The Benefits of Equalizing Standards and Creativity: Discovering a Balance in Instruction Angela Burke-Adams

ow can standards-based education and creativ- gifted learners. Whereas standards are a black and white ity coexist? This question addresses the dilemma concept, consisting of clearly stated objectives with aligned regarding the current state of education. In a world assessments, creativity is a difficult term to define. Narrow Hwhere standards and high-stakes testing define the success definitions of creativity result in a restricted vision of the of the school, teacher, and individual child, how are instruc- concept. Creativity is often scrutinized as an intangible tional practices affected? In particular, is there a conflict component. Conflict regarding whether or not creativity regarding the needs of gifted students with the sequential, can be taught or is innate is greatly debated (Murdock, skill-based system presently in place? How might one pre- 2003). Likewise, creativity is often undervalued as a non- vent standards from overshadowing creativity and yet bal- productive characteristic and is looked upon as too subjec- ance a knowledge base with creative thinking skills? Can a tive to validate (Plucker, Beghetto, & Dow, 2004). reconstruction of linear teaching occur in order to nurture When evaluating standards and creativity, it is evident creativity in our brightest minds? that both concepts guide students in different ways and As one considers the possibility of an instructional bal- offer a variety of tools for learning. Creative thinking is dis- ance, it is evident that the topic of standards and creativity tinctively separate from sequential, analytical thinking asso- offers two opposite spectrums of thinking. When- deter ciated with standards and traditional education (Sternberg, mining how to equalize standards and creativity, it is essen- 2003). If only one of these learning components is utilized, tial to examine each component in relation to the needs of a balance in thinking styles may be affected.

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Learning Needs of skills and deserves recognition ogy, but also allows for individuality of Gifted Students (Kay, 1998). in learning to occur. When teaching standards, educators tend to focus on sequential teaching strategies (Harlen When determining how to inte- Benefits of Balancing & Crick, 2003). Schools are valuing grate creativity in a standards-based Standards and Creativity only a single way of demonstrating system, it is essential to consider the intelligence by acknowledging mem- learning needs of gifted students. It is Those in favor of high-stakes ory and analytical skills, even though evident that gifted learners need flex- accountability believe standards will creative skills are equally important ible parameters in their learning envi- provide incentives for educators and (Sternberg, 2003). A common belief, ronment to explore and take risks, provide objective data in which to however, is that if educational pro- and opportunities to expand beyond base educational decisions (Diamond grams focus entirely on creativity, the boundaries that confine their & Spillane, 2004). Proponents believe important knowledge and tradition curiosity (Mulhern, 2003). Similarly, the purpose of standards-based cur- in specific domains will be lost (Erez, riculum is to provide a sequence of gifted children thrive when they are 2004). objectives that will create greater offered choices and freedom in their When evaluating the traditional equality and equity in student per- learning, along with complexity and classroom, it is evident that the major- formance (Sandholtz, Ogawa, & opportunities for breadth and depth ity of time is spent on verbal skills Scribner, 2004). Many educators in the content (Betts, 2004). Gifted or expressing oneself using words. associate creative characteristics with students need opportunities to dream Imagistic thinking or the manipula- and express their creative abilities nonconformity, impulsivity, and dis- tion of images in the mind is often (Mulhern). organization (Ugur, 2004). disregarded (Mann, 2005). Looking at Unfortunately, a prescribed cur- In order to change attitudes regard- the strengths of standards and creativ- riculum that teaches basic skills often ing creativity, it is critical to look at ity, one may determine that standards lacks advanced and challenging cur- the benefits a balance will provide. emphasize sequential learning, while riculum for gifted learners (Betts, Creativity is necessary for an indi- creativity focuses on imagistic or spa- 2004). Standards focus on basic skill vidual to effectively problem solve. tial learning. Two types of learners can levels and are rapidly changing the Society benefits from creative individ- emerge from school systems. Linear instructional styles of teachers, who uals in the areas of science, technology, thinkers hesitate to venture beyond are moving away from innovative and art, which lead to an interactive the parameters of the lesson and pre- methods, to more traditional ones of world (Ugur, 2004). Creativity also fer structure, whereas creative or free drill and recitation to ensure high- contributes to workplace leadership, thinkers have imaginative intelligence stakes test scores are raised (Moon, vocational professions, healthy psy- and are curious to discover what lies Brighton, & Callahan, 2002). This chological well-being, coping, and beyond the given boundaries (Ugur, results in the creation of one-size- emotional growth (Plucker et al., 2004). Each type of learner is valuable, fits-all models of classrooms. Due to 2004). Although standards-based but both need to be given equal merit. the pressure to incorporate standards, education fulfills the need for a When exploring the potential of the curriculum is narrowed as nontest knowledge base, there are numerous spatial thinkers, strengths such as items are eliminated. Teachers are opt- benefits to incorporating creativity in grasping complex systems, discover- ing to implement teaching strategies the curriculum, which includes pro- ing relationships, and demonstrat- that will prepare students for tests, viding students with opportunities to ing high levels of creativity may be which tend to depress the talents and practice nonconventional modes of observed. These learning attributes are potential of gifted students (Moon et thinking that enhance motivation. critical for producing innovative ideas al.). Furthermore, standardized tests and finding unique problem-solving may not measure the content gifted Instructional Styles techniques; however, they appear to programs wish to focus upon, includ- be the opposite skills valued in stan- ing extensions beyond the objectives When focusing on instruction in dards-based education (Mann, 2005). required by the state (Feng, VanTassel- the classroom, it is evident that bal- Standards emphasize answering ques- Baska, Quek, Bai, & O’Neill, 2005). ancing standards and creativity not tions correctly, instead of conceptu- Creativity is as important as mastery only equalizes classroom methodol- ally understanding a topic (Sandholtz

gifted child today 59 The Benefits of Equalizing Standards and Creativity

et al., 2004). Due to this mismatch in Solutions for becomes limited. Because of the time instruction and thinking styles, gifted Achieving a Balance spent in preparation for tests, creativ- students who think differently from ity is compromised, along with stu- the linear educational approach are at dent choice to explore topics in-depth Based on current teaching trends, risk for underachievement and even- (Erez). Freedom of thought and the how do we prevent standards from tually underemployment (Mann). generation of unique ideas are critical consuming teaching goals, objec- aspects within the learning environ- tives, and time? How can teachers ment, although these areas are rarely Identification keep their students’ creativity and observed in traditional classrooms of Gifted Students their own individual creativity intact? (Ugur, 2004). Three components, including teacher To continue, reflection time that Considering how instructional behavior, learning environment, and allows ideas to incubate and formu- instructional strategies, may be used strategies are currently being nar- late is crucial in order for students to to achieve this equilibrium. rowed, how might identification pro- creatively develop innovative prod- cedures become minimized? When To begin, one of the greatest con- ucts (Sternberg, 2003). Students need identifying students with gifted troversies regarding creativity in edu- time to analyze and critique their own abilities, it is common for teachers cation is whether or not it is teachable. ideas in order to redefine problems to initially look at standards-based According to Murdock (2003), cre- (Sternberg, 2003). Extraordinary ideas assessments, particularly as a screen- ativity is teachable. Creativity does, may take years to evolve and think- ing tool for the nomination process. however, require specific instruction time is critical for creative thoughts to Unfortunately, spatial strengths are (Kay, 1998). Knowledge of creativity emerge (Kay, 1998). Unfortunately, rarely demonstrated on achievement affects how it is taught, even though time for reflection is minimal in fast- tests that fail to include nonverbal teachers who have a strong under- paced classrooms oriented towards components (Mann, 2005). Without standing of the concept rarely imple- standards (Loveless, 2003). a balance in creativity and standards, ment such practices (Ugur, 2004). Finally, teacher behavior and the how can special populations of stu- Teacher behaviors that influence cre- classroom environment can be sup- dents demonstrate their abilities? ativity include how the teacher acts ported through a variety of instruc- When teachers alter their instruc- as a role model in demonstrating cre- tional repertoire that nurtures creativity, tional focus towards knowledge and ativity and whether or not the trait is and also continues to establish a strong skill levels, they may inevitably be acknowledged and rewarded (Ugur). knowledge base. Whereas standards assisting in the underrepresentation Teachers who realize creativity is mul- provide a quick-fix and a direct route of gifted minority students (Moon et tidimensional, not an ability or per- for teaching to tests, creativity requires al., 2002). Minority students tend to sonality trait, will nurture the concept a broader view that keeps the same suffer when instruction is based on within their classrooms (Ugur). educational goals in mind, but utilizes state testing and daily routines of fact As teacher behavior contributes to innovative paths to reach the destina- and skill practice (Moon et al.). student creativity, the environment tion (Ritchhart, 2004). Because profi- Similarly, students who are twice- the teacher creates is equally criti- ciency of the basics is a goal in most exceptional, or gifted and learning cal. The common themes of freedom school systems, time spent towards disabled, often possess creative talents and reflection are evident throughout input/output methods directs instruc- that are rarely detectable in sequential research associated with creativity. tional time. Gifted students need time classrooms that focus on standards Freedom is vital for creativity to evolve and space to work with revolutionary (Baum, 1990). When schools only and to establish an environment con- ideas in an unstructured and free sys- award strong verbal abilities, students ducive for the flow of thought (Erez, tem born of opportunities for trial and who are twice-exceptional with spatial 2004). Freedom is essential in the error (Erez, 2004). Students benefit strengths are often forgotten (Baum). making of students who are revolu- when educators surrender control and Strategies critical to special popula- tionists. The predetermined agenda give students responsibility for their tions of students, such as hands-on of the traditional education system learning. With this in mind, how does learning and thematic units, are being creates evolutionists (Erez). Similarly, one go about implementing creativity exchanged for a limited instructional when assessment and exams control in the classroom in order to balance collection (Sandholtz et al., 2004). the learning environment, freedom instruction?

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The following strategies may be problem solving is “Let’s Get Real,” creativityforlife.com, and http://www. beneficial: found at http://www.LGReal.org. creax.net. 3. Compacting or allowing stu- 6. Teachers may consider using 1. Foster imagination and fantasy dents to spend additional time on a curriculum framework such by providing students with oppor- extension and enrichment projects as Teaching for Intellectual and tunities for creative writing (Ugur, upon mastery of basic skills provides Emotional Learning (TIEL) that con- 2004). Metaphorical thinking should needed time for creative activities. tains a creativity component. TIEL be emphasized as an avenue to allow In addition, contracts that outline connects general education goals students to think deeply about diverse what, how, and when a student will with gifted education while equaliz- concepts in order to discover relation- be learning can promote indepen- ing creativity with other intellectual ships in ideas (Kay, 1998). Providing dence. Contracts provide students domains. The framework includes the freedom for students to develop their with opportunities to make choices operation of divergent thinking that own style of writing, apart from and direct their course of study emphasizes creativity and promotes the structured format of expository (Winebrenner & Berger, 1994). an appreciation of beauty through the writing, will help them find their 4. Technology is an additional exploration of art, culture, literature, voice and allow for flow of thought. strategy that implements the use of and nature. TIEL provides a space for Likewise, including a variety of writ- creative thought. Creativity can be creativity in the curriculum as stu- ing options such as script writing and fostered through technology tools dents develop fluency, flexibility, and vocabulary stories that reinforce new such as word processing, concept originality of ideas (Folsom, 2006). words and concepts can emphasize maps, graphic software, CAD/CAM 7. Models that utilize creativ- creative thought processes (Folsom, applications, multimedia, Web pages, ity include the WICS (Wisdom- 2006). The motivation derived from Intelligence-Creativity-Synthesized), digital cameras, and image manipu- creative writing may help students which provides a framework for lation software. These tools allow move beyond standards and on to an giftedness to be nurtured through students to show connections and entirely new level of writing. leadership. The creative component create products that represent novel 2. Implementing interdisciplin- allows students to redefine and ana- and abstract ideas (Loveless, 2003). ary work and problem solving offers lyze problems while persuading others Information and communication a variety of perspectives from dif- to value their individually developed technologies (ICT), including con- ferent vantage points that will pro- solutions. Leadership opportunities mote creativity (Erez, 2004). In cept mapping and graphic software prepare students to take creative risks order to cultivate creative processes, such as Inspiration Software Inc., as they learn through authentic expe- open-ended projects and assign- may be used to develop avenues that riences (Sternberg, 2005). ments that give students choices will link ideas quickly and demonstrate 8. Teachers can make a conscious allow them to express themselves in conceptual relationships. The highly effort to differentiate their instruc- independent directions (Ritchhart, visual capability of ICT tools may be tion to meet the needs of varying 2004). Integrating creativity with used to enhance creative development learning styles within their classroom. problem-based learning can help in order to improve writing achieve- This requires assessing the learning students connect many disciplines ment and help students become pro- styles of students and adjusting the including art and ethics (Mahboub, ficient writers based on standards structure of the classroom to meet Portillo, Liu, & Chandraratna, 2004). (Riley & Ahlberg, 2004). Through individual needs. Both sequential Implementation in the classroom technology, space can be provided to and creative modes of instruction may include creativity styles exercises allow creativity to develop (Loveless, should be implemented in order to where students identify and dem- 2003). cater to students’ strengths and ulti- onstrate their individual creativity. 5. The Internet is a useful resource mately raise test scores. This balance Another method includes designing that links the world to students by is a critical piece to providing equi- new products for everyday common offering numerous sites to music and table opportunities for all students items, such as the paperclip, by work- art galleries that can connect visual to demonstrate proficiency on stan- ing through creative processing tech- arts with all subjects. Web sites that dards-based outcomes. niques (Mahboub et al.). A helpful promote creativity include http:// 9. An additional strategy for pro- Web site for emphasizing creative www.kids-space.org, http://www. moting creativitycontinued is on to pagebroaden ?? assess-

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ments used to evaluate students in return creates linear thinkers who classroom. Teachers must show evi- (Harlen & Crick, 2003). Portfolios become followers, not leaders; evolu- dence that content standards are the and other types of informal evalua- tionists, not revolutionists. In a time focus of the lesson and students are tion will allow a comprehensive pic- where innovative thinking is criti- expected to connect the lessons they ture of the child to appear (Ritchhart, cal for our world, knowledge-based are taught to the standards. Although 2004). Because a single score tells learning is not enough, particularly this focus benefits goal and objective little about a child’s needs and knowl- for gifted children. writing for lessons and ensures neces- Due to their unique charac- edge, portfolios emphasize individu- sary content is covered, no criteria for teristics, gifted students have the ality and break through the barriers including creative or innovative meth- of different thinking styles that stan- potential to impact the world. ods that integrate high-level thinking dards-based testing does not address. Unfortunately, if instruction is mis- skills are mandated. This is just one Differentiating assessments allows for matched with their needs, motiva- example demonstrating the lack of proficiency of standards to be mea- tion for learning will suffer. As the balance in standards and creativity sured while addressing individual research concludes, gifted students strengths. thrive when they have freedom and throughout the United States. Due choices in their learning, along with to the pressures associated with teach- Discussion open-ended assignments and inter- ing, instruction becomes one-dimen- disciplinary learning that correlates sional, and the freedom teachers need with abstract and global concepts. The question of whether stan- to develop creative teaching strategies Standards-based education tends to dards-based instruction and creativ- and methods may be dissolved in the focus on skill-level instruction that ity can find a balance in the current daily expectations to conform to stan- consumes time available for creative world of education guided this lit- dards. teaching. Due to the current trend in Furthermore, as we explore think- erature review. Upon evaluating the education, the question is no longer ing styles, it is disconcerting that stu- research, the largest obstacle lies in whether or not standards and cre- dents who possess spatial strengths how creativity is valued by educa- ativity can be balanced, but whether are often ignored. Standards-based tors, politicians, and society. Due to or not our educational system will the subjective nature of creativity, it allow them to be. The overwhelm- reform caters to sequential thinking, is difficult to assess and observe the ing pressure on schools to reach while creativity optimizes holistic trait, unless products accompany the Adequate Yearly Progress (AYP) is thinking. In order to capitalize on thought process. In a society where restructuring the entire system of the brain’s ability to make connec- productivity is essential to success, education, and within these param- tions, a balance in our instruction creative thinking is often ignored. A eters, students, particularly special must be implemented. Special pop- broad definition of creativity is nec- populations, are suffering. With this ulations, including minorities and essary in order to ensure stereotypi- type of mandate, veering away from gifted/learning-disabled students, cal traits of creativity do not define standards-based teaching could be will rarely have opportunities to the concept. It is evident that cre- detrimental to schools, as penalties demonstrate their gifted potential in ativity plays significant roles in a stu- are inevitable to systems that fail to a linear educational system. Likewise, dent’s ability to problem solve, think meet the requirements. When pun- assessments that focus on one aspect innovatively, and cope emotionally. ishment is associated with failure, of learning are greatly weighted in This silent intellectual component risks that incorporate trying new determining eligibility for gifted pro- is a critical piece that benefits all of ideas in teaching become nonexis- grams. This snapshot of what the stu- society. Ultimately, creativity can be tent, as traditional methods match- taught (Murdock, 2003). ing the criteria for testing success dent knows is a detriment to special At this time, our school systems are appear to be a much safer route. populations who perform better with locked into a mode of input/output An example of the influence opportunities for creative expression. instruction, where a student is expected testing has on instruction may be If creative activities are rarely used in to learn and memorize basic skills and observed in Summit School District the classroom, students may become demonstrate his or her knowledge in Colorado, which evaluates teach- nonproducers and potential will be on an assessment (Erez, 2003). This ers using criteria for a standards-based lost.

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Recommendations a small part as required by standards- Journal of Engineering Education, 29, based education. GCT 429–436. Mann, R. L. (2005). Gifted students with Future research possibilities may spatial strengths and sequential weak- include quantitative methods of References nesses: An overlooked and underiden- comparing students’ success using a tified population. Roeper Review, 27, balanced curriculum versus solely a Baum, S. (1990). Gifted but learning dis- 91–96. standards-based curriculum. Likewise, abled: A puzzling paradox (ERIC EC Moon, T. R., Brighton, C. M., & Calla- qualitative methods including obser- Digest #E479). Arlington, VA: Coun- han, C. M. (2002). State standardized vation, surveys, and questionnaires cil for Exceptional Children. Retrieved testing programs: Friend or foe of gifted may be useful in determining stu- October 5, 2005, from http://ericec. education? Roeper Review, 25, 49–60. dents’ motivation and success when org/digests/e470.html Mulhern, J. D. 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The Curriculum Journal, Providing curriculum alternatives to testing. Adding creativity to daily 14, 5–21. motivate gifted students. Arlington, VA: instructional practices will ensure that Mahboub, K. C., Portillo, M. B., Liu, Y., Council for Exceptional Children. students are given opportunities to & Chandraratna, S. (2004). Measur- Retrieved October 7, 2005, from develop all of their potential, not just ing and enhancing creativity. European http://ericec.org/digests/e524.htmlcontinued on page ??

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