Gs creative pedagogy_tesol_spain_mar_2013
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The document discusses creative pedagogy, language learning, and technology. It introduces creative pedagogy, which helps learners develop skills like self-motivation, confidence, and flexibility. Four components of creative pedagogy are discussed: fluency, flexibility, originality, and elaboration. The document then discusses how technology can support creative pedagogy and language learning, providing examples like gamification, interactive whiteboard projects, and online speaking games.
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Gs creative pedagogy_tesol_spain_mar_2013
- 1. Creative pedagogy, language learning and technology Graham Stanley graham.stanley@britishcouncil.org TESOL Spain convention Teaching with technology and the human touch 10 March 2013 th
- 2. How many people do you see?
- 3. Creative pedagogy, language learning and technology Graham Stanley graham.stanley@britishcouncil.org TESOL Spain convention Teaching with technology and the human touch 10 March 2013 th
- 5. How many people do you see?
- 6. How many people do you see? There are nine people in this picture. If you find 6, you have an ordinary power of observation. Find 7, you have an above average power of observation. Find 8, you are very observant. Congratulate yourself. Find 9, you are extremely observant. You are very intuitive and creative Michale Michalko http://creativethinking.net/DE16_NineFaces.htm
- 8. Creativity and ELT How creative are you... …as a teacher? How creative... ...are your learners? What (for you) is a sign of... ...creativity in the classroom?
- 10. Creative pedagogy Introduced by Andrei Aleinikov, educator & author, in1989 Make creativity a central part of what you do with learners to motivate them and better promote lifelong learning
- 11. What is creative pedagogy? Helping learners how to learn creatively Transforming the classroom into a creative and flexible learning environment Allowing learners to innovate, to create Taking risks, thinking imaginatively
- 12. Role of the learner Don't treat learners as 'objects of influence' Helps learners develop:- - self-motivation - confidence - curiosity - flexibility
- 13. 4 components of creative pedagogy 1) Fluency. Generating new ideas 2) Flexibility. Shifting perspectives 3) Originality. Doing something new 4) Elaboration. Building on existing ideas
- 14. Creative pedagogy, language learning and technology
- 15. Gamification
- 16. Activities with the island
- 17. The IWB island project
- 18. Procedure 1) learners create islands in groups 2) scan copies of learners’ drawings 3) trace over the scanned drawings using IWB software
- 23. Werewolves of Miller’s Hollow Goal of the game: For the villagers: eliminate the werewolves For the werewolves: eat the villagers
- 24. Werewolves of Miller’s Hollow Each night, one villager is devoured by the werewolves During the day they try to hide their identities to avoid being hanged. Each morning the surviving villagers come together and try to discover who the werewolves are.
- 25. Werewolves of Miller’s Hollow It’s night and the entire village is sleeping. All players close your eyes The werewolves wake up, Recognise each other and choose a new victim
- 26. Werewolves of Miller’s Hollow It’s morning and the village wakes up All players open your eyes The Narrator points out any victims the werewolves ate during the night
- 27. Scamper Substitute something Combine it with something else Adapt something to it Modify or Magnify it Put it to some other use Eliminate something Reverse or rearrange it Michael Michaelko, Thinkertoys, 2006
- 28. c Promoting speaking with an online game
- 30. c
- 32. c
- 34. Now describe the five images to your partner as best you can
- 41. Creative writing prompts Once upon a time, in a land full of mountains, next to a river, there lived a group of pirates who wore helmets with horns on them. One day, the king of the pirates set a quest for the others: to find the mythical gigantic tree octopus. The prize, he told them, would be a golden cup, and the pirates would also hold a party and cook the tree octopus in the special silver cooking pot… http://www.youtube.com/watch?v=HhApxcW8w-s&list=UUg10ja1S4GfrllID9XSG9_w&index=3
- 42. More creative writing prompts http://photoprompts.tumblr.com http://www.readwritethink.org/files/resources/interactives/cube_creator/ http://www.scholastic.com/teachers/story-starters/
- 43. Thank you graham.stanley@britishcouncil.org http://languagelearningtechnology.com
- 44. Michael Michaelko, Thinkertoys, 2006 References http://creativethinking.net Graham Stanley, Language Learning withTechnology,CUP, 2013 http://languagelearningtechnology.com/ Diane Phillips, Sarah Burwood & Helen Dunford Projects with Young Learners OUP, 1999 Matt Wicks, Imaginative Projects CUP, 2000 Kyle Mawer & Graham Stanley, Digital Play, Delta, 2011 http://www.flickr.com/photos/pilottagev http://www.deltapublishing.co.uk/
Editor's Notes
- Now let's look at Creativity and ELT
- Let's start with some activities to inspire creativity
- Now let's look at Creativity and ELT
- Let's start with some activities to inspire creativity
- I only saw six people when I first did this...congratulations to any of you who saw more than this
- Now let's look at Creativity and ELT
- Now let's look at creative pedagogy...
- The idea comes from Andrei Aleinikov...
- It's all about putting a focus on creativity in the classroom, bringing this to the forefront of what you do as a teacher
- Most importanltly, the role of the learner changes in a creative classroom
- There are 4 components of creative pedagogy...
- Now, Id' like to look at some examples from my own classroom where I've tried to add technology to the mix.
- There are lots of activities that you can do with the island. These are some sources of information that I know of that can be used.
- The first involves a project which has been used in ELT for many years. It involves asking the learners to work in groups and design an island, which is then used as the setting for subsequent classroom activities.
- In my classroom oif teenagers (13-14 year-olds), I asked them to work in groups and decide on the shape of their island. Then I asked them to add natural features (lakes, mountains, forests, etc) and then man-made features (cities, etc). I then scanned their drawings and traced over them on the IWB. Doing this allowed me to manipulate the islands very easily – I can make them bigger or smaller, duplicate elements of thei island (trees, mountains, etc).
- I placed the four student created islands together on a map and added an island that I created, which is the one I use for the students' adventures – some of the classroom activities take place on this mysterious islands. This way, I can add a narrative element to different activities I do in class.
- One of the first activities I asked the learners to do was to write descriptions of the islands and some of the places on the islands. These became part of a growing 'Tourist Guide' to the islands.
- One of the first activities I asked the learners to do was to write descriptions of the islands and some of the places on the islands. These became part of a growing 'Tourist Guide' to the islands.
- One of the activities I've recently done with my learners as part of the island project is to play a game called 'Werewolves of Miller's Hollow' – this is absed on a popular game called 'Mafia', which originated in a Psychology classroom at a university in Russia during the 1980's
- This is the goal of the game. On eof the interesting things about the game is that it is scaleable – you can play with as few as 5 players and as many as 30. It's also adaptable to different levels and ages.
- The game has 2 different turns. Each night, the werewolves claim another victim. During the day, the villagers gather and after finding out who died, they talk about what they heard, etc. and try to figure out who the werewolves are. One of the most important things about the game is the role of the storyteller (narrator), a role that should be taken (at least at first) by the teacher. It's your job to animate the villagers into talking. As this is a fluency activity, I suggest not spending too much attention on errors, although it's useful to tke note of any language your learners produce thast could be improved – the errors can be dealt with after you've played the game.
- The best way of understanding how this might work in the classroom is to play the game, so if it's alright with you, that's what I'd like to do now.
- The game continues. Some ideas for improving on the game in the classroom may be: asking the learners to write role-cards for their characters (who they are, what they do, where they live, etc.) You could also get them to write rumours (on a grafitti wall, etc.)
- SCAMPER is an acronym that is useful to apply to situations requiring creative thought
- Now, I'd like to turn to a different kind of activitiy, which exploits a computer game called Droppy. Droppy is an online game that has ten short stages, each of which involve solving a puzzle to help Droppy (the character) solve a problem How I play this in class, using the IWB, is by first showing the learners a number of the screenshot images taken from the inital stages of the game. I tell the learners I am going to show them 5 images and ask them just to observe and remember as much about each image as they can. After they have done this, then they have to write (and/or draw, as one of my students did) what they can remember of each image. They can then compare these notes with a partner. Then I ask a volunteer to tell me what they remember of the first image. I use 'Graham Euros' in this class to motivate the learners, and so I give the learner who first volunteers some of these when they have finished. Then I ask if anyone can improve on this initial description. Rather than add information, I ask the learner to give a 'better' description – this way they have to say as much as they can about the image. I'll then ask if anyone else can improve on this, and so it continues. This way, the learners are encouraged to really work hard and to say as best as they can, with as much desciptive language as possible. I have seen my teenage learners during this activity really work very hard trying to speak at the very limits of their ability. Let's try the activity out so you cn see how it works.
- Here's image 1
- Here's image number 2
- Image number 3
- Image number 4
- Image number 5
- Now, turn to the people next to you and describe as best you can the 5 images Afterwards, I'll ask one of you to describe them as best as you can to me.
- The second stage in the activity is to show another five images, showing the solution to each of the five stages previously shown. I then ask the learners to tell me what has happened, from the first image to the last one. This gets the learners using different language and also shows them the solution to each stage of the game. Let's have a look at these now, and you can tell me what's happened in each of the stages.
- Possible answer: Droppy has made a hat from the cactus to protect him from the sun
- Possible answer: Droppy has moved the rubbish, turned on the streetlight and called a cab
- Possible answer: Droppy has fixed the antenna and is watching TV
- Possible answer: Droppy has caught a fish
- Possible answer: Droppy has stolen the golden statue Finally, I would then let the learners play the actual game, which would not take much time now that they have seen how each stage can be solved. Youy can either ask the learners to take turns to play each stage and get the others to help them by giving advice, or yu can play the game and ask the learners to tell you what to do. Setting a time limit (1 minute) to finish each stage is usually a good idea. If the student doesn't finish, then go to another stage and then return to the stage later with a different student volunteering.
- Just if we have time, let's look at some cretive writing prompts, which can help learners get started with writing stories, etc.
- Thanks for your attention – please let me know if you try out any of these activities or if you have any comments ro questions about anything in the presentation.
- Here are the references to the books I mentioned in the presentation, and the image I used here too.