Scaffolding Positive Creativity in Secondary School Students
Abstract
:1. Introduction
2. The inspirED Program
3. Principle 1: Building Prosocial Motivation
4. Principle 2: Building Emotion Skills to Build Persistence
5. Principle 3: Building an Understanding of Creativity as Dynamic
6. Principle 4: Building Self-Concept of Positive Creativity
7. Future Directions and Conclusions
Author Contributions
Funding
Institutional Review Board Statement
Informed Consent Statement
Data Availability Statement
Conflicts of Interest
References
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Principle | inspirED Phases | Example(s) |
---|---|---|
Principle 1: Building prosocial motivation | A: Assess your school climate. Students collect (or are provided with) student survey data indicating the state of their school’s climate on dimensions such as safety, relationships, and teaching quality. Students are guided to discuss the meaning of this information, asking questions such as “What is surprising?” “What are our school’s strengths?” “What is the most | Students identify issues at school that are negatively affecting their peers (e.g., anti-Semitism, isolation, lack of support) and are motivated to alleviate the harm |
concerning?” B: Brainstorm project ideas. Students begin to generate a list of possible solutions to an identified school climate challenge. They ask “What can we do to improve our school’s climate?” “How can we help our peers feel safe and connected at school?” “Which project would do the most good?” | ||
Principle 2: Building emotion skills to build persistence | B. Brainstorm project ideas. Students generate project ideas within their power, competence, and interest areas, which feeds their intrinsic motivation to persist on a long-term project. Students consider “What project excites me?” “What can we do to change the sources of frustration?” | Students persist through long-term projects (e.g., creating 1500+ handmade, personalized valentines for entire student body) and use strategies such as accumulating small wins early (e.g., identifying an online route to immediately begin a peer support group during COVID-19) |
C. Complete the project. Students are guided through completion of their project and encouraged to develop strategies that will help them persist in the face of difficulties or obstacles. Through training materials and coaching, they continually return to reflections such as “What’s our why?” and “What small successes can we celebrate so far?” | ||
Principle 3: Building an understanding of creativity as dynamic | C. Complete the project. As students work to develop and build their ideas into finished products, they adjust to obstacles and adapt their approach where needed. This can involve narrowing or expanding a project idea, bringing in new team members with particular expertise, or realizing steps that were previously unanticipated. Students are asked, “Whose voices are missing; who can we invite in?” and “What needs to happen first, second, third.” | Students need to adjust to obstacles as they come up (e.g., altering planned in-person scavenger hunt to be more inclusive of virtual peers) and identify the impact they did have even if they didn’t solve every problem (knowing that the mural they created built feelings of be-longingness at school even if bullying is not completely eliminated) |
D. Debrief your impact. Students consider the impact their project had on the school community and themselves. Students engage in reflections including, “What counts as a win?” in which they discuss “We may not have solved the whole problem, but did we move the needle?” or “What have we learned that will help us next time?” | ||
Principle 4: Building self-concept of positive creativity | D. Debrief your impact. As students debrief their project, they are also asked to reflect on their work to help them realize and appreciate their growth and skills and apply them to other life domains. Reflection questions include, “How would I describe my contribution on a resume?” “What can I take from this experience and use in my everyday life?” | Students reflect on their growth personally and begin to identify themselves as prosocial and creative leaders who can have a positive impact: “This taught me that I can actually change things if I want to see things changed. This group was so much more powerful than I ever thought possible and we really were able to have an impact.” (inspirED student Savannah) |
A. Assess your school climate. Students are also presented with (or gather) a second round of survey data including re-administration of climate measures, as well as specific data on whether the project helped students and whether more students want to get involved in the future. This helps students to consider, “How do I know that I am a prosocial per-son/leader/creative problem solver?” |
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Ivcevic, Z.; Hoffmann, J.D.; McGarry, J.A. Scaffolding Positive Creativity in Secondary School Students. Educ. Sci. 2022, 12, 239. https://doi.org/10.3390/educsci12040239
Ivcevic Z, Hoffmann JD, McGarry JA. Scaffolding Positive Creativity in Secondary School Students. Education Sciences. 2022; 12(4):239. https://doi.org/10.3390/educsci12040239
Chicago/Turabian StyleIvcevic, Zorana, Jessica D. Hoffmann, and Julie A. McGarry. 2022. "Scaffolding Positive Creativity in Secondary School Students" Education Sciences 12, no. 4: 239. https://doi.org/10.3390/educsci12040239