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Creativity as a dimension of learning power

'Those learners who score highly on this dimension are able to look at things in different ways....

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Rebecca Ferguson
10 March 2010

'Those learners who score highly on this dimension are able to look at things in different ways. They like playing with ideas and taking different perspectives, even when they do not quite know where their trains of thought are leading. They are receptive to hunches and inklings that bubble up into their minds, and make use of imagination, visual imagery, pictures and diagrams in their learning. They under- stand that learning often needs playfulness as well as purposeful, systematic thinking. The opposite pole is being rule bound. These learners tend to be less imaginative. They prefer clear-cut information and tried-and-tested ways of looking at things, and they feel safer when they know how they are meant to proceed. They function well in routine problem-solving situations, but are more at sea when greater creativity is required.' (Crick, 2007, p141)

Deakin Crick, R. (2007). Learning how to learn: the dynamic assessment of learning power. The Curriculum Journal, 18(2), 135-153.

Creativity is one of the dimensions of learning power. These are:

  • Changing and learning
  • Critical curiosity
  • Meaning making
  • Resilience
  • Creativity
  • Learning relationships
  • Strategic awareness

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Chris Kirkland
9:57am 12 July 2010

Is it the failure to provide for these creative, not bound by rules, learners in a society that does not allow the risk of slight injury "...or we sue", that has blighted the science experience in schools? The rule bound learners are the traditional picture of a well behaved class. I am not trying to advocate dangerous practice here. I suspect some of those creative learners will one day help society deal with new challenges and they would be better prepared with a good science background.

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