Creativity Exam Questions

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Leslie Owen Wilson 2004,  restrictions on usage

    Sample Questions - for ED 784 (old 794)


My exam policies for both ED703 -- Theories of Learning and ED - 784 (794) - Creativity in the Classroom -- are a bit different those for my curriculum class. In these two classes students do individual research projects and are thus required to define and focus on different needs, information, and sources. In this light, it has been my policy to offer students the option of devising their own graduate exam questions. I reserve the right to change or alter the questions. The sample questions below are somewhat generic and specific to the general course content. While you may not wish to use these exact questions, they might simply serve as prototypes as you devise your own.

If you do not wish to devise your own question, you may choose one of the following generic questions. If you choose one of the following questions for ED784, please inform Lori Yonash of the course and the number of your question selection at 346-4403.


*As an FYI, I don't allow notes during exams

General Exam Instructions: As you answer your question, please make sure you provide concrete examples as support. Keep an eye on the clock. If you are running short of time, or if you think you will run short on time, you may outline or web parts of your answer.

Answers will be considered for their completeness, the support you offer, and your ability to draw professional conclusions by synthesizing personal, professional experience with academic and scholarly support. If during the answering of the question you can offer support from an authoritative sources, please do so.

1. Evaluate the significance and controversies behind the teaching of creativity as we are immersed in the 21st century. Why is thinking creatively important, more so in this new century? Be able to offer support for your answers.

2. Answer the question from the perspective of your current teaching assignment.

In most cases, young children come to school in full possession of their "creative spirits". Assuming that this statement is true, address the following:

  • Identify and briefly discuss five things that can be attributed to current schooling processes as these processes interfere with or kill children's creative spirits.

  • As you identify these elements, internalize your discussion to reflect how this knowledge might change general teaching practices? OR If you care to discuss this at a more personal level, you might choose to answer the question -- How has this knowledge changed the way I teach?

 3. Answer the question from the perspective of your current teaching assignment.

  • Identify the characteristics of a creative individual.

  • Formulate a list of characteristics that would benefit your particular program or area specialty.

  • Once students have been identified, state examples of programs or practices that could be instituted to channel their creativity.

4. The following question deals with the concept of "flow" as defined by Mihaly Csikszenmihalyi.

Answer the question from your professional perspective and those of your students, colleagues, or family. If you are not teaching, adjust the question so it is pertinent to your situation.

  • Identify and briefly define the concept of "flow".

  • Discuss its importance to you or those you work with, teach or live with.

  • Discuss what you do to foster this feeling, or what you do to help make those you live with, teach, or work with aware of its conditions or value.

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