Module
A.12
Facilitator’s
Objectives
(volunteer)
Expected Learning
Outcomes of
participants
(teachers)
Suggested
Curriculum Links
Methodology
Suggestions
(for facilitators to
deliver training – in
school or through a
workshop)

Creative thinking
Duration
3 hours

To demonstrate the importance of incorporating creative thinking all
subject areas.
 To introduce a variety of activities that can be adapted and modified
for different subjects and grade levels
By the end of the session, participants will:
 Be able to identify how to extend existing lessons and curriculum
expectations to include creative thinking exercises.
 Develop activities to use in the classroom.
 Be able to encouraging to students to think creatively and
incorporate creative thinking exercises into the classroom.
Primary (P1 – P3)
Primary (P4 – P6)
Secondary (S1 – S3)
 Kinyarwanda – P3,
 EST – P6, Topic

Term 3, Week 4:
One, Simple
Piece of Writing, A
Machines.
Tale
 (Workshop Activity 1)
Activity 1
Have 5 gibberish words written on the board or on flip chart paper. (e.g.
Snicklers, Booktree, Flittersnort, Englandia, Nosemouth) Ask each
participant to choose 1 of the words and create a definition and use it in
a sentence. Then present them to their peers.
Discussion questions:
 Why is important to promote creative thinking in the
classroom?
 How can we promote creative thinking?
 How are teachers currently promoting creative thinking in the
classroom?
Activity 2
English/Kinyarwanda– Creative Writing
Put a rice sack up on the board with a simple illustration. In partners,
participants have to write their own short story about what is
happening in the illustration. The story must have a beginning, middle,
and end.
Activity 3
English/Kinyarwanda - Silly Sentences
Have a series of flash cards with vocabulary from a selected unit.
1.Who can make the silliest sentence? - Participants have to use as
many words as possible to create one long, silly sentence.
2. Every participant takes 2 words and makes a silly sentence using
them. Then as a group, everyone puts the sentences together to create
a silly story.
Activity 4
Science – Simple Machines Design Contest
Imagine all the tools have disappeared in Rwanda and there are only
raw materials left. Using what you know about Simple Machines (P6 –
Topic 1) you have to create a new multi-purpose tool using at least 3
different simple machines. The machines must then be given a name
and each group will make a short speech about why people should buy
their new machine.
There should be a rice sack displayed with the 6 simple machines –
pulley, lever, screw, inclined plane, wedge, wheel and axle.
Discussion Questions:
 How do these activities promote creative thinking?
 How can these activities be modified so they can be used in
specific classrooms?
Resources Needed
Any Other
Information
Inclusion
Activity 5
 Participants have to get themselves in first name alphabetical order
without talking. After half are in order, stop and tell them that they
have to stop using hand gestures.
(School Based Activity)
 The activities in the workshop can be used in primary classrooms
and the content can be modified to fit curriculum units.
 Encourage teachers to incorporate these activities, or similar ones,
into their lesson planning.
 Model how to create a creative thinking exercise with individual
teachers based on their curriculum units.
 In English/Kinyarwanda classes, encourage teachers to promote
creative writing. They can illustrate their own stores in COCA.
 In Science and Social Studies activities like the Simple Machines
challenge (workshop activity 4) can be developed using various
curriculum units.
 In this context creative thinking tasks can be used as summative
assessment tasks, with students being given a problem that needs
to be solved using the knowledge and understanding they gained
during the unit of study.
 5 gibberish words (Activity 1)
 Rice sack with illustration (Activity 2)
 Vocab flash cards (Activity 3)
 Rice sack with simple machines (Activity 4)
 Paper and pen for teachers to complete the activities.
 Creative thinking activities take place in all subject areas and
activities can be modified to suit the learning needs of different age
groups. Trainings can therefore be in a whole group setting, or
participants can be grouped in P1-P3, P4-P6, and S1-S3 to create a
bank of age appropriate activities.
 Creative thinking activities can be designed for a range of abilities
and can be modified to suit specific learning needs. Creative thinking
activities are often open-ended, therefore, allowing for
differentiation in content, process, and procedure. Activities can also
be designed with specific students and goals in mind.