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Educators and Professional Development Specialists

Guiding Questions for Assessing Creativity

Guiding questions help students think about their own learning and promote positive and constructive feedback, strongly influencing students' opinions of their own creativity (Beghetto, 2006).  For example: What path did you take to come up with this idea? What alternatives did you consider earlier on?

What are some of the guiding questions you use with students?

This discussion post is part of the Adobe Education Exchange Professional Development WorkshopCreativity in Today’s Classrooms: Assessing Creativity in Today’s Classrooms.

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Michael Reilly

Posted on 1/23/17 5:26:47 PM Permalink

The simple question is..."Who is your target audience"? My students want to make logo's, or some type of themed photography etc., but they design something to their liking...They may have to design a logo or an ad for "Cadillac" for example. Who buys a Cadillac? Not 16-18 year olds...But they design it that way...

Angela Wong

Posted on 4/20/16 1:14:43 AM Permalink

I teach a variety of courses from Graphic Design to Yearbook and Printmaking as well as Drawing & Painting. So, my guiding questions vary a bit from class to class. In Graphic Design, when working on Logos I will listen to the student tell me about their concept, then ask them something such as "What color scheme will best represent the goal you are trying to achieve?" or "How might a client perceive your logo?". During class critiques, I'll ask students to describe what their end goal was and where they feel they reached that goal and where they fell short. I will have their peers comment on ways to improve the areas that didn't quite make it and give actionable feedback - something the student can directly apply to their work. In the drawing & painting class I'll often ask students how they feel about their work and when they say "it's OK" I will ask them to tell me what specifically about the work they don't feel so happy with. When they point out the area, I'll say, "OK, so based on what you learned in class, what do you think is not working in this area?" They will usually reference some of the topics we discussed and when doing so they'll realize what they need to do to fix their work. For my printmaking class, when a student thinks they are "done" (are they ever really done?!?!) I'll ask them to try to think about what techniques they learned and what they have not yet tried to apply to the work. I'll tell them to break past their comfort zone and stretch their creative muscles. I'll reassure them that even if it doesn't turn out how they hoped, they at least took a risk and that is worth a lot.

martins akpan

Posted on 9/18/15 1:51:43 AM Permalink

some of the ideas i do to bring out creativity among students is first is to capture their attention by doing hilarious things, also bring out the little things they do which makes them stand out as part of the creativity modules. i like to take charge , not to follow , someone in charge will bring out his or her full potent, we can now develop the rest.

Janette Wotherspoon

Posted on 8/26/15 12:56:25 PM Permalink

One of my assessment activities is based around class activities within Adobe software, research, trialling and practicing within other software programs and then students making their own choices about which software to use. They have to plan how they will develop their own E portfolio and with what software and how they will present the content within that e portfolio. Their design ideas are influenced by the independent research and their peer group which is considered part of the assessment. I don't give them set ideas but I give them set assessment criteria and discuss these openly so they can make their own choices based on the criteria. I include flexibility in the choices for content and design ideas so students with less design capabilities are not penalised. One question I pose is "so how did you find the software as a tool to use, how do you think it fits in your own design ideas" I then guide them through a discussion verbally that will help them get to their decision without me making that choice for them. I will ask them things like, "how do you visualise the finished e portfolio, who do you think is going to view it, what colours do you like, what style of photo presentation do you like". By the end of the discussion they usually have come to a decision.

Dhanaraj Keezhara

Posted on 8/26/15 4:46:43 AM Permalink

I do not teach the students, I believe teaching them to observe, to reflect and create. Artistic expression allows for a tapping and channelizing of an individual’s inner creative energies. It multiplies the imaginative realms of students and also facilitates a technical push to the creative minds; where technology meets the creative mind, a perfect symphony achieved: Create with Purpose.”

Ursula Cable

Posted on 8/25/15 7:06:37 AM Permalink

I have a class currently working on group film projects. After mapping their plan, I have asked them to consider the following questions to encourage reflection and self awareness:

  1. What influenced your choice of topic?
  2. How have you integrated the ideas of every group member into this plan?
  3. What problems do you foresee in completing this project?
  4. What would you like your viewers to gain from the experience of viewing your finished product? eg, new ideas, thoughts, emotional responses.
  5. What techniques will you use to achieve this?

Janette Wotherspoon

Posted on 5/13/15 5:35:29 AM Permalink

This is a really interesting and challenging topic. Creativity is such a difficult thing to assess? I think I would ask

How did you determine which of your ideas was the one that worked best of all?

Can you use words instead of images that match the same visual intention in your project?

Have you asked others to describe your visual project and then compared that with your perception of the project, how different is it?

Shelley Ortner

Posted on 4/28/15 8:46:47 PM Permalink

What design principles and art elements are evident here?

What are you most satisfied with or proud of?

What would you do differently?

How can you take this to the next level?

Brett Kent

Posted on 4/14/15 12:19:49 AM Permalink

What do you wish you have done differently during the process?

How can we make this unusual?

How weird could this become and have people still like it?

Amanda Perko

Posted on 3/3/15 11:28:28 PM Permalink

In music, creativity is the main focus in most of our projects. I constantly ask students why the chose to incorporate one rhythm over another. Students are constantly asked to evaluate their projects at different benchmark points. Students are asked many times what else they can incorporate into a musical project (such as in our Theme and Variation project in the keyboard unit). Students are to use their knowledge of musical elements to alter a known composer's original theme. Depending on the piece, some alterations will work better and more effectively but the student has full control over those decisions.

Christine Leonzo

Posted on 3/2/15 1:43:44 PM Permalink

In writing, our students will often state the feeling a character is having. To help guide them in their writing and creative thinking, I will ask guiding questions such as: What happens when you feel that way? What does your face do? What does your body do? These questions help connect the emotion to the student's personal experience resulting in more creative writing.

Walter Glogowski

Posted on 2/24/15 7:25:32 PM Permalink

I think the thing that I do most is ask my students why they have chosen the path they are taking and challenge them to try and alternate path. I am also very honest with them when reviewing their work. Teach graphic arts and I will routinely walk by a student and comment on their work and honestly tell them I don't think that's working or I will question them do you think that's working in help them understand that there might be a better way when they are copying a style.

Janet Wentum

Posted on 2/23/15 7:38:33 AM Permalink

With my toddlers and preschool children I'm more likely to simply ask them to tell me about something they wrote or drew. I ask my school age questions to probe them to rethink or develop their ideas using when, where, what, how questions as well as reviewing with them the logical flow of their stories. In regards to their art work, my feedback to the school age students usually comprise of what elements in their work attract me or what I like in each of their work. In addition, I encourage them to give feedback to each other on their work.

Lacy Ryan

Posted on 2/3/15 4:04:42 PM Permalink

At the beginning of the semester I have my students fill out a 'personal inventory'. They write/draw about their personal thoughts on and rank categories based on how important they are in the students life. Some of the categories are health and fitness, family, spirituality, social status, etc. As projects are assigned, I ask students to choose a topic from their personal inventory sheets. For example, maybe we are focusing on line in art, and then the student chooses family as their idea/subject matter. As the project progress they explain why the chose that item from their personal inventory and they thought it worked best for the technique or skill being taught.

Robert G West

Posted on 2/2/15 6:43:33 AM Permalink

How do you respond to another's critique of your projects/ideas? Do you shoot it down, determined to see your initial concept as "correct" or do you keep an open mind, considering alternatives?

Barbara Obermeier

Posted on 1/30/15 12:02:25 AM Permalink

Did you force your solution onto the design problem? Or did you let the design

problem lead you to your solution.

Dorothy Yu

Posted on 1/22/15 5:41:19 AM Permalink

On completion of this project what new skills have you gained that you might consider using in future studies?
Can you add to that?
What are the alternatives?

Lori Stammer

Posted on 1/10/15 12:54:55 AM Permalink

Have you considered other colors or fonts?

If you increase/decrease or move elements into different spaces will the message be more obvious?

Look at it upside down. What do you think?

Michelle Mondragon

Posted on 12/31/14 9:39:24 PM Permalink

These would be questions I would ask in my Digital Workflow Management class. They are working with digital photography in Lightroom.

  • What (if anything) could you have done in camera to improve this image?
  • What other tools (in lightroom) could you have used to accomplish the same goal? or Why this approach?
  • Compared to your previous project what did you do differently to improve on the outcome?
  • What are some other ways you can use this technique on other images?

cathy De Alba-Velasquez

Posted on 12/7/14 7:09:01 PM Permalink

1. Using the strategies that I have taught you, which ones can you try to solve the problem?

2. Think of all the presentation tools that I have taught you, which one(s) can you use to present your final product?

Sue Marron

Posted on 12/5/14 5:35:31 AM Permalink

I am really working on guiding questions in my classroom. I love to ask students why they chose the topic they decided on for the assignment. I also have a lot of success when I ask students what motivated them to do the assignment in the manner they chose. Sometimes I ask if students have an outside motivation for their work. It is amazing to see a student writing that a goal in life of theirs is to be a photographer, and when asked this question they state that their parent or grandparent who passed away did this for a living and they want to follow in their footsteps. Students love to share personal information, but they need to be asked in the correct manner to foster the insightful responses.

Mel Edwards

Posted on 11/19/14 10:39:41 PM Permalink

Guided questions change with subject, focus and desired outcome. However, universally, when it comes to creativity, I like to begin with:

1. What problem are you trying to solve?

2. What solutions did you already know about?

3. Did you use anything from those solutions to come up with your strategies?

4. How does your solution resolve the problem?

5. Who do you think would benefit/use this solution?

6. Why might someone reject this solution?

shelby mcewen

Posted on 11/13/14 9:46:48 PM Permalink

Natural Selection

1. Why do animals have to adapt to their environment?

2. How do they change?

3. Can you relate this to your life?

Joy D. Biswas

Posted on 11/13/14 8:57:28 PM Permalink

Read Professional people's life history and working process system.

1. What they do?

2. How they do?

3. What happened next?

Jessica Gauci

Posted on 11/13/14 7:52:54 PM Permalink

I always have my students write a concept statement.. What is the idea behind your work?

Often we focus on the conceptual framework to create meaning in their work.. How does your artwork relate to the artist, world and / or audience?

Also having them identify the tools and techniques used and the effect this has had / created..

chelsea Smith

Posted on 11/13/14 5:50:37 PM Permalink

What ideas interest you the most?

How can you use these ideas to help you with real world tasks?

Bibiana Santos

Posted on 11/13/14 3:50:07 PM Permalink

What is garbage?

Why should you recycle?

How can you help the world?

Karina Hurtado

Posted on 11/13/14 6:46:08 AM Permalink

What did you find most interesting in this project?

How would you use this in your daily life?

How can you relate this to other things?

Margo Fraley

Posted on 11/10/14 7:07:29 PM Permalink

what was your favorite part of the project??

what would you change about it?

why did you do this?

Sandra Polacheck

Posted on 11/1/14 2:13:02 PM Permalink

I often ask my students to look at their work from a different perspective to help them grow their understanding of how their ideas might be perceived by their audience. For example, reading a piece of writing as a reader with the an opposing point of view from their own. Looking at art through different emotional or political lenses, to notice the effect on the viewer's experience.

Mats Soderberg

Posted on 9/30/14 1:38:04 PM Permalink

Favourite questions

I also really like the aha moment when students are working on a project, it´s get them inspired and continuing working on

marie orlin

Posted on 9/27/14 11:37:42 PM Permalink

I like to have my students explore possibilities. I ask them to jump into "What if . . ." or "How about . . ." I also model this when introducing new concepts or techniques. So I think my question would be something like "Describe how you used 'what if' to develop your project and why you made the choices you did?"

Michelle Kramer

Posted on 9/17/14 5:00:04 PM Permalink

Many others have already described many of my guiding questions; however, one that I did not (yet) see is:

Objectively looking at your work, and completely ignoring the path that brought you to this result, what does the work tell its viewer? Allow the work to stand on its own, separate from the actions that brought it to exist and judge its meaning and ability to communicate with others.

Jason Webb

Posted on 9/16/14 7:30:52 PM Permalink

My favorites to ask are:

1. What was your "aha" moment while working on this project?

2. What was a resource you used in this process that you never though you would have used when you started?

Yone Santos

Posted on 8/28/14 6:21:27 PM Permalink

Thank you all for such great ideas. My favourite questions are:

Why have you chosen this …?

What path did you take to come up with this idea?

How does it differ from other …?

How do you feel about your final product?

If you were going through any of the stages again, what would you do differently?

tannizia anthony

Posted on 8/28/14 3:56:55 PM Permalink

I teach math and art to grade ten students. Some of my guiding questions are:

1. Why did you choose this process?

2. What challenges you face in completing this project?

3. How did you overcome these challenges?

4. What did you learn from doing this project?

Barbara Swanner

Posted on 8/27/14 6:28:14 PM Permalink

A few guiding questions I use with my students when looking at an artist's work are: 1. How could you make this your own? 2. What would you change? 3. What is this piece saying, could you say it better? How?

When looking at their own work, I might ask: 1. How do you feel about this? Does it do what you were hoping it would say? 3. Did you share this with your friends, what did they say about it? Did they seem to understand what you wanted the piece to say? Did they suggest anything to you that you might try next time?

When finishing up a group critique. I have the class close their eyes, think of the work we just looked at, then one by one, keeping their eyes closed they have to answer the following questions: 1. What piece do you see (describe it) and what about this piece speaks to you. I tell them them the things that have the greatest impression on us are those things we remember long after our contact with them. You might not remember anything about yesterday, but the things you do remember are things that made an impression on you, and that is the kind of art we want make and the photos we want take, we want to make a lasting impression on the viewer. The students really get this and it makes them push their work, they all want to be the person that makes the piece that is remembered.

Lynn Sullivan

Posted on 8/23/14 3:47:46 PM Permalink

How did ____ inspire you in your piece?

What elements were important to you? Were there any elements you wanted to include in your piece that you ended up not using?

Did you get feedback from peers or family?

sandro c mendes

Posted on 8/18/14 9:43:31 PM Permalink

Very well! ;)

Katherine Yamashita

Posted on 8/18/14 7:05:22 PM Permalink


In my classes lessons I call them look fors, and some of them are skills specific, but many are problem solving or processed based. Have I shared my concept and planned process with a classmate or friend to see if they have any suggestions? Do I have evidence of "in process" assessment and revision? Have I included my brain storming notes or rough drafts? Did your final work change from your initial intentions? How did it change? How do you feel about this? What is the coolest thing you learned during this assignment? What have you learned during this assignment? What might you want to do next?

Ryan Patton

Posted on 8/13/14 5:42:30 PM Permalink

I used to teach video game programming. The questions to the kids were very simple:

1) How does it work? They would have to go through the code to explain the algorithm and functions. This demonstrates that they made the game and did not find code and copy it.

2) What inspired this product?

3) What were the shortcomings of the project?

4) Compared to similar products, what makes your game better?

5) Compared to similar products, what makes your game not as good?

6) What did you learn from doing this project?

Jason Horadam

Posted on 8/10/14 6:43:13 AM Permalink

I work with primary students. Some questions I use in my movie making unit are:

  • What is the central dramatic question in your plot?
  • Which movies are you using as inspiration for your project?
  • Why did you choose to use this camera angle at this point?
  • Why was this style of music used in the background?
  • How do you think that the audience will react to your film at this point?

Jody Campbell

Posted on 8/3/14 2:01:18 PM Permalink

Great question! I will have to add this workshop!

Bhuvana Sriram

Posted on 8/3/14 8:47:14 AM Permalink

I like the concept of asking questions to make the students to think about the project they are making. I may include the following questions as my guiding questions.

* Why did you choose this theme?

* Why did you choose this format?

* What challenges did you face in the making of this project?

* How did you overcome it?

* What is your interpretation at the end of this project?

Janette Wotherspoon

Posted on 7/30/14 12:35:55 AM Permalink

I like the concept of questioning the student on how they implemented their creativity. I would probably ask

What steps did you take to add your individual creativity to this project

What is your individual interpretation of the final outcome

How do you think creativity was used to improve the outcome of this project

What have you learnt about your own creativity in the process of project

Did the development of this project inspire you to learn more about your own creativity

Derek Cooper

Posted on 7/28/14 6:36:56 PM Permalink

I think this is a great start. This is what sparks ideas.

Some of the questions I have asked include:

What do you see when you look at this creation?

What is your interpretation of the work?

What made you feel like creating this work?

What did you feel like when you started this work? When you ended it?

Jody Chapel

Posted on 7/20/14 2:54:46 PM Permalink

This is great to be able to see so many of the questions that you ask your students. I often wonder what other teachers ask their students--and here it is! Thanks!

The following is typical of the questions I ask my students to guide them in writing their reflection statements. I alter them to be relevant for whatever they are working on. This set of questions was for their end of class reflection, but the questions for projects are similar.

As you look at the work in your Portfolio what stands out as being your best work and why?
In what areas could you improve and how?
What was your favorite project and why?
What has been the most challenging or frustrating part of what you have learned to do in this class and how did you overcome it?
What did you learn that was most surprising or eye opening?
What do you think it takes to be successful in this class and how could those same work behaviors could be useful in a professional design job or career?

I use similar questions in all my digital media classes (photography, design, multimedia)

Benjamin Quansah

Posted on 7/16/14 3:15:59 AM Permalink

My Guiding Questions to my students in a multimedia production project

Why did you choose to be the camera man on the project?

How could you incorporate scene narrations into this project?

What path did you take to come up with this idea?

Did you consider any alternatives ?

Valery Keibler

Posted on 7/14/14 3:54:35 PM Permalink

As a part of a wrap-up:

-What do you now notice that you did not before this course?

- What new ideas have you gained from this course or assignment?

Frank Vandenburg

Posted on 7/13/14 4:39:52 AM Permalink

In the self-assessment that typically forms part of my assessment process, I often ask questions like:

  • What was the greatest challenge for you in developing this project?
  • What if any of your ideas about the topic changed as a result of preparing this project?
  • How would you summarize this project to someone with no background in the subject?

I find that the answers help learners to self-assess and greatly assist me as well.

Donna Reedy

Posted on 7/8/14 11:07:52 PM Permalink

  • What obstacle(s) did you have to overcome after starting this project?
  • What did you have to adjust or change to make this project successful?
  • What changes would you make if you could do this project again?

Tyler Brandt

Posted on 7/7/14 8:17:16 PM Permalink

How can you apply the principles that you have read about to your own work?

Is there another way you could have come to this conclusion?

Tony Carland

Posted on 7/5/14 12:59:47 PM Permalink

1. I ask the trainees to explain a story or theme they see in their work
2. Withing the group, can they understand the response from others to their story

Chris Lorenz

Posted on 6/30/14 3:07:21 AM Permalink

One of the things I always ask my students is, have you talked to anyone else about your idea? If the answer is yes, I then ask what was there response.

If they answer no, I then ask why not and again encourage them to present their ideas to another person.

William Brenner

Posted on 6/29/14 7:44:07 PM Permalink

Once you define the end goal, what it is that you want to achieve or create, list several new methods for achieving it that you may not have tried before.

Can you describe the advantages and disadvantages of each method?

What does this new method do to define a new way of thinking about the goal?

Teresita Galvizo

Posted on 6/19/14 12:52:20 AM Permalink

The project is to develop a business plan.

Some of my guiding questions are:

What type of business will you form?

What type of business ownership will you use?

Naomi Cornette

Posted on 6/12/14 12:32:48 AM Permalink

How is your idea different from others?

What methods could pull your audience in more?

Cheryl Covey

Posted on 6/10/14 3:05:48 PM Permalink

The project is to create a logo for a business they would open.

Some of my guiding questions are:

What kind of business would you open if you were to open your own business.

What kind of logo design would make anyone stop and view your site? How will you make it stand out compared to other business logos?

Jean Harper

Posted on 3/23/14 7:55:22 PM Permalink

Some of my guiding questions are: how are the elements of art used in creating a piece? How can artwork represent a society? Does history reflect or form the artists of an era?

Jessica Cone

Posted on 3/12/14 3:18:33 PM Permalink

We mostly use Photoshop, Illustrator, and InDesign for my computer graphics class. I use questions like

Why would your client chose your design? What makes it stand out?

Why is your piece successful/unsuccessful?

What would you change?

Jenny Izquierdo

Posted on 3/3/14 5:43:20 PM Permalink

We mostly use Photoshop in our Image Manipulation class. Projects are designed based on the tools/techniques covered during lecture time. Students are provided with a rubric/assignment idea and they are to develop it implementing the material they have just learned. Once the assignment is due, they are to present their work and answer some of these questions:

What were some of the issues you run into when implementing this technique?

How did you overcome/solve those issues?

Does the work reflect those solutions?

Lana Powers

Posted on 6/10/14 3:25:32 PM Permalink

Although my class was not graphic design, I used the same guiding questions with a commercial project in an Interactive Media course.
In researching for inspiration, what video techniques appealed to you and why?
Which of these did you implement in your project? Why?
Were there any problems or issues with this project and how were they resolved?

Sylvia Hernandez

Posted on 1/4/14 3:01:13 AM Permalink

Why do you choose this technique?

Is your work different from other works do you have done?

If you have to do the work another way what you would change and why?

Nathan Mehr

Posted on 11/14/13 5:15:22 AM Permalink

As I hope to incorporate more widely the entire Creative Cloud suite in the classroom I believe assessing product use is in order:

Why did you choose InDesign as opposed to Premiere in order to express you ideas?

What advantages have you found to using "X" to visualize and convey meaning?

Questions along these lines, I believe, engage the students with their creative product/project and allows the instructor to know the amount of forethought placed into the creative process on the students part.

Rosemary Ratajczyk

Posted on 11/5/13 2:14:06 AM Permalink

How can you make your solution to the problem different from other students?

What is unique about your final product?

What steps did you take to come up with your final interpretation of the problem?

How can you express your idea to engage the viewer?

Is your work different from other students?

*These are questions that I am currently asking students for the design of an ad for a community newspaper.

Dennis Neufeld

Posted on 10/25/13 1:43:53 PM Permalink

Where did you find enjoyment while creating?

where did you find difficulty while creating?

Tarek Bahaa El Deen

Posted on 10/9/13 4:37:51 PM Permalink

Example for guiding questions:

what are inspire you to do this ---------?

why you are choose the element --------------- to use?

for whom you do do this?

Phyllis Kaupp Seas

Posted on 9/5/13 6:04:17 PM Permalink

What made this ________particularly challenging to you?

How would you use this _______________in other areas? Or NOT?

Why did you choose_______________ as your project for this?

Chris Lorenz

Posted on 6/30/14 3:09:41 AM Permalink

I love your questions. These are great follow up questions for once the students have completed their project.

Gerri Light

Posted on 9/2/13 11:55:28 PM Permalink

I teach technology courses and frequently ask students to think forward 5 or 10 years about what changes might occur in technology. With that in mind I ask them to design some new product, the design must include a rationale for how it relates to the technology change they identified.

Guiding questions include "why is this topic valuable to discuss now"?

Bethany Rayl

Posted on 8/31/13 2:10:58 PM Permalink

1. What made you choose the ________ (topic, product, learning artifact, etc.) that you did?

2. What do you think was the most important thing you learned about ________?

3. What surprised you most in your learning?

4. How does this relate to your life?

Chris Lorenz

Posted on 6/30/14 3:11:28 AM Permalink

I really like your questions. I especially like your questions because students cannot just give a yes or no answer.

Imelda Hernández

Posted on 8/5/13 1:39:45 PM Permalink

I've always wondered:

Can you assess creativity?
What should be the criteria to avoid a subjective assessment in the creative process of our students?
Should we design a rubric to evaluate each creative activity?
Sometimes the simplicity of the creative process is when expressed a great idea.
I hope that at the end of this workshop to design a rubric that allows me to objectively evaluate a creative process.

Jody Chapel

Posted on 7/20/14 3:09:48 PM Permalink

Like Ken Robinson said in the video, creativity is a process not an event. Also, that it is important to develop relevant and practical criteria. Those things really stood out to me.

Angela Gomez-Holbrook

Posted on 8/4/13 6:51:10 PM Permalink

1. What resources i.e. websites, books, magazines did you use to develop this idea?

2. if you simplify it to black and white, does it still work?

marcia blanco

Posted on 7/28/13 5:05:21 AM Permalink

I have my students help me to develop or tweak the rubric and my most effective question is "What does creativity look like to you in the context of this assignment?" I get some pretty helpful feedback as to what they think I am looking for and sometimes, they are more dead-on than I am.

Ashley Stroud

Posted on 8/2/13 4:39:09 AM Permalink

Love this! I'm going to use it. Thanks.

Angela Gomez-Holbrook

Posted on 8/4/13 6:55:51 PM Permalink

Great idea. Asking for their feedback empowers them and their confidence rises.

Robert Eaton

Posted on 7/22/13 12:18:33 PM Permalink

If you were to create this again, would you change anything? Why?

Angela Gomez-Holbrook

Posted on 8/4/13 7:00:25 PM Permalink

I appreciate this simple question. I always find I want to change something when I have completed a solution and often feel that small margin of change is the turning point for myself and for my students. It allows them to identify for themselves what they have learned and not to get so caught up in the presently completed solution, but work for other iterations.

Jody Chapel

Posted on 7/20/14 3:13:10 PM Permalink

I love this question too. But often (way too often) students say they would not change a thing. I think they are so afraid that if they don't "stand by it" it will reflect on their grade.

Karen Dendas

Posted on 8/10/13 11:02:02 PM Permalink

Very inspiring question !! Reviewing may lead to even better ideas.

Belinda Caulfield

Posted on 7/20/13 8:55:26 AM Permalink

As my role is working with teachers, some questions I ask teachers are:

How can you use the whiteboard to engage the learners?

What activities could you adapt to get the learners to actively participate in the lesson?

Ashley Stroud

Posted on 7/19/13 10:35:03 PM Permalink

How will learning this benefit you in the future?

Rick Dowling

Posted on 7/15/13 9:20:20 PM Permalink

1. What was your inspiration for choosing a particular visual technique to convey a given idea?

2. Have you considered alternative methods (such as sound or motion graphics) to share an idea or emotion?

Willie Moore

Posted on 7/17/13 5:49:04 PM Permalink

A lot depends on upon the assignment. If it involves sound or motion graphics, the guided questions would be tailored to the specific lesson or project in order to measure creativity. I appreciate your observation.

Willie Moore

Posted on 7/15/13 9:04:06 PM Permalink

1. How do we measure creativity?

2. How can the use of font selection show creativity?

3. How can the use of color in a design project demonstrate creativity?

Susan Mango Curtis

Posted on 7/3/13 12:10:46 AM Permalink

  1. Are there other ways to tell this particular story visually?
  2. What four things would you remove from the layout? Does it still work?
  3. How can color be applied to organize the message?