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Waaepresentation No Vid09short

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Waaepresentation No Vid09short

  1. 1. Learning in Context: Creativity and Professional Development in Initial Teacher Education Glen Coutts, Julie K. Austin and Liz Mitchell WAAE 2009 World Summit: Towards a Paradigm of Creative Education for the 21st Century
  2. 2. What is an APD ? <ul><ul><ul><li>A n Area of Professional Development [APD] is concerned with cross curricular areas which are related to the day-to-day work of many teachers but which are not teaching qualifications in themselves . </li></ul></ul></ul><ul><ul><ul><li>(PGDE(S) Course Handbook 2009/10: 5) </li></ul></ul></ul>
  3. 3. Examples of APD <ul><li>Celtic and Gaelic Studies </li></ul><ul><li>Learning in the Outdoors </li></ul><ul><li>Pupil Support and Pastoral Care </li></ul><ul><li>Information and Communication Technology </li></ul><ul><li>Theory and Practice of Behaviour Management </li></ul><ul><li>Health Education for Today’s Young People </li></ul><ul><li>(PGDE(S) Course Handbook 2009/10:5 ) </li></ul>
  4. 4. An Arts-Infused Model:Designing the Class <ul><ul><ul><li>The challenge for secondary teachers is to develop creative contexts for learning within their own subject area; contexts that will deliver key subject content and foster development of ‘core skills’ </li></ul></ul></ul><ul><li>(Coutts, Austin and Mitchell, 2000:1) </li></ul>
  5. 5. What are ‘core skills’? <ul><li>Communication </li></ul><ul><li>Numeracy </li></ul><ul><li>Problem-solving </li></ul><ul><li>Information technology </li></ul><ul><li>Working with others </li></ul><ul><li>www.sqa.org.uk </li></ul>
  6. 6. What are the creative contexts? <ul><li>The environment (built and natural) </li></ul><ul><li>Communications and working with others </li></ul><ul><li>School playgrounds as learning spaces </li></ul><ul><li>Various social, cultural and historical contexts </li></ul>
  7. 7. The built environment …
  8. 9. Natural environment
  9. 10. Communications and working with others
  10. 11. School Playgrounds as Learning Resources
  11. 12. Social, cultural and historical
  12. 13. Working in groups: drama
  13. 14. Problem solving
  14. 15. Setting the learning experience in context
  15. 16. A Curriculum for Excellence? <ul><li>Successful learners </li></ul><ul><li>Confident individuals </li></ul><ul><li>Responsible citizens </li></ul><ul><li>Effective contributors </li></ul><ul><li>( www. curriculumfor excellence scotland.gov.uk) </li></ul>
  16. 17. Fostering creativity…
  17. 18. Teachers who foster creativity <ul><li>Encourage students to learn independently </li></ul><ul><li>Have a co-operative, socially integrative style of teaching </li></ul><ul><li>Do not neglect mastery of factual knowledge </li></ul><ul><li>Tolerate ‘sensible’ or bold errors </li></ul><ul><li>Promote self-evaluation </li></ul><ul><li>Take questions seriously </li></ul><ul><li>Offer opportunities to work with varied materials under different conditions </li></ul><ul><li>Help students to cope with frustration and failure </li></ul><ul><li>Reward courage as much as being right </li></ul><ul><li>(Cropley 2003:138) </li></ul>
  18. 19. An English language project…
  19. 20. I HAD A FANTASTIC IDEA… THEN I CAN MEASURE WHETHER THEY SCORED HIGHER IN THEIR ASSESSMENTS …AND ENJOYED IT MORE !!! MAYBE THEY’D REMEMBER MORE IF THEY WERE MORE ACTIVELY ENGAGED WITH THE BOOK… HOLY SMOKE ! WHAT A FANTASTIC IDEA !!! WHY DON’T I GET THEM TO TURN IT INTO A GRAPHIC NOVEL ???? I CAN GET THE KIDS TO SUMMARIZE THE TEXT …. … .THEN THEY CAN ACT IT OUT…… … . PHOTOGRAPH IT …. … . AND MAKE IT INTO A BOOKLET THEY CAN REVISE FROM !!!!!
  20. 21. BACKGROUND & MATERIALS PREPARATION PRODUCTION CREATION FEEDBACK ANALYSIS TEXTUAL STUDY BURKE & HARE PRESENTATION ENGLISH HISTORY STORYBOARDING COSTUME LOCATION PERFORMANCE COMPILATION DRAMA COMPUTING PRODUCTION QUESTIONNAIRE
  21. 22. “ ROBBIE MEETS THE BODYSNATCHERS”
  22. 23. Pupil comments… “…I really enjoyed this project because it was fun…” “… I learned about the Scottish environment…” “… I liked Hundertwasser because he had a cool name and his buildings are really modern…”
  23. 24. Evaluation <ul><li>What did students say about their experiences in the class? </li></ul>
  24. 25. One group of students…
  25. 26. AND THEY SAID… I recognise the value of this APD and am determined to incorporate this in my teaching in the future It was sometimes hard to connect the ideas in each activity to the previous ones and classroom practice This class has enabled me to see the role for creative learning in the classroom, … for young people to learn effectively they must be engaged in the learning process… ATTENDING THIS CLASS HAS HELPED ME TO MAKE THE LEARNING MORE ‘REAL’ FOR THE PUPILS A truly practical class!
  26. 27. Time for reflection…
  27. 28. Student comment <ul><li>Fostering creativity is good classroom practice and good classroom practice fosters creativity. </li></ul><ul><li>(Johnston 2008:12) </li></ul>
  28. 29. Student comment <ul><li>These skills that pupils are to develop cannot be done in a linear and dogmatic way - teachers must themselves be adaptable and establish creative opportunities to foster creativity in others. The two facets to this relationship are inextricable; fostering creativity in others and being creative ourselves in the way that we teach. </li></ul><ul><li>(McElwee, 2008: 5) </li></ul>
  29. 30. Concluding comments <ul><li>The motivating potential of an arts-infused methodology is at the core of our model. Experience to date suggests that there is a genuine need and interest from trainee teachers for such a model. We are encouraged by that. </li></ul><ul><li>Julie Austin and Glen Coutts, Chicago, June 2008. </li></ul>
  30. 31. This slide will include a short video clip.
  31. 32. Thank you, any questions? [email_address]

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