Not just originality – needs to be task appropriate.  4 levels – mini C is interpretive, the first stage of working something out for yourself, little C is everyday, introducing your own spin on it, Pro C is expert, the work of someone who is skilled and practiced, Big C is legendary, where a radical new idea is produced.  You can encourage someone to progress from one stage to the other, perhaps by encouraging interest, understanding and mastery to achieve Pro C, or else discussing famous figures and how they achieved greatness.
Creativity suffers when rewards are offered for creative work, or when learning conditions stress competitiveness and social comparison, or when individuals feel monitored and evaluated by others.  Compare engagement, personal interest, enjoyment.
Creativity is often thought of as being playful, and fun, even
frivolous, yet it can produce solutions to complex societal problems,
and can give meaning to life.  Equally, it can come at a cost –
painstaking effort, the willingness to risk rejection or ridicule.
Students should be helped to become aware of the potential for both
benefits and costs, and then assess the risk involved.  Too easy to
keep quiet and stick to the solutions offered by teachers.
Time and place important – no one wants a creative dentist!  But you might want a creative taxi driver in an emergency.  SO teachers needs to teach creative metacognition – the combination of self knowledge, eg creative strengths and limitations, plus ability to assess a
situation for the appropriateness of creativity.
Feedback should follow the goldilocks principle – not too harsh (else you stifle effort) but not too soft (else fail to establish real world
standards).
beghetto, kaufman, ascd.org.