Our educational system is not always constructed to best support creativity. Consider the countless hours students spend studying facts, reciting definitions, or learning how to solve math problems using provided formulas. Creativity may sometimes take the backburner in a lesson when important concepts must first be taught. But creativity in instruction is not an all-or-nothing focus. Just as we need to make sure that students are learning the foundational knowledge and skills within each lesson objective, we also need to make sure that students can use those concepts and apply them creatively through experiences and activities. Often, we see students thrive most when they are provided with opportunities to apply concepts, stretch their thinking, and complete tasks “outside of the box.” Sometimes, though, this can be difficult for students. While some students have a natural, innate ability to use their creativity in meaningful ways, others may struggle with expressing creativity. But this does not mean they can’t improve! In fact, most researchers agree that creativity can be practiced like a skill and improved. Though there are many types of creative expression, one specific kind is called divergent thinking. It is a creative process that can easily be implemented into classroom activities across content areas.