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Creative Learning in Classrooms

He made castles and mountains. He sat for hours, oblivious to his surroundings, watching in awe as the sand drifted away from his fingers as he patiently tried to carve it. It was his creation and wonderful indeed. His genius was not limited to sands and castles alone. He twirled a single sheet of paper with artistic grace. He could make it float in the shape of a boat. He could make it fly high just by hitting his pesky neighbor at the right time. He made a windmill that could whirl; he could make a cone and balls of paper.

A deck of cards, marbles, plants, umbrellas, stars, water, clay and colors form her objects of fascination and creation. He produced countless works of art, each remarkably distinct from the next. He curiously asked an endless number of questions during a day trip with his father.

Then, over the summer, her parents began coaxing her into sweet talk about school. He cried, he protested. He wanted to go back to playing. He wanted to discover a new color by mixing his paints. He wanted to create new shapes with sand and clay. But all he has been given are small periods of structured play. He repeated poems and learned paintings verbatim. He joined the dotted lines that formed alphabets that even looked alike in his neighbor’s book. If he couldn’t write them neatly, he took the trouble to practice them for an extra hour.

The time he spent on ideation, innovation and creation kept shrinking. There are more feats to accomplish, there are more theories to learn, and there is more information to gather. At most, he has the luxury of joining a hobby class during his remaining time after school and tutorials. But is it a substitute for the content you get by personally creating something different? Years passed, he stopped experimenting; he stopped asking those questions, he just did what he was asked to do. There was no time to observe, create or quietly reflect on what can be done with colors, sand and clay. All he cared about was entering the competition to come first in the class and show off that report card that was supposed to show his progress.

“The standard tools that we have relied on for so long in parenting and teaching – assessment, reward, competition and restricting choices – can actually destroy creativity. (amabile book page 79)’

Is your story different from his? We have to sit down and think. On what basis do we aim for progress? What is the real purpose of education? Is it about accumulating information or learning to innovate and differentiate? If it’s just a matter of collecting information and reproducing the thoughts and techniques in the same format, that can be left to computers alone. Amassing the same information through classroom learning can make “intellectual clones” of us all. If this is the goal of education, well done! It served the purpose well.

We all want innovation in our gadgets, innovation in our automobiles, innovation in our homes, but what have we done to foster creativity and innovation in children? There are small periods for each subject – history, geography, mathematics, science, English, computer science, etc. although they are important, but a period of innovation is equally important. It is a subject that complements all the others. Innovation must indeed be anchored in all subjects and in the teaching methodology itself.

Our education system favors rote learning instead. Students are used to learning theory verbatim and are bowled over when it comes to applying it in practice. The conventional education system often hinders the development of the skills, attitudes and motivations necessary for the production of novelty. Among other things, they frequently perpetuate the idea that there is always a single best answer to every problem and that this can be easily verified by the correct application of set techniques and conventional logic that must be learned and then reapplied again. and even. The standard tools we’ve relied on for so long in parenting and teaching—assessment, reward, competition, and restriction of choice—can actually destroy creativity.

We must take drastic measures to bring experimentation back to the heart of science and education. This can be done using a collaborative and personalized learning medium that deploys the latest technologies. Great nations are built by great minds. And great minds are nurtured by the education provided. We must make a conscious and sustained effort to make education more meaningful.

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