The schools that form part of the Best Schools in Spain (BSS) network share a common interest in providing comprehensive education that will enable students to be in direct contact with the reality of nature and culture and acquire a critical and creative spirit. At the same time, the students develop a metacognition process, thus turning them into the protagonists of their own learning.
It is precisely the creative dimension which increasingly becomes more relevant in our society, so learning at imaginative and innovating schools means educating students in a comprehensive way.
Our schools are sensitive to creativity from an artistic standpoint (plastic arts, music, creative writing, theatre, etc.). Providing students with the freedom to express what they feel, without social prejudices and cultural stereotypes, is the main objective of developing their artistic skills, where the ultimate purpose is to foster their creative skills. Schools become a place where students can express themselves freely what the world around them transmits to them.
Innovation programmes for creative students
When students paint, draw, write, act, tear or stain, i.e. when they create freely, they transmit their mood, their problems, their attitude towards the world around them and what is most important and significant for them.
This artistic side is perfectly supplemented with competency-based learning using innovative methodologies. This creative dimension can be developed at all ages but, the sooner it is cultivated, the better it will be embraced and the more it will prepare them.
That is why each school in the BSS network develops its own pedagogical innovation programmes: multiple intelligences, cooperative learning, flipped classrooms, thinking routines, educational escape rooms, thinking-based learning (TBL), problem-based learning (PBL), challenge-based learning (CBL) and others.
Thinking-based learning enables students to develop their own critical and creative judgement when making decisions about their life, which is lacking at other schools. Another example is project-based learning, which uses authentic and realistic projects based on highly motivating and participatory problems through which students develop competences under a collaborative approach for seeking solutions.
Creativity-based learning must be supported by appropriate educational and inspiring facilities. That is why our schools’ work dynamics are based on learning styles, attention cycles and a balance between routine and novelty. For example, team teaching provides innovative projects in which the work space must be transformed and adapted. This is achieved with dynamic furniture which can be adapted to the needs of each lesson. Our students have large and stimulating associative learning classrooms which enable them to interact and share what they have learned through different ways.
If there is no limit to our students’ creativity and learning, why not provide our schools with classrooms where imagination prevails? Pedagogical innovations and appropriate work spaces are meaningless if a positive learning environment is not established to foster motivation, freedom, communication, independence and respect for students’ ideas in their educational process. All of this is aimed at achieving one goal: to foster creative education.