Creativity and
Motivation
This
blog will be a discussion of building engaging and authentic lessons that are
designed with motivation in mind. Mastery-oriented classrooms are shown to
create deeper learning processes and persistence versus a performative-based
classroom which can cue learning avoidance. According to How People Learn II,
produced by the National Academies of Science, Engineering, and Medicine
(2018), one way teachers can support a classroom where students see mastery as
the learning goal and, therefore, place greater emphasis on the endeavor of
learning is by building safe routines of identity and belonging to reduce
stereotype-threat cues. Another key piece in driving intrinsic student
motivation, is using the arts and
creativity to personalize student learning. Not only is creativity good, in
today’s changing landscape it is essential. In Gura’s (2020) article, he argues
that creativity is not optional, but an integral skill in today’s world and
workplace. According to Rivero (2020), “When students are in pursuit of
knowledge, and not knowledge in pursuit of students, then we have learning
occurring” (p. 12). By increasing personalized learning in the classroom,
students will become pursuers of their learning which builds persistence and a
positive mindset. A positive mindset is enhanced when students interrupt
challenges to learning as normal. As students accept that the learning brain is
flexible and can shift based on neuroplasticity, they begin to understand how
to work through setbacks and develop learning persistence.
The
ISTE Standards reinforce concepts from both Gura and Rivero. ISTE Standard 1.6
calls on students to communicate clearly and express themselves creatively for
a variety of purposes using platforms, tools, styles, formats, and digital
media appropriate to their goals. By allowing students to choose their
platforms and mediums, their autonomy and perceived personal value is boosted.
It also creates a revision cycle where students begin to see mistakes as data
points on the path to learning versus running into a brick wall that they
cannot scale.
References
Gura, M. (2020). Fostering student creativity.
The Arts, Creativity, &
Technology 2020: A Guide for Educators & Parents.
https://edtechdigest.com
National Academies of Science,
Engineering, and Medicine. (2018).
How people learn II: Learners, contexts, and
cultures.
The National Academies Press.
Rivero, V. (2020) A whole new class
of art. The Arts, Creativity, &
Technology 2020: A Guide for Educators & Parents.
https://edtechdigest.com
Nichelle,
ReplyDeleteI really enjoyed reading your post! I like how you highlighted the role of creativity in keeping students motivated. It’s so true that when learning feels personal, students lean in more. I also connected with your point about helping students see mistakes as part of the process. That simple shift builds so much persistence and resilience.
-Kaylee Berryhill