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A metacognitive approach to developing creativity

Written by: Claire Badger  Jonathan Firth
5 min read
Dr Jonathan Firth, University of Strathclyde, UK Dr Claire Badger, The Godolphin and Latymer School, UK Background Creativity is widely considered to be a vital skill in education. It sits at the pinnacle of the revised Bloom’s taxonomy of skills (Anderson et al., 2001) and has been recognised as important across all curriculum areas (van Broekhoven et al., 2020). It will impact students’ future in the workplace, as well as being embedded throughout the competences that all citizens need (European Commission, 2018). Well beyond their school days, our students will need to find creative solutions to problems. While the importance of creativity is relatively uncontested, the best way to teach it is controversial. There is a recognition in cognitive psychology that developing transferrable skills is often difficult (e.g. Barnett and Ceci, 2002; Sala et al., 2019). Transfer of creative thinking from one situation to another appears to depend on how it integrates with domain knowl

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    About the Author

    Assistant Head, Teaching and Learning, Godolphin and Latymer School, London, UK

    Claire is currently the assistant head in charge of teaching and learning at Godolphin and Latymer School, a post she has been in since 2015. Prior to this, she was a Head of Chemistry and Chemistry Teacher in a variety of schools having completed a PhD in Chemistry at the University of Cambridge in 2006.  She has a keen interest in developing evidence-informed practices within schools and undertook a Masters in Teaching and Learning with the Institute of Education, choosing to focus on developing metacognitive skills in sixth form students for her dissertation.  Developing metacognitive skills in secondary school students remains a key interest and she is particularly keen to develop students’ thinking beyond that required for high stakes examinations.  Claire is a Founding Fellow of the Chartered College of Teaching and one of the first to graduate from the CTeach (Leadership) course.

    Jonathan Firth is a psychology teacher, teacher-educator, author and researcher. Having taught psychology at secondary school level for many years, he now works in teacher education at the University of Strathclyde, as well as teaching part-time for e-Sgoil, the online school of the Outer Hebrides.

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    Emma Harris

    It is important to understand how metacognitive thinking and creativity go hand in hand. I thought it was interesting to consider how practical strategies can improve creativity such as planning activities that are challenging but not overwhelming or giving time restraints to a task. Some of theses strategies I will definitely consider using with my children.

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