Year
2024Credit points
10Campus offering
No unit offerings are currently available for this unitPrerequisites
Nil
Unit rationale, description and aim
This unit is the final unit in a suite of four units based on the latest evidence-based research on how gifted students learn. A key aspect of gifted learning is the capacity to generate outcomes that are creative or innovative. Provision for these students is enhanced when their teachers can understand the creativity and innovation processes, can recognize, and identify the types of thinking and problem-solving skills that lead to these outcomes, and can implement teaching that that fosters creative and innovative outcomes. Providing the opportunity for the development of creative potential in these students is a matter of personal justice and equity. It also has societal consequences.
The aim of the unit is to equip primary and secondary teachers with the knowledge, skills, and capabilities to understand creativity and innovation in the classroom, to identify creative potential and to teach for creativity and innovation.
Learning outcomes
To successfully complete this unit you will be able to demonstrate you have achieved the learning outcomes (LO) detailed in the below table.
Each outcome is informed by a number of graduate capabilities (GC) to ensure your work in this, and every unit, is part of a larger goal of graduating from ACU with the attributes of insight, empathy, imagination and impact.
Explore the graduate capabilities.
| Learning Outcome Number | Learning Outcome Description | Relevant Graduate Capabilities |
|---|---|---|
| LO1 | Explain, analyse, and evaluate theories about the creative process. | GC1, GC3, GC9, GC11 |
| LO2 | Describe, explain, evaluate, and apply protocols to identify creative potential and outcomes. | GC1, GC2, GC3, GC9, GC11 |
| LO3 | Describe, evaluate, and implement teaching that enhances creativity across domains and contexts. | GC2, GC3, GC4, GC7, GC8, GC9, GC10, GC12 |
| LO4 | Critically analyse the innovation process and assessment of innovation, distinguishing between creativity and innovation. | GC1, GC3, GC7, GC8, GC9, GC10, GC12 |
Australian Professional Standards for Teachers - Highly Accomplished
In connection to the learning outcomes, on successful completion of this unit, pre-service teachers should have developed the following industry specific knowledge based on the Australian Professional Standards for Teachers - Highly Accomplished standards:
| Industry Standard | Relating to | Relevant Learning Outcome |
|---|---|---|
| APST(HA)1.1 | Select from a flexible and effective repertoire of teaching strategies to suit the physical, social and intellectual development and characteristics of students. | LO3 |
| APST(HA)1.2 | Expand understanding of how students learn using research and workplace knowledge. | LO1, LO2 |
| APST(HA)1.4 | Provide advice and support colleagues in the implementation of effective teaching strategies for Aboriginal and Torres Strait Islander students using knowledge of and support from community representatives. | LO1, LO3 |
| APST(HA)1.5 | Evaluate learning and teaching programs, using student assessment data, that are differentiated for the specific learning needs of students across the full range of abilities. | LO3, LO4 |
| APST(HA)2.2 | Exhibit innovative practice in the selection and organisation of content and delivery of learning and teaching programs. | LO3, LO4 |
| APST(HA)2.3 | Support colleagues to plan and implement learning and teaching programs using contemporary knowledge and understanding of curriculum, assessment and reporting requirements. | LO1, LO2 |
| APST(HA)2.6 | Model high-level teaching knowledge and skills and work with colleagues to use current ICT to improve their teaching practice and make content relevant and meaningful. | LO3 |
| APST(HA)3.1 | Develop a culture of high expectations for all students by modelling and setting challenging learning goals | LO3 |
| APST(HA)3.2 | Work with colleagues to plan, evaluate and modify learning and teaching programs to create productive learning environments that engage all students. | LO3, LO4 |
| APST(HA)3.3 | Support colleagues to select and apply effective teaching strategies to develop knowledge, skills, problem solving and critical and creative thinking. | LO3, LO4 |
| APST(HA)3.6 | Work with colleagues to review current teaching and learning programs using student feedback, student assessment data, knowledge of curriculum and workplace practices. | LO2, LO3, LO4 |
| APST(HA)5.1 | Develop and apply a comprehensive range of assessment strategies to diagnose learning needs, comply with curriculum requirements and support colleagues to evaluate the effectiveness of their approaches to assessment. | LO2 |
| APST(HA)5.3 | Organise assessment moderation activities that support consistent and comparable judgements of student learning | LO2 |
| APST(HA)5.4 | Work with colleagues to use data from internal and external student assessments for evaluating learning and teaching, identifying interventions and modifying teaching practice. | LO2 |
| APST(HA)5.5 | Work with colleagues to construct accurate, informative and timely reports to students and parents/carers about student learning and achievement. | LO2 |
Australian Professional Standards for Teachers - Lead
In connection to the learning outcomes, on successful completion of this unit, pre-service teachers should have developed the following industry specific knowledge based on the Australian Professional Standards for Teachers - Lead standards:
| Industry Standard | Relating to | Relevant Learning Outcome |
|---|---|---|
| APST(Lead)1.1 | Lead colleagues to select and develop teaching strategies to improve student learning using knowledge of the physical, social and intellectual development and characteristics of students. | LO1, LO3 |
| APST(Lead)1.2 | Lead processes to evaluate the effectiveness of teaching programs using research and workplace knowledge about how students learn. | LO3, LO4 |
| APST(Lead)1.3 | Evaluate and revise school learning and teaching programs, using expert and community knowledge and experience, to meet the needs of students with diverse linguistic, cultural, religious and socioeconomic backgrounds. | LO1, LO2 |
| APST(Lead)1.4 | Develop teaching programs that support equitable and ongoing participation of Aboriginal and Torres Strait Islander students by engaging in collaborative relationships with community representatives and parents/carers. | LO1, LO3 |
| APST(Lead)1.5 | Lead colleagues to evaluate the effectiveness of learning and teaching programs differentiated for the specific learning needs of students across the full range of abilities. | LO1, LO2, LO3, LO4 |
| APST(Lead)2.1 | Lead initiatives within the school to evaluate and improve knowledge of content and teaching strategies and demonstrate exemplary teaching of subjects using effective, research-based learning and teaching programs. | LO3, LO4 |
| APST(Lead)2.4 | Lead initiatives to assist colleagues with opportunities for students to develop understanding of and respect for Aboriginal and Torres Strait Islander histories, cultures and languages. | LO1 |
| APST(Lead)3.1 | Demonstrate exemplary practice and high expectations and lead colleagues to encourage students to pursue challenging goals in all aspects of their education. | LO3, LO4 |
Content
Topics will include:
The creativity process.
- models and theories of creativity (componential and stage models, personality theories).
- the psychological characteristics and types of thinking that lead to creative outcomes; creativity and intelligence.
- the conditions most likely to lead to creativity.
- the gradual development of creativity.
Assessing and identifying creativity and creative potential or aptitude.
- issues relating to the assessment of creativity.
- identifying creative outcomes and creative processes or thinking.
- creativity tests.
Teaching to promote and enhance creativity.
- building creativity into teaching by fostering intuitive thinking, and by applying the componential and stages models of creativity
- teaching creative problem-solving. and solution-focused thinking.
- issues relating to creative pedagogy, including evidence for and against the effectiveness of teaching for creativity and the transfer of creativity.
Unpacking innovation.
- inventions, improvisation and creativity. Distinguishing between creativity and invention. Assessing innovation.
- innovation as a thought process, an action, and as a developmental process.
- applying innovative thinking across specific domains and contexts
Learning and teaching strategy and rationale
The unit will be delivered via a flexible mode based on sound principles of adult learning. It will synthesise both asynchronous and face-to-face teaching in the online mode in a flipped learning and teaching format maximising accessibility and meaningful interaction and networking opportunities to share practice.
The unit comprises modularised content and tutorials. The content is organised into three modules. Each module will have three seminar- tutorials as follows:
- An introductory tutorial seminar that introduces the topic of the module and the key questions it is intended to answer.
- A mid-point tutorial seminar that asks participants to analyse the intervening content, discuss how it has extended their knowledge, and reflect on its application in their teaching and in the broader educational provision in this school.
- Consolidation and review seminar tutorial in which participants will review the content covered in the module, reflect on how it has extended their knowledge and identify new ideas and activities they might initiate to trial in their practice and school.
Assessment strategy and rationale
The assessment tasks are used to meet the unit learning outcomes and develop graduate attributes and professional standards and criteria consistent with university assessment requirements.
The assessment will relate directly to the achievement of the outcomes above. Assessment Task 1 assesses students’ understanding of the creativity process and how creativity can be identified. Assessment Task 2 assesses students’ ability to recommend protocols for implementing provision that leads to creative and innovative outcomes.
Overview of assessments
| Brief Description of Kind and Purpose of Assessment Tasks | Weighting | Learning Outcomes | Graduate Capabilities |
|---|---|---|---|
Assessment Task 1: Written paper-essay This task requires students to describe, analyse and evaluate the creativity process and to describe how to use a range of assessment tools and formats to identify creativity. | 50% | LO1, LO2 | GC1, GC2, GC3, GC9, GC11 |
Assessment Task 2: Written paper-essay This task that requires students to recommend protocols for implementing provision that leads to creative and innovative outcomes. | 50% | LO1, LO2, LO3, LO4 | GC1, GC2, GC3, GC4, GC7, GC8, GC9, GC10, GC11, GC12 |
Representative texts and references
Ambrose, D., & Sternberg, R. J. (Eds.). (2016). Creative intelligence in the 21st century: Grappling with enormous problems and huge opportunities. Sense Publishers.
Kettler, T., Lamb, K. N., & Mullet, D. R. (2019). Developing creativity in the classroom: Learning and innovation for 21st-century schools. Routledge.
Sisk, D., & Sisk, D. (2022). Gifted education, creativity and leadership development. MDPI - Multidisciplinary Digital Publishing Institute.
Starko, A. J. (2021). Creativity in the classroom: Schools of curious delight (7th ed.). Routledge.
Sternberg, R. J., & Ambrose, D. (Eds.). (2021). Conceptions of giftedness and talent. Palgrave Macmillan.
Tin, T. B. (2022). Unpacking creativity for language teaching. Taylor & Francis Unlimited.
Vincent-Lancrin, S., González-Sancho, C., Bouckaert, M., de Luca, F., Fernández-Barrerra, M., Jacotin, G., Urgel, J., & Vidal, Q. (2019). Fostering students’ creativity and critical thinking: What it means in school. OECD Publishing. https://doi.org/10.1787/62212c37-en