Abstract
This reflective statement of practice presents pedagogy and experiences for cultivating creativity for first-year students in design education. My emphasis is on improving classroom engagement and open communication, especially helping introverted or less-engaged students embrace ideation practices more confidently and actively via teamwork and peer learning. Based on continual observations and adjustments, I suggest that diverse team compositions, visual presentation, and immediate feedback are vital for students’ exchange of different perspectives and for spurring creative thinking. While my students are Taiwanese, the results might benefit different learning cultures to increase classroom dynamics and build a creativity training climate.
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