[vc_row css_animation=”” row_type=”row” use_row_as_full_screen_section=”yes” type=”full_width” angled_section=”no” text_align=”left” background_image_as_pattern=”without_pattern” z_index=””][vc_column][vc_empty_space][vc_empty_space][vc_empty_space][vc_column_text]<\/p>\n
[\/vc_column_text][vc_empty_space][vc_empty_space][\/vc_column][\/vc_row][vc_row css_animation=”” row_type=”row” use_row_as_full_screen_section=”yes” type=”grid” angled_section=”no” text_align=”left” background_image_as_pattern=”without_pattern” z_index=”” background_color=”#f7f7f7″][vc_column width=”1\/2″][vc_empty_space][vc_empty_space][vc_column_text]Project No.<\/strong> VP1-2.2-\u0160MM-05-K-02-029<\/p>\n Project dutarion:<\/strong> 4 August 2011\u20134 August 2013<\/p>\n Funded by<\/strong> the European Social Fund and the budget of the Republic of Lithuania<\/p>\n Project coordinator:<\/strong> Kaunas District Education Centre<\/a> (Lituania)<\/p>\n Project partners:<\/strong><\/p>\n \u0160iuolaikini\u0173 didaktik\u0173 centras [\/vc_column_text][vc_separator type=”normal”][vc_column_text]A complex and rapidly changing environment increases the need to solve problems creatively. Lithuania’s progress strategy, Lithuania 2030, focuses on education, which must create all the conditions for the formation of creative, responsible, and open personalities, and at the conference “Education for Lithuania’s Success” on August 24, 2011, unleashed creativity was identified as one of the main priorities.<\/p>\n <\/p>\n However, many foreign and Lithuanian scientists note that today’s schools are oriented towards non-creative, reproductive education. The very concept of creativity in Lithuania is mostly associated with artistic and extracurricular activities. The cultivation of creativity is limited by the prevailing culture of assessing quantifiable achievements. Today, teachers are not trained or encouraged to work creatively, and they often lack the knowledge and skills needed for universal creativity education and critical thinking strategies. Although teachers theoretically recognize the importance of creativity, they do not always succeed in applying it in practice in the educational process. They often associate it with well-expressed thoughts in speech and writing. Other manifestations of creativity are difficult to recognize, and if they are recognized, they are difficult to fit into the framework of traditional assessment. In Lithuania, the culture of creativity education as it is understood today is only just emerging. We have few original publications and studies. The latter are often limited to a specific research task, examining a particular area of creativity, or are content with stating the general situation.<\/p>\n <\/p>\n We do not have a broad, deep, and comprehensive study across several levels of education in Lithuanian language and literature classes. Nor do we have an exclusively original methodology for creativity in Lithuania. The only serious work in this area is L. V. Sruoginis’ book “Ra\u0161yti gali kiekvienas” (Anyone Can Write), which is dedicated to teaching creative writing to children. Of course, individual tasks can be found in textbooks or exercise books, but this is not consistent teaching. [\/vc_column_text][vc_empty_space][vc_column_text]<\/p>\n [\/vc_column_text][vc_separator type=”normal”][vc_column_text]This project aims to contribute to the implementation of a systematic approach to creativity education in schools, starting with Lithuanian language and literature lessons. The essence of the project is to promote the development of creative thinking, which allows for the improvement of thinking in a positive direction and should become a universal goal. [\/vc_column_text][vc_empty_space][vc_column_text]<\/p>\n [\/vc_column_text][vc_separator type=”normal”][vc_column_text]Based on the analysis of the results of the study on the state of creative thinking education in grades 4, 8, and 11 in the Lithuanian language, develop and test creativity development methodology, methodological and teaching tools for various types of schools.[\/vc_column_text][vc_empty_space][vc_column_text]<\/p>\n [\/vc_column_text][vc_separator type=”normal”][vc_column_text]Primary and secondary school teachers who teach Lithuanian and school administrators.[\/vc_column_text][vc_empty_space][vc_column_text]<\/p>\n [\/vc_column_text][vc_empty_space][vc_empty_space css=”.vc_custom_1772098565681{background-color: #f7f7f7 !important;}”][vc_column_text css=”.vc_custom_1772705910337{background-color: #f7f7f7 !important;}”]<\/p>\n RESEARCH ON THE CURRENT STATE OF STUDENTS CREATIVITY DEVELOPMENT IN LITHUANIAN (NATIVE) LANGUAGE CLASSES<\/strong><\/p>\n [\/vc_column_text][vc_empty_space css=”.vc_custom_1772098565681{background-color: #f7f7f7 !important;}”][vc_empty_space][vc_column_text]When developing a methodology for creativity development and creative thinking in native language lessons, a comprehensive situation analysis was conducted to identify shortcomings in creativity education and opportunities for improvement. Six studies were conducted in the five schools participating in the project:<\/p>\n <\/p>\n Research into a supportive environment is one of the most important components of creativity education. The research report discusses the characteristics of the immediate environment conducive to creativity related to the problem under investigation, with particular attention paid to the school as an environment for the expression and development of creativity and creative thinking among teachers and students. In order to create a suitable research instrument, the experience of similar studies conducted abroad and in Lithuania was first analyzed. The results of the literature analysis became the basis for empirical research, i.e., they helped to create and scientifically substantiate the methodology for researching environments conducive to the development of creativity and creative thinking. A survey of teachers and school administrators revealed the overall panorama of creativity education in Lithuania and showed the extent and nature of the opportunities available to Lithuanian language teachers. The survey was conducted using a virtual electronic environment (written survey). Respondents included primary school teachers who teach the Lithuanian language, secondary school and gymnasium teachers who teach Lithuanian, and school administrators (101 respondents).<\/p>\n <\/p>\n After developing a unified analysis methodology, educational programs and teaching tools were analyzed in terms of creativity and creative thinking development. Taking into account the analysis of theoretical literature and empirical research data, the aim was to answer the question: whether and to what extent the conditions for fostering creativity are created in educational programs and teaching tools. This analysis provided a basis for more focused and targeted planning and development of creativity education methodology. It also helped teachers to critically evaluate the available tools and provided some insights for the developers of new programs and teaching tools. The main sets of teaching tools analyzed\u2014textbooks, teacher’s books, and exercise books\u2014are used in all schools participating in the project when teaching the native language in grades 4, 8, and 11. The latest editions of teaching tools were evaluated. A total of 40 items were analyzed.<\/p>\n <\/p>\n Class observation is one of the methods used in the project to find out how creativity is fostered in Lithuanian language and literature classes in grades 4, 8, and 11. The lessons were observed to see how teachers create a learning environment conducive to creativity, how they plan and conduct lessons, how they evaluate and reflect on their own work and that of their students in Lithuanian language lessons, how students engage in lessons, and how and which teaching (and learning) strategies used by teachers are most or least effective in fostering students’ creativity and active participation in lessons. 67 lessons in 34 classes were observed.<\/p>\n <\/p>\n 4. Research on teachers’ attitudes towards fostering creativity in native language lessons<\/strong><\/p>\n 5. Research on students’ attitudes toward creativity education in native language lessons<\/strong><\/p>\n 6. Analysis of students’ creative tasks<\/strong><\/p>\n <\/p>\n The study aimed to find out the attitudes of teachers and students towards the situation, conditions, prerequisites, and opportunities for creativity education in native language classes. Thirty teachers from five schools participating in the project, who teach Lithuanian in grades 4, 8, and 11, took part in the study. Three hundred eighty-five students in grades 8 and 11 responded to the questionnaire, and 513 students (in grades 4, 8, and 11) were analyzed, which allowed us to find out how students think and how their thinking is revealed when performing tasks, what the similarities and differences are, and what the general trends are. The research methodologies were based on the results of a study of environments conducive to creative thinking, an analysis of educational programs and teaching tools, and observations of native language lessons conducted during this project. The analysis of these research results became a valuable source of information for the developers of creativity education methodologies, teaching and methodological materials.<\/p>\n <\/p>\n The results of six studies conducted in five schools participating in the project are presented in summary conclusions, on the basis of which recommendations are formulated. The conclusions on the state of creativity education in Lithuania were presented to the project participants and the education community on June 18, 2012, during an event in Vilnius. [\/vc_column_text][vc_empty_space][vc_empty_space css=”.vc_custom_1772098565681{background-color: #f7f7f7 !important;}”][vc_column_text css=”.vc_custom_1772705918768{background-color: #f7f7f7 !important;}”]<\/p>\n METHODOLOGY AND TEACHING MATERIALS FOR CREATIVITY EDUCATION<\/strong><\/p>\n [\/vc_column_text][vc_empty_space css=”.vc_custom_1772098565681{background-color: #f7f7f7 !important;}”][\/vc_column][\/vc_row][vc_row css_animation=”” row_type=”row” use_row_as_full_screen_section=”yes” type=”grid” angled_section=”no” text_align=”left” background_image_as_pattern=”without_pattern”][vc_column width=”1\/4″][vc_empty_space][vc_single_image image=”982″ img_size=”medium” style=”vc_box_shadow” qode_css_animation=””][\/vc_column][vc_column width=”3\/4″][vc_empty_space height=”22px”][vc_column_text]<\/p>\n <\/p>\n The methodology for developing creativity is common to all grades and covers all possible means of expression in primary, middle, and secondary schools. It is a tool for the successful application of creativity education strategies and methods in reading, writing, discussing, storytelling, and improvisation in Lithuanian language and literature lessons. The structure and objectives of the methodology are in line with the goals of active teaching (and learning), it presents the factors that determine creativity, analyzes and evaluates creative processes, reveals stereotypes about creativity that prevent both students and teachers from being more insightful, flexible, and courageous, and provides a number of valuable tips.<\/p>\n
\nKaunas District Domeikava Gymnasium
\nKlaip\u0117da Vyd\u016bnas Secondary School
\nTrakai District Onu\u0161kis Secondary School
\nUkmerg\u0117 District Siesikai Secondary School
\nVilnius Gerosios Vilties Secondary School[\/vc_column_text][vc_empty_space][vc_single_image image=”14253″ img_size=”medium” qode_css_animation=””][vc_empty_space][\/vc_column][vc_column width=”1\/2″][vc_empty_space][vc_empty_space][vc_single_image image=”1138″ img_size=”large” qode_css_animation=””][vc_empty_space][\/vc_column][\/vc_row][vc_row css_animation=”” row_type=”row” use_row_as_full_screen_section=”yes” type=”grid” angled_section=”no” text_align=”left” background_image_as_pattern=”without_pattern”][vc_column][vc_empty_space][vc_column_text]<\/p>\nPROJECT RELEVANCE<\/h6>\n
PROJECT AIM<\/h6>\n
PROJECT OBJECTIVES<\/h6>\n
PROJECT TARGET GROUPS<\/h6>\n
PROJECT INTELLECTUAL OUTPUTS<\/h6>\n
1. Research on environments fostering creative thinking in schools<\/a> (2011)<\/h6>\n
2. Analysis of native language education programs and teaching resources<\/a> (2012)<\/h6>\n
3. A study on the development of creativity and creative thinking in native language lessons<\/a> (2012)<\/h6>\n
Qualitatice Research<\/a> (2012):<\/h6>\n
Summary of studies, conclusions, and recommendations<\/a> (2012)<\/h6>\n
Methodology for Developing Students’ Creativity in Lithuanian (Native) Language Lessons (2013)<\/h6>\n