Build the Creative Muscle to Improve Thinking
As a gifted teacher or parent, have you been told that students are born talented, and we can only watch them grow like a rare flower? Most of us who work with students know better, and a recent article in Cogent goes a step farther to look at creative thinking development in the context of learning disabilities.
Specifically, this group had an IQ score of below 100 “and assessed impairment in social and adaptive functioning. Students with sensory or physical disabilities or of a low socio-economic level were excluded” (Nasser Alkathiri et al., 2024, p. 4). Considering this population opens up the possibility of enhancing creative thinking across all ability levels. This improvement could also help some students overcome the negative impacts of learning disabilities (Muhammad et al., 2012), unlocking gifted abilities not previously recognized.
In my own qualitative research study, I found that we were able to uncover ability through active, creative learning, as well. I collaborated with teachers to create an experiential learning unit to study geography in order to learn more about their divergent thinking tendencies and growth. All eight teachers in my study agreed that they were surprised by the development and extent of their students’ creativity, ability, and learning tendencies in the creative context over the traditional classroom environment. Teachers shared:
“It allowed students, who otherwise would struggle, to highlight their artistic and creative abilities. I was surprised to see how creative some students were, that have not had a chance to show their creativity.” One of the students, Sarina, explained, “I felt more confident doing the region’s project because I love art,” with her classmate Meghan agreeing, “… it’s calming to sit back and share my creativity.” (Wise, p. 54-55, 2023).
Basing their assessments and lessons on the Torrance Test of Creativity, the researchers focused on the areas of “fluency (number of ideas), flexibility (variety of ideas), originality (uniqueness of ideas), and elaboration (details of ideas)” (p. 5). Three 45-minute training sessions per week over six weeks allowed students to learn about and practice skills in these concept areas.
As found with previous groups, the students with learning disabilities improved their creative thinking after the cognitive exercises. Furthermore, six weeks later, the same tests were administered, and the improvements in creative thinking remained. (Note: I would like to read further regarding the types of “lessons” they employed.)
While gifted teachers understand the key role of acceleration in encouraging growth and engagement with the gifted population, this study points to the key role that targeted creative development can play in unlocking additional abilities.
“These findings support the effectiveness of training programs that utilize active learning strategies to support the development of creative thinking skills of students with learning disabilities. These programs improve creative thinking among females with disabilities and this is evidently something which policy-makers should take into account” (Nasser Alkathiri et al., 2024, p.10).
RESOURCES
Muhammad, N., Al-Sirsi, A., & Ibrahim, V. (2012). The effectiveness of active learning in reducing the difficulties of learning to read among a sample of primary school students. Journal of Childhood Studies, 15, 197–198.
Nasser Alkathiri, S. A., Bakhiet, S. F. A., & Dutton, E. (2024). The effectiveness of a training program based on active learning strategies in developing the creative thinking skills of female students with learning disabilities. Cogent Education, 11(1). https://doi.org/10.1080/2331186X.2024.2413235
Wise, L. R. (2023). Genius Move: Recognizing Gifted Potential Through a Project Based Learning Unit of Study. ProQuest Dissertations Publishing. https://www.proquest.com/openview/87269f080d782ead14d2174ee01bcba9/1.pdf
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