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American Association of Teaching Curriculum (AATC) Paper Presentation 2019

Title: "Understanding Your Aptitude Balance"      

Abstract: Aptitude balance references a cognitive assessment for teachers and teacher administrators to understand the subject of teaching creativity in the classroom.

Objective: The main objective is teaching creativity in the classroom to improve the occurrence of student ideation and innovation. Creativity is integrally aligned to multiple aptitudes, such as, visuospatial and bodily kinetic ability. The concept was introduced as the Theory of Multiple Intelligences (MI) by Howard Gardner in 1983. An improved aptitude balance increases the ability to be creative (Lubinski 2003) and involves the use of spatial sequential memory (Yang Conners Merrill 2014).

Practical: Understanding the optimal aptitude balance in oneself is crucial for educators because they must identify the same in their students to realize the full potential of a student’s learning and their own teaching ability. Learning more about how teaching creativity in the classroom can be measured is an important educational goal. Two main components of a measurement are a self-efficacy evaluation and the procedures of a task-oriented assessment.

Session: An exploratory case study documents the phenomenon of teaching creativity in the classroom within its context. The investigation was the study of two Mexican art teachers to find out about their experiences of self-reflection and how it affected their self-efficacy to be creative teachers in the classroom, the issue of significance (Patton 2002). The research includes the art teachers’ interviews at the John Langdon Down Foundation Mexican Art School. Also, the observations of the art students while making art at the school. Future research on teacher self-reflection and self-efficacy is critical for teaching creativity.

Implications: An increase in awareness of the need for teaching creativity in the classroom in the global education community has already begun as demonstrated by the World Education Conference in 2019. Recent research from Mariale Hardiman at John Hopkins documents the importance of teaching with creative curriculum in the STEM courses. Following the acknowledgment of this need, an assessment for teachers and teacher administrators to demonstrate expertise in creative pedagogy in the classroom would add validity to the curricular aim.

Education Publications 

Creativity Advances Logical, Spatial, and Aesthetics Cognitive Abilities Through Self-Reflection and May Improve Spatial Sequencing Memory T.M. Ferg, 2019 https://digitalcommons.du.edu/ucol_gs/29/

Symmetry Identified in 2-Dimensional Artwork Compositions Using Visuospatial AbilityT.M. Ferg, 2018 https://digitalcommons.du.edu/etd/1405/

Preference Judgment for Dynamic Symmetry T.M. Ferg, P.S. Kaplan, M.E. Coussons-Read and William L. Briggs, 2011 https://journals.sagepub.com/doi/abs/10.2190/EM.29.2.f

The geometric proof, “Identify the Human’s Pleasing Unconditional Response to Dynamic Symmetry,” reference case number CU1192D, contact Kate Tallman, Licensing Associate, Technology Transfer Office, University of Colorado at Boulder, 303-492-5732 or kate.tallman@colorado.edu.

New Course Curriculum for sale. Contact the Gallery San Isabel for more information.

1. Creativity 101

2. Symmetry & Chirality 101

3. Chemistry 101 Supplemental Curriculum 

4. Statistics 101 Supplemental Curriculum

5. Group Theory Fundamentals Game: Matrix