Torrance Journal for Applied Creativity

Over the years, a body of
literature has grown around the topic
of creative learning. This research
emerged in the fields of gifted education,
creativity, and psychology, and
crosses international borders. Researchers
and practitioners in the United
Kingdom have worked to summarily
define the paradigm (Craft, Cremin,
Burnard, & Chappell, 2007; Jeffrey &
Craft, 2004). Studying this work, we
arrive at four central tenets of a creative
learning paradigm:
Level Three Learning in the Classroom
In 1990, Torrance and Goff wrote, “Wise teachers offer a curriculum with
plenty of opportunities for creative behaviors. They can make assignments that call
for original work, independent learning, self-initiated projects, and experimentation”
(ERIC No. ED321489). But how to do this when there’s a set curriculum, standards
to meet, and days upon days of testing? The good news is that even within the confines
of a predetermined program, teachers can ignite creative learning by tweaking
the questions they ask.
creativity is integrated with
academic content teaching
and learning, which causes
learning to be meaningful
to students and
drives their motivation
intrinsically,
resulting in new ideas,
skills, or personal growth
(Haydon, 2015; Jeffrey,
2006).
Why is creative learning important?
Scottish researchers recently
undertook a literature review of several
hundred articles to find out what the
research says. “Empirical studies
included in the review demonstrated
that creative learning led to improved
academic achievement; increased confidence
and resilience; enhanced motivation
and engagement; development of
social, emotional and thinking skills;
and improved school attendance” (Davies,
Jindal-Snape, Collier, Digby, Hay,
& Howe, 2013; Haydon, 2015). On
review, creative learning seems to solve
many of the problems that we face in
our schools. So, how do we achieve it?
In their original 1990 article, Torrance
and Goff provided an easy pathway for
teachers. Here, we update and expand
on this approach for easy implementation,
even under the stresses and
pressures that exist for today’s teachers.
Please refer to the chart entitled Torrance Learning Model. The goal of creative
learning is to replace Level 1 questions that require only recognition and memorization
with Level 3 questions. Level 3 questions ask students to imagine, experiment
with ideas, discover, elaborate, test their ideas within context, and communicate their
discoveries. The goal is not to start with Level 1 and move in progression up the ladder.
Level 2 is included to clarify that a compare and contrast question of this nature
is still not a Level 3 question such as you see here. The ideal chart, instead, looks like
the abridged Torrance Learning Model chart pictured, showing the preferred pathway:
Level 3 usurps Levels 1 and 2.
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