In my past learning experiences, classrooms typically prioritized standard answers and exam scores. Therefore, I rarely considered the process of developing a personalized understanding of knowledge as creativity, and I was often reluctant to express my ideas in class for fear that they weren't correct or interesting enough. Beghetto's (2007) article, in particular, changed my perspective. The author argues that creativity doesn't necessarily manifest as world-changing achievements. Students forming new and meaningful understandings during the learning process can also be a form of…