (Sternberg, 2003). If only one of these learning components is utilized, a balance in thinking styles may be affected.

Project- Based Learning and Problem-Based Learning: Are They Effective to Improve Student’s Thinking Skills?

“…Learning process provides enough time for students to seek and explore the information needed during the learning activities by utilizing the technology (Burke, 2007). Thus, learning process is expected to enhance aspects of scientific creativity that include aspects of unusual use, sensitivity to science problems, the ability to improve usability and product value, the ability of scientific imagination, creative problem-solving skills, experimental design skills, and designing product.…”

Mapping elementary school students' creativity in science process skills of life aspects viewed from their divergent thinking patterns

“…Therefore, creativity is not the main teaching target. Whereas, according to Burke-Adams (2007), it is very important to consider the learning needs of talented students in integrating creativity into a standard-based system.…”

Balancing Assessment and Creativity in Basic Science Teaching in Nigerian Schools

“…Science teachers who are creative in science teaching maximize students' potentials in the classroom. One of the numerous benefits of incorporating creativity in the curriculum according to Burke-Adams [8] is that it provides students with opportunities to practice nonconventional modes of thinking that enhance motivation.…”