These chefs fell into two types: those who stuck to traditional ways to make pizza and those who departed from these ways. I recently watched an Ugly Delicious episode where world-renowned chefs talked about their definitions of pizza and what it meant to them to make pizza. These stories are our attempts at being creative about fostering creativity. One common aspect is that we try our best to saturate our courses with chances for students to be creative from beginning to end. There is also the thread of opportunities for student self-reflection woven throughout these stories. Houssein and Paul reflect on their teaching practices and how teaching for creativity has been integrated into theses practices. Mohamed provides time for students to incubate their ideas. Emily focuses on tasks that have multiple solutions/approaches Gail emphasizes the freedom she gives students in exploring these tasks. Gulden focuses on having students making connections, while Milos has students take risks through questioning and sharing wrong answers. We all have different but synergistic teaching practices we engage in to foster creativity in our students. How do we get students to be creative? And how does that balance with the content we are required to cover? Below, past and present members of the Creativity Research Group present reasons on why and how we each teach for creativity. Those risks can only build one’s creativity, which is the most sought-after skill in industry according to a 2010 IBM Global Study. When instructors develop an environment where students are willing to put themselves “out there” and take a risk, interesting moments often happen.
What surprises you mathematically in your classes? When do you witness students’ creative moments? How often does this happen? By Gail Tang (University of La Verne), Emily Cilli-Turner (University of La Verne), Milos Savic (University of Oklahoma), Houssein El Turkey (University of New Haven), Mohamed Omar (Harvey Mudd College), Gulden Karakok (University of Northern Colorado, Greeley), and Paul Regier (University of Oklahoma)
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