Jordan eltecs-creativity


Published on

  • Be the first to comment

  • Be the first to like this

Jordan eltecs-creativity

  1. 1. Teaching Creativity and Teaching for Creativity
  2. 2. ?What is Creativity The Definition of Creativity: » “The application of knowledge and skills in new ways, to achieve values outcomes” (NCSL) » “Imaginative activity fashioned so as to produce outcomes that are both original and of value,” (NAACE)
  3. 3. :Features of Creativity• Using Imagination• Pursuing Purposes• Being Original• Judging Value
  4. 4. Creative Teaching• We define creative teaching in two ways: 1. Teaching creatively 2. Teaching for creativity
  5. 5. Tasks in teaching for creativity• Encouraging• Identifying• Fostering
  6. 6. Encouraging Highly creative people in any field are often driven by strong self- belief in their abilities in that field. Having a positive self-image as a creative person can be fundamental to developing creative performance
  7. 7. Identifying Creative achievement is often driven by a person’s love of a particular instrument, for the feel of the material, for the excitement of a style of work that catches the imagination. Identifying young people’s creative abilities include helping them to find their creative strengths.
  8. 8. Fostering Creativity draws from many ordinary abilities and skills rather than one special gift or talent. Thus the development of many common capacities and sensitivities can help to foster creativity.
  9. 9. Recognizing and becomingknowledgeable about the creativeprocess can also help foster creativedevelopment; teaching for creativityhelps young people inunderstanding what is involved inbeing creative and becoming moresensitive in their own creativeprocesses.
  10. 10. Teaching for creativity aims at encouraging1. autonomy on both sides: a feeling ofownership and control over the ideas that are being offered (Woods 1995:3);2. authenticity in initiatives and responses, deciding for oneself on the basis of one’s own judgment;
  11. 11. 3. openness to new and unusual ideas, and to a variety of methods and approaches;4. respect for each other and for the ideas that emerge;5. fulfillment: from each a feeling ofanticipation, satisfaction, involvement and enjoyment of the creative relationship.
  12. 12. Trust Above all there has to be a relationship of trust.Teaching for creativity aims to encourage self-confidence, independence of mind, and thecapacity to think for oneself. The aim is to enableyoung people to be more effective in handlingfuture problems and objectives; to deepen andbroaden awareness of the self as well as theworld; and to encourage openness and reflexivityas creative learners.
  13. 13. Self-directed LearningTeaching for creativity encourages a sense ofresponsibility for learning. It aims at a growingautonomy involving goal-setting and planning,and the capacity for self-monitoring self-assessment and self-management.
  14. 14. Creativity itself is a mode oflearning. It is distinctive inthe combination of threefeatures:
  15. 15. A. It involves a thoughtfulplayfulness – learning throughexperimental ‘play’. It is serious playconjuring up, exploring anddeveloping possibilities and thencritically evaluating and testingthem.
  16. 16. B. It involves a special flexibility inwhich there may be a consciousattempt to challenge theassumptions and preconceptions ofthe self – an unusual activity inwhich there is an active effort tounlearn in order to learn afresh.
  17. 17. C. This process is driven by thefind, introduce, construct orreconstruct something new. It seeksactively to expand the possibilitiesof any situation. In this sense thelearning of creative thoughts is notneutral; it has a bias towards theinnovative.
  18. 18. Tips for buildingcreative learning
  19. 19. Start simply, build progressively■ Find easy ways in to creative learning. Start with the classroom environment.Move on to how pupils and staff use speech and questions. Keep itmanageable, keep the focus tight. Show and share tangible changes. Thiswill develop confidence to go further.■ Be a ‘creative advocate’. Create a presentation or materials that you canuse both within your school to convince colleagues and out of school. Thiswill help to build a whole-school ethos around creativity.■ Focus on one area at a time, for example, in developing more creativelearning in maths, and use this to raise awareness and encourage staff tothink about applications in other subject areas and spaces in the school.■ Organise an Enquiring Minds-type project where pupils have an opportunityto negotiate the aim of the project and are instrumental in designinghow it is carried out (see:■ Set up an ‘inventor’s club’ after school.■ Transform one small area in the school as a space designed for creativityand imagination. Make sure that the pupils have some ownership of theproject.
  20. 20. Critical Thinking and Self Awareness
  21. 21. Scriven and Paul (1996), definecritical thinking as "the intellectuallydisciplined process of actively andskillfully conceptualizing, applying,analyzing, synthesizing, andevaluating information gatheredfrom, or generated by, observation,experience, reflection, reasoning, orcommunication, as a guide to beliefand action."
  22. 22. Through critical thinking and self-awareness, one can understand therelationship between thoughts andemotions. Although it is assumedthat they are independent, the truthis that feelings are based on somelevel of thought, and thoughtsgenerate from some level of feeling.
  23. 23. Highlighting Self-awareness* Perceptions* Assumptions* Prejudices* Values* Breaking Habits* A New Point of View* Evaluation
  24. 24. Pupils need to be thoroughlyengaged with their own learning,and provided with plenty ofopportunity to practise their skills,talk about their learningexperiences, reflect on theirstrengths and weaknesses and to beactively involved in evaluating theirown development.
  25. 25. Whether you decide to mediate theskills, dispositions and attitudescontained within the framework byadopting a stand-alone skillsprogramme, an infusion approach,or by introducing a mixed model,here are seven classroom strategiesthat will underpin the success ofany approach:
  26. 26. Seven Implications for Classroom Teaching1) Set open-ended challenges2) Make thinking important3) Make thinking explicit4) Ask ‘rich’ questions5) Enable collaborative learning6) Promote self-management7) Make connections across contexts
  27. 27. Conclusion• What it takes to be a creative teacher is what it takes to be a creative artist:• You need creativity and ability to express yourself and your emotions.• Some teachers have huge amount of knowledge, but they cant express it or create the spark in their students to learn.
  28. 28. Thank You