This document summarizes the planning and rationale for a creative teaching week focused on local history. The planning incorporated theories of creative and experiential learning. An initial lesson focused on familiarizing students with the local area through maps and activities. A field trip introduced the topic of the Pendle Witches trials. Students were then asked to research and present their findings, though the quality of work was lower than expected. Reflection led the teacher to conclude more scaffolding would benefit students in subsequent lessons. The overarching goal was to engage students through an interactive, skills-focused approach aligned with theories of creative pedagogy.

1. ThinkingandteachingcreativelyisalwayssomethingthatIpersonallyfelt wasengrainedwithinmy
practice.AlthoughasBrookfieldaffirms(1995,p1), ‘One of the hardestthingsteachershave tolearn
isthat the sincerityof theirintentionsdoesnotguarantee the purityof theirpractice’. Toepitomise
this,as the module progressedandthe Creativeand EffectiveWeek began, Ifeltthatredefiningthis
approach wasnecessaryformy practice to evolve beyondthe dialogic(WardandCotter,2004,
p245. Copping,2010, p12). The assignmentwill initiallyfocusuponthe literature thatbothforms
and justifiesthe foundation of creative teaching,whyitisnecessaryforchildrenandwhyitisuseful
to the schoolsinwhichour weekisundertaken (DysonandGallannaugh 2007, p480). Afterthis,the
assignmentwillthen examinethe modificationsthatmanifestedthemselves promptedbymyown
experiencesandthe reading outlined.
Creativityineducation,contrarytothe popularopinion,referstothe wayinwhichthe teacher
deliversandmakesthe inputaccessible tochildren.AsBentleyandSeltzer(1999, p18) insist,itdoes
not refertoan artisticsensibility.However,thisdelineationbetweencreativityand the creative arts
isoccasionally distorted byhowthe childusessimilarthoughtprocessestotackle these twotasks
(LangleyandJones,1988. Torrence,1962. Ochse,1990). Thiscomplex argument istypifiedin a
summation byAtkinson(2000,p257): ‘Relevantskills,thoughnotsufficientinthemselvestoproduce
creativity,have beenshowntobe crucial for itsdevelopment’.Inshort,creative approachesto
teachingrequires the use of skillsmore applicable tothe creative artswhendeliveringanysubject.
Knownfactsand knowledge are requiredtohave beenlearnttoensure creativityistrulysuccessful.
Thistenetwascentral to the change inapproach duringmyown Creative andEffective Week.
Creativityinteachinghasbecome more crucial toensuringthe relevance of education because
global employmenthasshiftedtowardsintellectual propertyratherthanthe manufacturing
industries. The keyskillsthatare nowrequiredbyemployersare toembrace andunderstand

2. diversity,adapttosocietyandtechnologyandconnect culture tothe widercommunity (NACCCE,
1999). To prepare our childrenforthisenvironment,‘Learningisbestconceivedasaprocess,notin
termsof outcomes’(Kolb,1984,p26. Morgan et al, 2007, p22. Ward and Cotter,2004, p244.
NACCCE,1999, p31. Claxton,2009, p35. Dysonand Gallannaugh, 2007, pp473-5). The current
curriculumreliesoninformationbeingdeposited.Modernindustry,onthe otherhand, requiresthat
potential employees,whoare currently children,shouldbe more critical and discerningof their
knowledge orto‘focusonlearninghowtolearn’ (Morgan et al, 2007, pp14-23. Claxton,2009, pp8-
9). In the currentcurriculum,childrenare,Bruner(1996 p55) argues, ‘presentedwithfacts,
principles,andrulesof actionwhichare tobe learned,remembered,andthenapplied’.By
encouraginglearningthroughtalkingandresearchtasksthe facilitatorencouragesthe learnerto
categorise andorganise the informationthatisto be used. Learningskillssuchascreative thinking
requirescreative teaching,creativeintegration,takingrisksandbreakingroutine(NACCCE,1999).
What isalso relevanttothe immediatelearningenvironment of the classroomisthatgreat learning
occurs inpupil groupsinwhichdiscussionpropagatesunderstanding (NACCCE,1999, pp90-6.
Morgan et al,2007, pp23-6. Kagan, 2014). Simultaneously,children’sself-esteemisdramatically
increasedbecause, ‘Learningisincremental andreliesonmakingmistakes’(BentleyandSeltzer,
1999, p19. NACCCE,1999. Morgan et al, 2007, p15. Claxton,2009, pp9-10). Therefore,creative
teachinginsists,’knowingisaprocess,not a product’(Bruner,1996, p72. KolbandKolb,2005, p194.
Kolb,1994, p26).
The justificationof creative teachingisnotsolelybaseduponitsuse tomodernindustry.Experiential
teachingstylesmeetmore of the childrenandtheirneeds. DysonandGallannaugh(2007,p481)
illustrate thatthese approachescanengage those pupilswhofeeldisengagedbyschool.Atthis
point,there mustbe a recognitionthatexperiential andcreative teaching are twodifferent
strategies.However,experiential learningisakeycomponentincreative teachingandthe twoare

3. closelyintertwinedintheory.Ultimately,the twoprocessesare basedon the same beliefs.The
theoristswhoextollthe concreteexperiential(Kolb,1984, p21) model insist, ‘All learningis
relearning’.Learningisbestfacilitatedbyaprocessthatdraws outthe students’beliefsandideas
abouta topic’(KolbandKolb,2005, p194. Kolb,1994, p20). Similarly,creative strategiesencourage
childrentobe ‘more self-aware abouthow theylearn’,andadopta, ‘Problem-posingapproachto
teachingandlearning’(Morganet al, 2007, p15). Both require the childrentointeractwiththe
stimulusinamore creative way sothisassignmentwilloccasionallyappraisethe twomethods
concurrently.
The way inwhichcreative learningisdelivereddoesnotadhere toa single learningstyle.The
demandthatcreativityplacesoncuriosityandexploration andthe teachertopitchthisin multiple
waysadherestothe visual,audio,reading,kinaestheticlearningstyles (Csikszentmihalyi,1997, pp6-
7. Claxton,2009, p13). AlthoughcurrentunderstandinghaslabelledVARKasnotcredible due tothe
lack of evidence tosupportthisapproach,there isnoevidence thatpitchingpresentationsinthe
excitingandstimulatingwaysthatVARKdemandshasnoeffect (ReinerandWillingham, 2009,p33).
Eventhisbelief’sdoubters,admitthat‘Studentsmayhave preferencesabouthow tolearn’(Reiner
and Willingham,2009, p34). DeridingVARKapproacheshere isguiltyof, ‘psychologists…generalizing
fromlearningina rat maze’(Bruner,1996, p45) anddoesnot necessarilyprogressbestteaching
practice. Therefore,thisassignmentwilljustifythe creative approachmaintainingthatthe VARK
model,althoughnoproven,meetschildren’sneedsinsome way.
The VARKmodel,championedby Fleming(2001),is notthe onlymodel thatbelievesthatthere isa
single wayof pitchinglessonstochildren.Manytheoristsbelievethatchildrenlearnbestfroma
curriculumthatis made accessible indifferentways. ‘The implicationsforfacultyare significant…if
theyassume thatall studentslearnthe same wayor that one teachingapproach will connectwithall

4. students’theyriskexcludingsome of the class (HawkandShah,2007, p1).The mostextreme
estimatesbelieve that 41%of learnershave asingle preference of learningstylethatmustbe
accommodatedbyany facilitator(Fleming, 2001, p1. Gregoricand Ward, 1977) so these children
theoretically canonly be reached if theirspecificneedsare cateredforwithinthe lesson.Itis
inclusivenessof all childreninlearningthatremainscentral tocreative teaching.Whetheritbe the
divergers,accommodators,convergersandassimilators of GregoricandWard (1977) or the VARK
learningstyles,the methodsof building ‘talents,skills,andabilities,ratherthanknowledge and
understanding’(Bruner,1996, p51) ensuresthat manylearningstylesare met.Forthe creative
teacherbelievestheir‘jobistocontribute toa broaderconceptof the publicgoodand to
understandthe social andpolitical contextof myworkas a teacher’ (Morganet al, 2007, pp26-8).In
summation,we teachersmustunderstandhow knowledge isproducedandprovide an interesting
stimulustoensure ourclassroomispart of ‘a learnercentredinstitution’(KolbandKolb,2005,
p210). We must ensure thatinstillingconfidence andskillsratherthanresultsisalwaysourprincipal
goal (Telegraph,2014. Atkinson,2000, pp255-6).
The planningforthe Creative andEffective Weekincorporatedmuchof the above theory.The
planningbeganseveral weeksbeforethe actual weekbycompletingthe HawesSide TopicPlanner.
Mind mappingatthisstage of lessonplanningaidsinventionandthistopicplannersortsideasacross
several different subjectareas,the initial stimuliandabig finish (Mishra,2009, p79). By formingthe
children’s‘Ican’statements withinthese sections,the learninggoalsacrossthe topicbecome
apparent. The topicwas a local historyprojectinwhichthe Year 5 classwouldlearnabouttheir
immediate locality,BlackpoolandLancashire.The National Curriculum(2013,pp144-7) requiresthat
pupilsinGeographyandHistoryshould‘extendtheirknowledge beyondtheirlocal areatoinclude
the UnitedKingdom…digital computermapping…alocal historystudy’. The historyelement,likethe
National Curriculumrequires,concentratesonthe local region.Specifically,the PendleWitchesand

5. Blackpool’sride asa nineteenthcenturytouristtown.The statementswhichformthe learninggoals
were createdusingChrisQuigley’s Planninga skills based curriculum (2008) and the Lancashire
CountyCouncil’sChildren’sTargetsforWriting. These importantlyfocussedonwhatthe children
shouldlearnanddiscoverfromthe week:I can use the terms‘PHYSICALand HUMAN’, I can name
the significantplacesandfeature of alocationIam studying;Ican use documentsand printed
sources;I can use datesand termsaccurately and I can ask “What wasit like fora… (child,rich
person,etc…) during…”The numeracylessonsstoodindependentlyfromthe Creative andEffective
Weekandwouldforma segmentof the timetable thatwouldprovidethe childrenwiththe familiar
routines.
Monitoring,questioningandchild self-esteeminmini pre-learningactivitiesperformed duringthe
visitingdayshadrevealedthatthe children didnotidentifywiththe term Lancashire(Clarke,2005,
p1). Thiscreateda needfora topic lessonduringthe second visitingweek inwhichthe children’s
immediate localitywasexplored. Itwaswithinthisexamplethatprovedcreativityandresearch
(Bruner,1996, p60) works bestcomplementedwithtaughtknowledge.ForAtkinson’s(2000,p246)
‘recallingandimaging;classifyingandgeneralising;comparingandevaluating;analysingand
synthesizing;deducingandinferring’creative process towork,the childrenrequire pre-taught
knownfactsand strategies. Csikszentmihalyi (1997,p5) insiststhatthisany creative processmust
beginwithapreparation or researchphase. Withoutthislessonformingapreliminarystage intheir
knowledge,the entireweekwouldhave beenatbestconfusingandatworst meaningless.The
lessonrequiredthatthe targetsforthose childrenwhowere struggling(3b) couldidentifyand
describe where placesare.Beginningwitha‘Simonsays’game inwhichthe childrenwouldmove
towardscompasspointsplacedaroundthe classroom, the children’sconfidence withcompass
pointswascontinuallyassessedwithAFLstrategieswiththe possibilitythatthe lessonplanswould
be adaptedaccordingly(Clark,2005, p4). Satisfiedwiththe children’sknowledge,the lesson

6. progressedtothe childrenusingIPadswithintheirgroupstofindtheirschool,its playgroundandthe
shortestroute to the beach.Zoomingout,theysaw PendletonandBlackpool’splace inLancashire
and were required toplace Blackpool onthe JohnSpeedmap(Speed,1610).The JohnSpeedMap
didnot recordthe place of Blackpool asit was not consideredasignificantsettlementuntil the late
seventeenthcentury whichwouldbe highlightedtothe childrenagainlaterinthe week (Lambert,
2015). Using a worksheet,the childrenwouldthenidentifythe countieswhichlaynexttoone
another. A homeworktaskwouldaskthe childrenforthree funfactsabout Lancashire.Asall this
workwas done intheirassignedgroups,the abilityforthese childrentoworkwithone anotherwas
assessed.Dialogue andconversationstimulateslearning (NACCCE,1999, pp90-6. Morgan et al, 2007,
pp23-6. Kagan, 2014) and the stimulusof a seriesof prizesmeantthatthere wasanextrinsicreward
to encourage full groupparticipationthroughoutthe week.Amabile (1985) believesthatcreativity
flourishesbestinthe absence of rewards.However,the rewards createdgreatexpectationand
actedto reinforce positivebehaviour (Kyriacou, 1991,p82). For thisreason,several moveswere
coordinated betweenthe groups.The groups,the class’sacceptance of ustwoas teachers, our
expectations, the topicandthe planned triphadall beenimplantedcruciallyatthisearlystage.
The stimulustriptothe TowerDungeonsisthe firstsubjectinthe Creative andEffective Weekthat
isto be discussed.The Dungeonswere selectedseveral weeksbefore becauseitgave alimitedof the
Pendle Witches,witchtrials,avisittoa Blackpool touristattractionandmostimportantlygenerated
discussion betweenthe children (Piaget,2002, pp37-40. Corbettand Strong,2011, p28). It occurred
on the Monday andafter a numeracylessonandwasdesignedtogive areference pointandenable
the elicitingknowledge stage of the EnquiryCycle throughoutthe week (Morganetal, 2007, p32).
The Enquiring Minds EnquiryCycle wasthe preferredtemplate forlearningduringthe entireweekas
alternative,forexampleAtkinson’s(2000, p258), was consideredtoo convoluted forplanning
purposes.

7. The attached lessonplanwasboth the firstlessonafterthe initial stimulusandredefinedthe focus
of learningonthe week. Enthusedbythe opportunityof beingtrulycreative,IfollowedGuyClaxton
(2009, p35) andKolb’s(1984, p28) contentionthatgoodteachingsometimescreatesdocile,
dependentanduncritical pupils.Myhabitto heavilymodelandscaffold wastherefore tobe
minimised. Onthe otherhand,Ishouldhave certainlytakenintoconsiderationthatchildren’shigh
orderand enquiryskillsmustbe firstlydeveloped(Atkinson,2000, p277. NACCCE,1999). Also,
interestingly,knownfactsmustbe learnt (Morganet al, 2007, p40). Asthe stimulushadalready
beenexperiencedwith the triptothe TowerDungeons, the lessonbeganwiththe childrentoposing
questionsthatMorgan et al (2007, p40) definedas, ‘whatcan youfindoutquickly,whatisleft
unanswered,whatdirectiondoyouwantto go,what aspectsare most interesting,whatare the key
areas to focuson,are there differentperspectivesandwhomightbe able tohelpyou?’.Anabridged
videofollowedinwhichthe childrenlearntaboutwhathappenedtothe PendleWitches andsothe
childrencouldempathise withtheircharges.
Sharinglearningintentionswiththe childrenwasthenperformedtoincrease theirengagement and
self-esteem(Clarke,2005,p7). The successcriteriaconsistedof atotal of sevendifferenttypesof
workin whichthe childrencouldgive astrongaccount of the trial froma storyboardto a newspaper
article.Althoughthe workwasenthusiasticallycompleted,the qualitywasnotupto the class’s
normal standard. It wasupon reflectionafterthislessonthatIdecidedtoinclude some more
scaffoldingtechniques forthe benefitof the children inthe remaininglessons. Experiential learning
approaches, like manyinclusionpractices,donotnecessarilystretchthe highachievers(Farrell,
2004, pp11-2. Booth,1999. Karten,2010, p63. Gilborn& Mirza, 2000. Mittler,2005, pp114-5). For
bestpractice is measuredbythe qualityof instruction andthe effectivenessof questioning rather
than simplybeingable tosimplymaintainhighexpectations (BBCNews,2014).

8. To furtherillustrate thispoint,abrief investigationof the week’snumeracylessonsisdetailed. It
followedthe Lancashire numeracyplanwhichdetailedorderingandsimplifyingfractions.The week
beganwithtwotraditional lessonsinwhichthe childrenwere taughtknownfactsof comprehending
whatthe numeratoranddenominatormeans,identifyingequivalentsandexpressingtoitssimpliest
form.Afterthis,twomore creative lessonsdevelopingandassessingthe children’sskillscouldbe
commenced.Arguably,these lessonswere onlypossible because teachinginputandassessmenthad
firstlyconcentratedonthe knownfactshadoccurred (Morganet al, 2007, p40). The more research
basedlessonswere asimplifyingandorderingof fractionsandacarousel activity thatwoulduse
priorknowledge.The contentionthatthe laterlessonswere onlypossible afterthe earlierknown
fact lessonwere deliveredisnota definitive judgement.However,thispractitionerhasnot
discoveredasuitable alternative tothisprocessbutunderstandsthatImust.
In conclusion,creativityisanexceptional tool thateveryteachermustattempttoutilise.Itcan
provide agreat stimulusandencouragesabetterqualityof workasthe childrenwill be inspiredand
wanttheirenthusiasmtobe reflectedin the task.However,the researchcreative tasksmustbe
complemented,orevenprefaced,withawell scaffoldedsetof knownfactssothat the childrenmay
explore newstrategiesbythemselves.
Passionatelydeliveringalessonisextremelyimportant.Whetherthe differinglearningstylesof
childrenare believedornot,itisimportantthat bybeingdiverse inthe pitchingof yourtaskswhich
creative approaches,experiential learningstylesandenquiringresearchdemandsthenitensuresat
leasta foundationof inclusion.Thisinclusion requiressome extradifferentiationbysupportortask
inorder to correctlyprogressall membersof the class,however,creative teachingisa fantastic
startingpoint.

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13. To understand the
Pendle w itch story. Do
w e believe their guilt?
Reconstruct and
engage w ith the
evidence fromthe trial
and establish w hether
the w itcheswere
innocent or guilty.
To create empathy w ith
the characters.
History Level 4
Use a variety of sources to
find out about
events, people and changes
Ask and answer questions.
Select and record relevant
information
Level 5
use documents, printed
sources (e.g. archive
materials) the Internet,
databases, pictures,
photographs,
music, artefacts, historic
buildings, visits to museums
and galleries and visits to
sites to collect evidence
about the past.
I ask, “What was it like for a...
(child, rich person, etc)
during…
I suggest sources of
evidence to help me answer
questions.
Remind the children about w hat we discussed. ‘What did w e decide about the w itches being
w itches?’A, Cait, D and JH w ere engaged by this. Will they continue this?
Use a more confident pupil as an example (H, Ch- good to encourage their engagement), if I
didn’t like the w ay they act, talkin class w hat would Ido in 1612? Discuss my options. I’d just
accuse themof being a w itch.
Look at the video: https://www.youtube.com/watch?v=_HaBPQti_Mk
From start until 2 mins. ‘So w hat have we learnt?’‘What does this tell us about w hat the w orld
w as like for people in 1612?’, ‘w ho wasthe main child in the Witch Trials?’- Answers to be
given by JH, LB, A and D.
Continue until 3.28. The w ords ‘Malkin Tow er’
Where did the Pendle w itcheslive? In w hat county? Near w hat hill?
Remind the children that this is the information that can go in the Local History books. Remind
that merits are received for the best books.
From 4.10. Up to 6.52- Pictures of hills
‘Cunning w oman’discussion- Who is a cunning w oman? Is this a w itch? Go backto Alisha and
AH’s point: Were these w omen just un-liked?
Do w e know more names of the w itches?
What got Chattox accused of a w itch?
Revision: So w ho were the witchesand what did they do: (Remind them of the w itch hunter
video)
Questioning to discover who a ‘peddler’is.
From 7.53- 12.45.
What did the w itchesthen do? A peddler had a stroke, the w itches were blamed
Determine the questions that w e w ish to find out fromthe research.
Task: Children to agree the tasks that they w ish to do in their mixed ability groups. Story board
templates, information on the w itchesand lined and coloured paper supplied.
Usefulw ebsites:
http://www.pendlewitches.co.uk/
http://www.historic-uk.com/CultureUK/The-Pendle-Witches/ (HA readers only)
http://www.pendlewitches.net/page8.html
Resources:
storyboards sheets,
crayons, and
children’s
sketchbooks,
youtube, groups of 4
decided.
(print off pages 1& 4
of witches beliefs
and superstitions for
each group)

14. (print off and laminate pages 1 & 4 of w itches beliefsand superstitions foreach group)
http://myths.e2bn.org/mythsandlegends/teachers20-a-witch-in-a-bottle.html
Extension activity questions on pages 1 and 3:
http://myths.e2bn.org/mythsandlegends/teachers20-a-witch-in-a-bottle.html
Plenary:
Class discussion (groups with DeBonos hats?):
For the consolidation of their know ledge: Billy Connolly video:
https://www.youtube.com/watch?v=cuHTbni99h8 (up to 2.18)
Questions: ‘We knew most of that, didn’t w e?’
These are general annotations made at the time of the progress of children/groupsand possible changes to future lessons.
Adams, T. (2007) ‘Student Learning Outcomes: Evidence of the Teaching and Learning’. Manhattan, KS: National Academic Advising
Association.
Assessment Topic overall
The agreed successcriteria/things to do w ere
constructed in an unfettered manner. The
children w ere probably overwhelmed with what
they could do rather than focussing on fewer
tasks (that I should have guided the class
tow ards). The list of activities that the groups
should produce w as: 1) Storyboard,2) Written
account 3) Recount of events 4) Diary entry 5)
Fun facts about the w itches.
(Although great activity ideas, because I
effectivelygave the class free reign, there w as
no planned modelling or assessment of their
understanding of w hat the children’s
suggestions actually meant- it w as clear that
w hen the guided w orkbegan that the children
w ere confused by the choice of tasks)
Independent
Roger Now ellgroup did extremely good w ork
although they w ere supported heavily by the
TA staff.
Chattox and Anne Redferne w orked extremely
w elltogether. The w orkthat they produced
show ed good understanding but lacked the
research that w asconductedby Roger Now ell.
Anne Redferne, I used as an example in a
mini-plenary during the early stages of child
activity. The recorder had assigned tasks
perfectly.
With help
Thomas Potts, James Device and Alice Device
w ere reliant on the stronger members of the
group.
Couldn’t do it
Demdike group. The progress wasdecidedly mixed across the
group. H and E did much of their group’s w orkwhich was
excellent. Even I had to intervene to keep T and J on task.

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