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Inset 2012 creativity in teaching
This document discusses the importance of creativity in teaching. It notes that today's students have grown up in a technology-immersed world and process information differently than past generations. It then provides examples of how to incorporate creativity and technology into lessons based on Gardner's theory of multiple intelligences. Specific websites and tools are suggested that teachers can use to engage students with different intelligences, such as creating word games and blogs for linguistic learners or music and video tools for musical learners. The document advocates applying technology properly to enhance learning for a variety of student types.
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Inset 2012 creativity in teaching
- 1. CREATIVITY IN TEACHING Create.Innovate. Teach. LORELEE D. ASIGNACION MASTER TEACHER I Bata National High School
- 2. No kidding. Teachersin every strata of education are challenged everyday to face the student population that is not only more wired than they are but also grew up in a techno-drenched atmosphere that has trained them to absorb and process information in fundamentally different ways. This generation of students is more likely to be armed with cell phones, laptops and iPods than with spiral notebooks and no. 2 pencils.
- 3. THE STORY OFTHE STARFISH
- 4. Bloom’s Taxonomy, 1956 Originalterms • Knowledge • Comprehension • Application • Analysis • Synthesis • Evaluation New Terms • Remembering • Understanding • Applying • Analysing • Creating • Evaluating (Based on Pohl, 2000, Learning to Think, Thinking to Learn, p. 8)
- 5. Bloom’s Taxonomy ofEducational Objectives Categories of questions: Knowledge: Who, what, when, where, how..? Describe… Comprehension: retell… Application: How is…an example of..?; how is… related to…? Why is… significant? Analysis: What are the parts or features of…? Classify… according to… Synthesis: What would you infer from…? What ideas can you add to…? How would you design a new…? What would happen if you combined…? What solutions would you suggest for…? Evaluation: Do you agree that…? What do you think about…? What is the most important…? Place the following in order of priority… How would you decide about…? What criteria would you use to assess…?
- 6. THE ART OFQUESTIONING Do you ask enough questions? Questioning is a major form human thought and interpersonal communication.
- 7. Think out ofthe box!!! Find 5 things in this room that are round. Find 5 things in this room that are open. You always find what you are looking for, when you consider different meanings.
- 8. How is intelligencelike love? If creativity were a machine, what would it look like? How would you feel if you were a great book that was never read? Why? Being a student is like a sandwich because… What are some things that are both trapped and free?
- 9. Bright Learner GiftedLearner Knows the answer Is interested Has good ideas Works hard Answers the questions Top group Listens with interest Learns with ease 6-8 repetitions for mastery Enjoys peers Grasps the meaning Completes the assignment Copies accurately A technician Good memorizer Enjoys straightforward ideas Is alert Is pleased with own learning Asks the questions Is highly curious Has silly, wild ideas Plays around, yet tests well Discusses in detail, elaborates Beyond the group Shows strong feelings/opinions Already knows 1-2 repetitions for mastery Prefers adults Draws inferences Initiates projects Creates a new design Inventor Good guesser Thrives on complexity Is keenly observant Is highly critical
- 11. About Motivation Two motivationalstates interfere with teaching and learning: One is anxiety; The other is boredom. Anxiety occurs when teachers expect too much. Boredom when they expect too little.
- 12. THEORITICAL PREMISE (Howard Gardner) People engage indifferent kinds of thinking There’s a connection between intelligence and thinking There are different kinds of intelligence Other forms of intelligence are valued in other cultures Real people have a blend of intelligences and teachers must use varied strategies to address this
- 13. Gardner believes that… Byunderstanding a student’s strengths and weaknesses in each intelligence, we could help to improve student success.
- 15. How can MI concepts integrate withthe use of technology in Education?
- 16. The TRUTH is… Technologyalone cannot accomplish this goal- only proper application of technology can truly accomplish it…
- 17. TECHNOLOGY USE Create content for students ina variety of format Provide variety of options for student interaction
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- 42. THANK YOU ANDGOD BLESS!