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Masters

Teaching for Creativity and Innovation

Australian Catholic University
Melbourne , Australia
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Degree
Masters
Major
Educational Psychology | Gifted Education
Area of study
Education
Course Language
English
About Program

Program Overview

EDGI503 - Teaching for Creativity and Innovation

Unit Rationale, Description, and Aim

This unit is the final unit in a suite of four units based on the latest evidence-based research on how gifted students learn. A key aspect of gifted learning is the capacity to generate outcomes that are creative or innovative. Provision for these students is enhanced when their teachers can understand the creativity and innovation processes, can recognize, and identify the types of thinking and problem-solving skills that lead to these outcomes, and can implement teaching that fosters creative and innovative outcomes.


The aim of the unit is to equip primary and secondary teachers with the knowledge, skills, and capabilities to understand creativity and innovation in the classroom, to identify creative potential and to teach for creativity and innovation.


Campus Offering

  • The unit is offered online.
  • Unit offerings may be subject to minimum enrolment numbers.

Prerequisites

  • There are no prerequisites for this unit.

Learning Outcomes

To successfully complete this unit, you will be able to demonstrate that you have achieved the following learning outcomes:


  1. Explain, analyse, and evaluate theories about the creative process.
    • Relevant Graduate Capabilities: GC1, GC3, GC9, GC11
  2. Describe, explain, evaluate, and apply protocols to identify creative potential and outcomes.
    • Relevant Graduate Capabilities: GC1, GC2, GC3, GC9, GC11
  3. Describe, evaluate, and implement teaching that enhances creativity across domains and contexts.
    • Relevant Graduate Capabilities: GC2, GC3, GC4, GC7, GC8, GC9, GC10, GC12
  4. Critically analyse the innovation process and assessment of innovation, distinguishing between creativity and innovation.
    • Relevant Graduate Capabilities: GC1, GC3, GC7, GC8, GC9, GC10, GC12

Unit Content

Topics will include:


  • The creativity process:
    • Models and theories of creativity (componential and stage models, personality theories).
    • The psychological characteristics and types of thinking that lead to creative outcomes; creativity and intelligence.
    • The conditions most likely to lead to creativity.
    • The gradual development of creativity.
  • Assessing and identifying creativity and creative potential or aptitude:
    • Issues relating to the assessment of creativity.
    • Identifying creative outcomes and creative processes or thinking.
    • Creativity tests.
  • Teaching to promote and enhance creativity:
    • Building creativity into teaching by fostering intuitive thinking, and by applying the componential and stages models of creativity.
    • Teaching creative problem-solving and solution-focused thinking.
    • Issues relating to creative pedagogy, including evidence for and against the effectiveness of teaching for creativity and the transfer of creativity.
  • Unpacking innovation:
    • Inventions, improvisation, and creativity. Distinguishing between creativity and invention. Assessing innovation.
    • Innovation as a thought process, an action, and as a developmental process.
    • Applying innovative thinking across specific domains and contexts.

Assessment Strategy and Rationale

The assessment tasks are used to meet the unit learning outcomes and develop graduate attributes and professional standards and criteria consistent with university assessment requirements.


  1. Assessment Task 1: Written paper-essay
    • Weighting: 50%
    • Learning Outcomes: LO1, LO2
    • Graduate Capabilities: GC1, GC2, GC3, GC9, GC11
    • Standards: APST(HA)1.2, APST(HA)1.4, APST(HA)2.3, APST(HA)3.6, APST(HA)5.1, APST(HA)5.3, APST(HA)5.4, APST(HA)5.5, APST(Lead)1.1, APST(Lead)1.3, APST(Lead)1.4, APST(Lead)1.5, APST(Lead)2.4
  2. Assessment Task 2: Written paper-essay
    • Weighting: 50%
    • Learning Outcomes: LO1, LO2, LO3, LO4
    • Graduate Capabilities: GC1, GC2, GC3, GC4, GC7, GC8, GC9, GC10, GC11, GC12
    • Standards: APST(HA)1.1, APST(HA)1.2, APST(HA)1.3, APST(HA)1.4, APST(HA)1.5, APST(HA)2.2, APST(HA)2.3, APST(HA)2.4, APST(HA)2.6, APST(HA)3.1, APST(HA)3.2, APST(HA)3.3, APST(HA)3.6, APST(HA)5.1, APST(HA)5.3, APST(HA)5.4, APST(HA)5.5, APST(Lead)1.1, APST(Lead)1.2, APST(Lead)1.3, APST(Lead)1.4, APST(Lead)1.5, APST(Lead)2.1, APST(Lead)2.4, APST(Lead)3.1

Learning and Teaching Strategy and Rationale

The unit will be delivered via a flexible mode based on sound principles of adult learning. It will synthesise both asynchronous and face-to-face teaching in the online mode in a flipped learning and teaching format maximising accessibility and meaningful interaction and networking opportunities to share practice.


The unit comprises modularised content and tutorials. The content is organised into three modules. Each module will have three seminar-tutorials as follows:


  • An introductory tutorial seminar that introduces the topic of the module and the key questions it is intended to answer.
  • A mid-point tutorial seminar that asks participants to analyse the intervening content, discuss how it has extended their knowledge, and reflect on its application in their teaching and in the broader educational provision in this school.
  • Consolidation and review seminar tutorial in which participants will review the content covered in the module, reflect on how it has extended their knowledge and identify new ideas and activities they might initiate to trial in their practice and school.

Australian Professional Standards for Teachers - Highly Accomplished

In connection to the learning outcomes, on successful completion of this unit, pre-service teachers should have developed the following industry-specific knowledge based on the Australian Professional Standards for Teachers - Highly Accomplished standards:


  • APST(HA)1.1: Relating to selecting and developing teaching strategies.
  • APST(HA)1.2: Relating to expanding understanding of how students learn.
  • APST(HA)1.4: Relating to providing advice and support to colleagues.
  • APST(HA)1.5: Relating to evaluating learning and teaching programs.
  • APST(HA)2.2: Relating to exhibiting innovative practice.
  • APST(HA)2.3: Relating to supporting colleagues.
  • APST(HA)2.6: Relating to modelling high-level teaching knowledge and skills.
  • APST(HA)3.1: Relating to developing a culture of high expectations.
  • APST(HA)3.2: Relating to working with colleagues.
  • APST(HA)3.3: Relating to supporting colleagues to select and apply effective teaching strategies.
  • APST(HA)3.6: Relating to working with colleagues to review current teaching and learning programs.
  • APST(HA)5.1: Relating to developing and applying a comprehensive range of assessment strategies.
  • APST(HA)5.3: Relating to organising assessment moderation activities.
  • APST(HA)5.4: Relating to working with colleagues to use data from internal and external student assessments.
  • APST(HA)5.5: Relating to working with colleagues to construct accurate, informative, and timely reports.

Australian Professional Standards for Teachers - Lead

In connection to the learning outcomes, on successful completion of this unit, pre-service teachers should have developed the following industry-specific knowledge based on the Australian Professional Standards for Teachers - Lead standards:


  • APST(Lead)1.1: Relating to leading colleagues to select and develop teaching strategies.
  • APST(Lead)1.2: Relating to leading processes to evaluate the effectiveness of teaching programs.
  • APST(Lead)1.3: Relating to evaluating and revising school learning and teaching programs.
  • APST(Lead)1.4: Relating to developing teaching programs that support equitable and ongoing participation of Aboriginal and Torres Strait Islander students.
  • APST(Lead)1.5: Relating to leading colleagues to evaluate the effectiveness of learning and teaching programs.
  • APST(Lead)2.1: Relating to leading initiatives within the school.
  • APST(Lead)2.4: Relating to leading initiatives to assist colleagues.
  • APST(Lead)3.1: Relating to demonstrating exemplary practice and high expectations.

Representative Texts and References

  • Ambrose, D., & Sternberg, R. J. (Eds.). (2016). Creative intelligence in the 21st century: Grappling with enormous problems and huge opportunities. Sense Publishers.
  • Kettler, T., Lamb, K. N., & Mullet, D. R. (2019). Developing creativity in the classroom: Learning and innovation for 21st-century schools. Routledge.
  • Sisk, D., & Sisk, D. (2022). Gifted education, creativity and leadership development. MDPI - Multidisciplinary Digital Publishing Institute.
  • Starko, A. J. (2021). Creativity in the classroom: Schools of curious delight (7th ed.). Routledge.
  • Sternberg, R. J., & Ambrose, D. (Eds.). (2021). Conceptions of giftedness and talent. Palgrave Macmillan.
  • Tin, T. B. (2022). Unpacking creativity for language teaching. Taylor & Francis Unlimited.
  • Vincent-Lancrin, S., González-Sancho, C., Bouckaert, M., de Luca, F., Fernández-Barrerra, M., Jacotin, G., Urgel, J., & Vidal, Q. (2019). Fostering students' creativity and critical thinking: What it means in school. OECD Publishing.

Locations

  • Online

Credit Points

  • 10

Year

  • 2026
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