Chant, R. H., Moes, R., & Ross, M. (2009). Curriculum Construction and Teacher Empowerment: Supporting Invitational Education with a Creative Problem Solving Model. Journal Of Invitational Theory And Practice, 1555-67.
Chant, Moes and Ross (2009) advocate combining the Creative Problem Solving Model with the Invitational Education model to foster teacher-creativity to blunt the effects of copious standardized testing. They assert that it is administration’s role to design a curriculum thus so that teachers can exercise the freedom to delve deeper into some content despite pressure to teach to the test. The paper outlines a case study of this model at the elementary level. The goals of the study were to shift students’ work products from individualistic/ product-oriented tasks to process-focused collaborative endeavors using inviting processescharacterized by trust, optimism, care, respect and intentionality.
This article solidly illustrates its premises by referring to the case study. The ideas represent another way to break away from bird units and add complexity to lessons.
The references used to support the research were consistently old, which raises some concern about the accuracy of the brain and psychology-related research referenced in the article.