Start Date
17-8-2021 12:30 PM
End Date
17-8-2021 1:30 PM
Subjects
Learning progressions, Generic skills, Creativity, Curiosity, Frameworks, Primary secondary education
Abstract
There is growing recognition of the importance of learners gaining transversal or 21st-century attributes in order to thrive in the contemporary world. This poses a number of challenges for educators. First, to what extent are transversal attributes innate, or do they include a combination of traits and skills? Second, what can teachers do to help nurture these attributes in learners? Third, how can the existence or strengthening of attributes be recognised? In this paper, we draw on work that we are doing for the International Baccalaureate Organisation to define conceptual frameworks for creativity and curiosity. Our goal is to enable learners to evidence achievement in each of these attributes, and for teachers to be able to recognise it. The frameworks draw on extensive scholarly literature to define the core components of both curiosity and creativity and the skills that are inherent in each one. This is the first step towards the development of a ‘transversal résumé’ that will allow learner achievement to be recorded. This includes a focus on the extent to which schools and teachers can provide learners with opportunities to gain, practice or enhance the skills that contribute to transversal attributes and a scaffold that enables learners to reflect on the extent to which they have evidenced creativity or curiosity in sustained pieces of work. The paper raises some key questions that have arisen as we have grappled with both conceptual and practical issues in this project. These provide valuable insights into the nurturing of transversal attributes, and the implications for educational professionals.
Recommended Citation
Richardson, S. & Krstic, S. (2021, August 16-20). Evidencing creativity and curiosity in IB schools [Presentation]. Research Conference 2021: Excellent progress for every student: Proceedings and program. Australian Council for Educational Research. https://doi.org/10.37517/978-1-74286-638-3_7
Copyright Statement
Copyright Australian Council for Educational Research 2021
Place of Publication
Melbourne Australia
Publisher
Australian Council for Educational Research
ISBN
978-1-74286-638-3
DOI
https://doi.org/10.37517/978-1-74286-638-3_7
Included in
Curriculum and Social Inquiry Commons, Educational Assessment, Evaluation, and Research Commons
Evidencing creativity and curiosity in IB schools
There is growing recognition of the importance of learners gaining transversal or 21st-century attributes in order to thrive in the contemporary world. This poses a number of challenges for educators. First, to what extent are transversal attributes innate, or do they include a combination of traits and skills? Second, what can teachers do to help nurture these attributes in learners? Third, how can the existence or strengthening of attributes be recognised? In this paper, we draw on work that we are doing for the International Baccalaureate Organisation to define conceptual frameworks for creativity and curiosity. Our goal is to enable learners to evidence achievement in each of these attributes, and for teachers to be able to recognise it. The frameworks draw on extensive scholarly literature to define the core components of both curiosity and creativity and the skills that are inherent in each one. This is the first step towards the development of a ‘transversal résumé’ that will allow learner achievement to be recorded. This includes a focus on the extent to which schools and teachers can provide learners with opportunities to gain, practice or enhance the skills that contribute to transversal attributes and a scaffold that enables learners to reflect on the extent to which they have evidenced creativity or curiosity in sustained pieces of work. The paper raises some key questions that have arisen as we have grappled with both conceptual and practical issues in this project. These provide valuable insights into the nurturing of transversal attributes, and the implications for educational professionals.