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How can educators make creativity a deliberate part of teaching, build stronger connections with students, and create school environments where new ideas can grow? In this second Season 13 debrief, Dr. Matthew Worwood and Dr. Cyndi Burnett revisit conversations with educators Greg McClure, Valencia Abbott, and school principal Dan Mault. Together, they reflect on how creativity shows up in everyday teaching and explore practical ways educators can make learning more meaningful for students. The discussion begins with Greg McClure and the connection between creativity and the science of reading. The hosts consider how teachers can deliberately invite creative thinking into literacy lessons by asking students to imagine new possibilities, explore different perspectives, and make connections with characters. They then reflect on Valencia Abbott's work, exploring why some educators may not recognize themselves as creative and how creativity also involves improving teaching practices, responding to students' needs, and connecting classroom learning with the wider community. The conversation also examines Dan Mault's approach to school leadership and his commitment to remaining open to teachers' ideas. His simple phrase, “We'll figure it out,” highlights how leaders can work collaboratively through challenges rather than dismissing new possibilities. The hosts also discuss the importance of hands-on learning, play, face-to-face communication, and building relationships as schools reconsider the role of technology in students' lives. Key Takeaways Creativity can be taught explicitly while also being woven into everyday instruction. Teachers demonstrate creativity when they reflect on their practice, adapt to students' needs, and find better ways to support learning. Educators may be practicing creativity without recognizing it, especially when they associate creativity only with artistic expression. School leaders can nurture a creative culture by staying open to new ideas and working collaboratively through practical challenges. Building relationships, encouraging play, and creating opportunities for meaningful conversation are essential parts of supporting students' growth. Be sure to subscribe to your favorite platform and sign up for our Extra Fuel newsletter for more resources and inspiration. Visit FuelingCreativityPodcast.com for more information or email us at [email protected].

How can educators give students the freedom to solve problems creatively? And how can school leaders create an environment where teachers feel comfortable sharing and exploring new ideas? In this episode, educator, principal, and author Dan Mault shares his experiences coaching students through Odyssey of the Mind and Destination Imagination. These programs challenge students to collaborate, design, build, and solve open-ended problems. Dan explains why educators need to guide students without taking over, allowing them to experience productive struggle, test ideas, and adapt when things do not go as planned. The conversation then explores how school leaders can support creativity among teachers. Drawing on his experience as an elementary school principal, Dan discusses how creative problem-solving practices can make meetings more inclusive, encourage different perspectives, and help educators feel safe sharing their ideas. Rather than immediately saying yes or no to a new proposal, he encourages leaders to work with teachers to figure out what is possible. Dan also reflects on the role of technology in elementary education and why his school has renewed its focus on hands-on learning, play, and meaningful conversations between students. His experiences highlight how schools can make room for creativity by prioritizing collaboration, relationships, and opportunities to explore. Key Takeaways Students develop creative problem-solving skills when educators provide support without giving them all the answers. Open-ended challenges can encourage students to experiment, collaborate, and adapt when their ideas do not work as expected. School leaders can foster creativity by creating psychological safety and making sure every voice is heard. Responding to new ideas with “Let's figure out how to make this work” can open the door to meaningful change. Hands-on activities, play, and face-to-face conversations remain important parts of creative learning, even in technology-rich schools. About our Guest Dan Mault is an educator, elementary school principal, and author with nearly two decades of experience in education. He began his career as an elementary teacher, coached Destination Imagination and Odyssey of the Mind teams, and founded a STEAM club to help students collaborate and explore creative problem-solving. He is the author of Creativity by Design, hosts the Real Talk School Leadership podcast, and is studying Creativity and Change Leadership at Buffalo State University.   Be sure to subscribe to your favorite platform and sign up for our Extra Fuel newsletter for more resources and inspiration. Visit FuelingCreativityPodcast.com for more information or email us at [email protected].

What happens when students can see themselves and their own experiences in what they are learning? And how can teachers make history more relevant, meaningful, and connected to the world beyond the classroom? In this episode, award-winning history teacher Valencia Abbott shares how she brings creativity into her social studies classroom by connecting historical content to her students' interests, experiences, and communities. From using NASCAR to make the 1920s more relevant to her students to exploring Korean history through her own curiosity, Valencia shows how making unexpected connections can create more engaging learning experiences. Valencia also discusses a community history project focused on the Supreme Court case Griggs v. Duke Power Company. Through research, grants, and partnerships with her local community, she brought students into the process of uncovering and preserving an important story that many people in their own community did not know. The project gave students opportunities to work as historians while connecting classroom learning to their local history. The conversation also explores the importance of recognizing teachers and the humanities. Valencia reflects on what being named the 2025 National History Teacher of the Year meant to her and how recognition can validate work that often happens behind the scenes. She also shares how becoming a teacher later in life helped her discover a career that connected her passion for history, storytelling, and helping students build meaningful futures. Key Takeaways Creativity can emerge from making meaningful connections between curriculum and students' interests. Teachers can help students engage with history by showing them a wider range of perspectives and stories. Community-based projects can give students authentic opportunities to research, contribute, and preserve history. Creativity often requires curiosity, flexibility, and a willingness to explore ideas before knowing exactly where they will lead. Recognizing teachers can affirm the value of work that may otherwise go unnoticed, especially in the humanities. About Valencia Abbott Valencia Abbott is an award-winning history teacher and department chair at Rockingham Early College High School in Wentworth, North Carolina. She was named the 2025 National History Teacher of the Year and the 2025 North Carolina History Teacher of the Year by the Gilder Lehrman Institute for American History. Her work connects local history with broader conversations around democracy, civic engagement, and historical memory.   Be sure to subscribe to your favorite platform and sign up for our Extra Fuel newsletter for more resources and inspiration. Visit FuelingCreativityPodcast.com for more information or email us at [email protected].

Can creativity thrive within a structured literacy classroom? Greg McClure, an elementary educator and literacy specialist, joins us to explore how teachers can bring creativity into reading instruction without treating it as an extra. Greg shares his experience moving toward the science of reading and explains how explicitly teaching literacy skills can work alongside creativity. Rather than choosing between structure and creative learning, he encourages teachers to find meaningful ways to bring both into the classroom. The conversation explores how creative questions can strengthen reading comprehension. Greg shares examples from Hatchet, showing how questions that invite students to make connections, imagine possibilities, and explain their thinking can lead to richer discussions while still checking for understanding. Greg also introduces the idea of clarifying a problem before jumping to solutions through a live activity called “Quest for Clarity.” The activity demonstrates how asking thoughtful questions can help students gather information, understand a problem more clearly, and develop better solutions. Key Takeaways Creativity and structured literacy can work together rather than being treated as competing approaches. Giving students language and strategies for creativity can help them apply creative thinking beyond a single classroom activity. Creative questions can deepen comprehension while encouraging students to make their own connections. Asking clarifying questions helps students move beyond assumptions and better understand the problem they are trying to solve. Teachers can use the curriculum as a foundation while creating opportunities for deeper, more engaging learning. About Greg McClure Greg McClure is an elementary educator and literacy specialist with a master's in Creativity and Change Leadership from SUNY Buffalo State University. He has worked in elementary education for more than a decade and focuses on bringing creativity research into practical classroom experiences. He also develops creative classroom tools and activities through Breakout Brains.   Be sure to subscribe to your favorite platform and sign up for our Extra Fuel newsletter for more resources and inspiration. Visit FuelingCreativityPodcast.com for more information or email us at [email protected].

What can neuroscience and neurodiversity teach us about creativity, and how can we create professional development experiences that are both meaningful and enjoyable? In this first debrief episode of Season 13, Dr. Matthew Worwood and Dr. Cyndi Burnett reflect on their recent conversations with Adam Green, Leonie Baldacchino, and Dr. Matt Zagreski. They revisit ideas about creativity, neuroscience, neurodiversity, and the role of fun in learning. The conversation explores whether we sometimes overcomplicate creativity, how evaluation can affect students' willingness to take creative risks, and why creativity should be recognized across all areas of learning, not just gifted education. They also discuss the value of fun in professional development. Rather than using activities simply to entertain, they consider how purposeful play, warm-ups, and opportunities to connect can help educators engage, build relationships, and prepare for deeper learning. Key Takeaways Creativity does not always need to be complicated to be encouraged or recognized. Evaluation should allow space for students to take creative risks and demonstrate growth. Neurodivergent students may need different environments and opportunities to thrive. Creativity belongs in every classroom, not only gifted education. Fun in professional development can be valuable when it has a clear purpose and connection to learning. Be sure to subscribe to your favorite platform and sign up for our Extra Fuel newsletter for more resources and inspiration. Visit FuelingCreativityPodcast.com for more information or email us at [email protected].

Why do neurodivergent individuals often demonstrate remarkable creativity, and what can educators learn from the way their minds work? In this episode, Dr. Matt Zagreski explores the relationship between neurodiversity and creativity, explaining how differences in brain development and neural connections can influence the way people process information, make connections, and solve problems. The conversation looks at why traditional learning environments may not work for every student, including the impact of boredom, executive functioning, and the need for different ways of engaging with learning. Matt also challenges the idea that creativity belongs only in gifted education, emphasizing that creativity should be part of every student's educational experience. The episode also explores the importance of understanding neurodivergent students as individuals rather than viewing differences as deficits. Matt shares his own experiences and discusses how educators can create environments that help students recognize and build on their strengths. Key Takeaways Neurodivergent brains can make unique connections that support creative thinking. Creativity should not be limited to gifted education. It benefits all learners. Boredom can be a significant barrier to engagement for some neurodivergent students. Understanding individual needs can help educators create more supportive learning environments. Curiosity can help educators respond with compassion and creativity rather than judgment. About the Guest Dr. Matt Zagreski is a clinical psychologist, professor, researcher, author, and professional speaker who specializes in supporting neurodivergent individuals. He is the co-founder of the Neurodiversity Collective and author of The Neurodiversity Playbook.   Be sure to subscribe to your favorite platform and sign up for our Extra Fuel newsletter for more resources and inspiration. Visit FuelingCreativityPodcast.com for more information or email us at [email protected].

When should we trust our gut? And how can intuition support creativity and decision-making in education? In this episode, Professor Leonie Baldacchino from the Edward de Bono Institute for Creative Thinking and Innovation discusses the connections between creativity, STEM, enjoyment, and wellbeing. She also shares insights from her research with secondary school students and the role of divergent thinking. The conversation then explores intuition and how it can develop through experience and expertise. While teachers can benefit from trusting their instincts, Leonie explains why a gut feeling should also be followed by questions, reflection, and careful decision-making. The episode closes with a personal story about Leonie's journey into education and creativity and how a mentor helped her recognize potential she had not yet seen in herself. Key Takeaways Creativity and STEM learning can support each other. Enjoyment and wellbeing can create space for creativity. Intuition becomes stronger through experience and knowledge. Gut feelings can be useful, but they should be checked with evidence and reflection. Teachers develop stronger intuition as they gain classroom experience. About the Guest Professor Leonie Baldacchino is an academic at the Edward de Bono Institute for Creative Thinking and Innovation at the University of Malta. Her research focuses on creativity, entrepreneurship, intuition, innovation, and decision-making. Be sure to subscribe to your favorite platform and sign up for our Extra Fuel newsletter for more resources and inspiration. Visit FuelingCreativityPodcast.com for more information or email us at [email protected].

What can neuroscience teach us about creativity? And as artificial intelligence changes how we create, do we need to rethink what we mean by creativity?   In this episode of the Fueling Creativity in Education Podcast, Dr. Matthew Worwood and Dr. Cyndi Burnett welcome Dr. Adam Green, professor at Georgetown University and director of the Laboratory for Relational Cognition, for a conversation about neuroscience, creativity, the ECHO Project, and AI. The conversation explores how researchers can study what happens in the brain during creative thinking and how this work might eventually help inform the development of better learning experiences. Adam also explains why neuroscience should add to what educators already know from observing and assessing students, rather than replace those approaches. The discussion then turns to the ECHO Project, a global collaboration involving nearly 200 creativity scholars. The project found significant agreement among researchers about the language used to describe creativity and related concepts such as imagination, problem-solving, and innovation. Developing a shared understanding can help educators be more precise about what they want students to develop. The episode also explores the growing role of AI in creative work. While AI can produce polished results, research discussed in the episode suggests that it may also make people's ideas more similar to one another. This raises an important question for educators: Are we using AI to support the creative process, or simply to produce a better final product? The conversation closes with a story about creativity, adaptation, and joy from Adam's experience at a camp for children with chronic illnesses. His story highlights how creativity can help us find new ways to create meaningful experiences for people with different needs. Key Takeaways Neuroscience can offer another way to understand what happens when people engage in creative thinking. The ECHO Project found significant agreement among creativity researchers about how creativity and related concepts can be understood. Distinguishing creativity from imagination, problem-solving, and innovation can help educators think more clearly about what they want students to develop. AI may make creative work look more polished while also making ideas more similar, raising important questions about the creative process. Creativity is not only about producing something new. The process itself can provide opportunities for learning, challenge, ownership, and joy. About Dr. Adam Green Dr. Adam Green  is a professor at Georgetown University and director of the Laboratory for Relational Cognition. His research focuses on human creative intelligence and the neuroprocesses involved in creative relational reasoning. He also led the ECHO Project, bringing together creativity scholars from around the world to develop a shared understanding of creativity. Resources Mentioned Want to explore some of the research and ideas discussed in this episode? Here are a few resources related to Adam’s work and the conversation about creativity and AI: ECHO Project research on creativity concepts ECHO Project preprint The New York Times: Writing and Creativity in the Age of AI The Ringer: What 400,000 Essays Reveal About AI and Creativity Be sure to subscribe to your favorite platform and sign up for our Extra Fuel newsletter for more resources and inspiration. Visit FuelingCreativityPodcast.com for more information or email us at [email protected].

What happens when you combine a new season, a new academic year, and a recording location that has been on your bucket list for years? Season 13 of the Fueling Creativity in Education Podcast begins with a special introduction recorded from Mount Etna in Sicily, a place that has fascinated Dr. Matthew Worwood since childhood. The episode offers a behind-the-scenes look at the challenges of recording from the side of an active volcano, including poor signal, a rapidly draining battery, and the uncertainty of whether the episode would actually make it onto the podcast. But those challenges become part of the conversation. A simple question about whether there should be snow on Mount Etna leads to an unexpected discovery about snow trapped beneath volcanic ash. The experience becomes a reminder of how curiosity can turn an ordinary observation into a series of new questions and discoveries. The conversation also connects the experience on Mount Etna to several of the ideas explored in The Future Creative, including Ask Questions, Model Creative Behavior, Face the Feelings, and Enjoy the Ride. Rather than simply talking about these ideas, the episode offers a real-life example of what they can look like when something doesn't go according to plan. It is a fitting way to begin a new season and a new academic year.   Be sure to subscribe to your favorite platform and sign up for our Extra Fuel newsletter for more resources and inspiration. Visit FuelingCreativityPodcast.com for more information or email us at [email protected].

📘 Purchase Your Copy of The Future Creative: 10 Actions for Fueling Creativity in Education What happens when we get so focused on getting through the day that we forget to enjoy it? In this final episode of the Summer 2026 Listen and Learn Series, Dr. Matthew Worwood and Dr. Cyndi Burnett explore the tenth and final action from The Future Creative: Enjoy the Ride. Teaching can sometimes feel like driving on autopilot. You get through the lesson, answer the questions, cover the material, and move on to the next thing. But when we are constantly focused on what comes next, we can miss the small moments that make teaching meaningful. This episode explores the importance of noticing joy in everyday classroom experiences. A student's breakthrough, a surprising question, a moment of laughter, or a small sign of growth can remind us why we chose this work in the first place. The episode also challenges the idea that fun is separate from serious learning. When students experience joy, they can become more willing to participate, take risks, and remember what they learn. But enjoyment matters for educators too. Finding moments of fun and connection can help us stay engaged and bring more energy into our work. Dr. Matthew shares a personal story about a stressful period when he was writing about joy while feeling anything but joyful. A silly idea from his family about dressing up as their dog, Riggy, for a holiday card became an unexpected reminder to pause, laugh, and enjoy the moment. The goal isn't to make every lesson bigger, louder, or more entertaining. Sometimes it is simply about noticing what is already enjoyable and giving ourselves permission to experience it.   Be sure to subscribe to your favorite platform and sign up for our Extra Fuel newsletter for more resources and inspiration. Visit FuelingCreativityPodcast.com for more information or email us at [email protected].

📘 Purchase Your Copy of The Future Creative: 10 Actions for Fueling Creativity in Education What happens after a creative idea doesn't work? In this ninth episode of the Summer 2026 Listen and Learn Series, Dr. Matthew Worwood and Dr. Cyndi Burnett explore Action #9 from The Future Creative: Face the Feelings. Creativity always involves some level of uncertainty. When we try something new, there is always a chance that it will not work as planned. We often talk about failure as an important part of learning, but we don't always talk about what failure actually feels like. In this episode, Matthew shares a personal story about a creative project that fell short of what he and others had hoped to achieve. While he was able to take responsibility for what went wrong, the emotional impact lasted much longer. Feelings of embarrassment, frustration, and disappointment influenced how he thought about taking on similar projects in the future. That experience highlights an important part of creative learning: failure doesn't just affect what we think. It can affect what we are willing to try next. The episode explores how students, educators, and professionals can become more cautious after experiencing failure, particularly when the experience is public or emotionally difficult. The goal is not to ignore these feelings or simply tell ourselves that failure is part of the process. Instead, we can learn to recognize and face the emotions that come with trying something new. Matthew also encourages educators to share some of their own experiences with failure. Rather than offering students a polished message about how "failure is part of learning," educators can share the real story, including the disappointment, embarrassment, or uncertainty they experienced. Doing so can help students understand that difficult feelings are a natural part of creative work.   Be sure to subscribe to your favorite platform and sign up for our Extra Fuel newsletter for more resources and inspiration. Visit FuelingCreativityPodcast.com for more information or email us at [email protected].

📘 Purchase Your Copy of The Future Creative: 10 Actions for Fueling Creativity in Education   What if the most valuable creative resource in your classroom is something you already have? In this eighth episode of the Summer 2026 Listen and Learn Series, Dr. Matthew Worwood and Dr. Cyndi Burnett explore Action #8 from The Future Creative: Maximize the Environment. The episode begins with a simple comparison. Two classrooms have the same stack of cardboard boxes. In one classroom, the boxes serve as storage. In the other, they become rocket ships, stages, reading nooks, and creative workspaces. The difference is not the resources themselves. It is how they are viewed and used. Matthew explores the idea that creativity is often less about having more and more about seeing more. Instead of focusing on limited budgets or waiting for new technology, educators are encouraged to rethink the possibilities hidden within the materials, tools, and spaces they already have. The episode also looks at how our assumptions shape the way we use everyday resources. An interactive whiteboard can become much more than a digital chalkboard. A shared document can become a space for collaboration, feedback, and creative learning. When we begin asking, "What else could this do?" familiar tools can open up entirely new learning experiences. Ultimately, maximizing the environment is about developing the habit of seeing possibilities where others see ordinary objects. It is a mindset that helps both educators and students discover creativity in the resources already around them.   Be sure to subscribe to your favorite platform and sign up for our Extra Fuel newsletter for more resources and inspiration. Visit FuelingCreativityPodcast.com for more information or email us at [email protected].

📘 Purchase Your Copy of The Future Creative: 10 Actions for Fueling Creativity in Education What if the student who challenges you the most is also the one with the greatest creative potential? In this seventh episode of the Summer 2026 Listen and Learn Series, Dr. Matthew Worwood and Dr. Cyndi Burnett explore Action #7 from The Future Creative: Spot Creative Potential. Creative potential is often easy to miss because it doesn't always look the way we expect. It may not be the student with the highest grades or the one who always follows the rules. Instead, it might be the student who asks unexpected questions, challenges assumptions, experiments with new ideas, or approaches problems differently from everyone else. Drawing on insights from creativity researchers Mark Runco and Todd Lubart, this episode explores why educators should look beyond finished work and begin noticing the early signs of creativity. Matthew introduces the image of an acorn, reminding us that every student has hidden potential waiting for the right conditions to grow. The role of an educator is not to create that potential, but to recognize it and help it develop. The episode also encourages teachers to broaden the opportunities they provide for students to demonstrate creativity. Open-ended challenges and student choice often reveal strengths that traditional assignments and single-answer assessments can overlook. When every student has the chance to approach a task in their own way, creativity becomes easier to recognize. Most importantly, this episode reminds us that one conversation, one opportunity, or one teacher who chooses to look a little closer can make all the difference in helping a student discover their creative potential.   Be sure to subscribe to your favorite platform and sign up for our Extra Fuel newsletter for more resources and inspiration. Visit FuelingCreativityPodcast.com for more information or email us at [email protected].

📘 Purchase Your Copy of The Future Creative: 10 Actions for Fueling Creativity in Education   What do your students learn when things don't go according to plan? In this sixth episode of the Summer 2026 Listen and Learn Series, Dr. Matthew Worwood and Dr. Cyndi Burnett explore Action #6 from The Future Creative: Model Creative Behavior. The episode begins with a personal story about a classroom technology problem that turned out to have a surprisingly simple solution. What could have remained an embarrassing moment instead became an opportunity to model something far more valuable than a perfectly delivered lesson. Matthew reflects on how our first reactions to mistakes can shape the learning experiences of those around us. Rather than hiding errors or pretending everything went smoothly, educators can use these moments to demonstrate reflection, persistence, and problem solving. By thinking out loud, acknowledging assumptions, and showing how they work through challenges, teachers give students a real example of what creativity looks like in practice. The episode also explores why modeling matters. Students pay close attention not only to what educators say, but also to how they respond when things go wrong. Every unexpected setback becomes an opportunity to demonstrate resilience, curiosity, and a willingness to learn. Rather than striving for perfection, this episode encourages educators to embrace the everyday moments that reveal the creative process in action.   Be sure to subscribe to your favorite platform and sign up for our Extra Fuel newsletter for more resources and inspiration. Visit FuelingCreativityPodcast.com for more information or email us at [email protected].

📘 Purchase Your Copy of The Future Creative: 10 Actions for Fueling Creativity in Education How many people in your school would describe themselves as creative? For many people, the answer is "not really." They picture artists, musicians, or famous inventors, while overlooking the creativity they use every day to solve problems, adapt to challenges, and connect ideas. In this fifth episode of the Summer 2026 Listen and Learn Series, Dr. Matthew Worwood and Dr. Cyndi Burnett explore Action #5 from The Future Creative: Initiate Discussions. This episode looks at why conversations about creativity matter. The way we define creativity influences what we notice, what we encourage, and who feels confident enough to see themselves as creative. When those conversations never happen, outdated ideas often remain unchallenged. Matthew explores two common myths that continue to shape education. The first is that creativity belongs only in the arts. The second is that only a small number of people are naturally creative. Drawing on insights from creativity researchers including Dr. Anna Abraham and Dr. James Kaufman, he explains why these beliefs can prevent both educators and students from recognizing their own creative strengths. The episode also highlights the importance of creating opportunities for honest conversations about creativity. Rather than telling people what creativity is, educators can ask thoughtful questions, listen carefully, and invite different perspectives. Those discussions can help build a shared understanding of creativity across classrooms, schools, and communities. If we want creativity to become part of everyday learning, the conversation has to begin somewhere. This episode offers a simple place to start.   Be sure to subscribe to your favorite platform and sign up for our Extra Fuel newsletter for more resources and inspiration. Visit FuelingCreativityPodcast.com for more information or email us at [email protected].