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Lessons from a creative classroom #Iatefl2017
- 1. LESSONS FROM A CREATIVE CLASSROOM HELEN LEGGE www.britishcouncil.org
- 2. DISCOVERING CREATIVITY What is creativity? Who benefits? Fit ELT context? How? www.britishcouncil.org 1
- 3. A DEFINITION “Thinking and activity in language education that is novel, valuable and open-ended, and that helps us to enrich learning in our students and ourselves ” The C Group www.britishcouncil.org 2
- 4. TEACHING CREATIVELY OR TEACHING FOR CREATIVITY? “forms of teaching that are intended to develop young peoples’ own creative thinking or behaviour”. Jeffrey and Craft (2004) www.britishcouncil.org 3
- 5. WHY CREATIVITY? Intense personal enjoyment, engagement, meaning in life. Kaufman (2009) Stimulate, motivate, satisfy in a deep sense Maley (2015) www.britishcouncil.org 4
- 6. HOW CAN I INTEGRATE CREATIVITY? Through the right kind of ‘teacher talk’ www.britishcouncil.org 5
- 7. TYPICAL TEACHER TALK • Is it true or false? • Fill the gap with the correct word. • Listen and choose the best answer, A, B or C. • What’s the past participle of ‘speak’? • Describe the picture. www.britishcouncil.org 6
- 8. QUESTIONS FOR CREATIVITY • Look at the pictures. How are they connected? • How many words can you find for this gap? Evaluate which ones are the most appropriate. • Imagine you were the person in the article, what would you have done? www.britishcouncil.org 7
- 9. EXPERIMENTING WITH CREATIVITY IN MY SECONDARY CLASSROOM www.britishcouncil.org
- 10. CREATIVITY THROUGH OBJECTS Make a list of 5 things you could use this object for. What would you change about it? How would you sell this object? www.britishcouncil.org 9 Image from http://www.oobject.com
- 11. CREATIVITY THROUGH TASKS www.britishcouncil.org 10 Tell me more about that idea.
- 12. CREATIVITY THROUGH TASKS • Fallen for the same girl • Fallen out of love • Let him down • Spread rumours • Told lies • Had a fight • Annoyed about something www.britishcouncil.org 11 RANK
- 13. CREATIVITY THROUGH IMAGES Write a note to the chef. What can you buy in the shop across the road? Make a suggestion. www.britishcouncil.org 12
- 14. CREATIVITY THROUGH CONNECTIONS www.britishcouncil.org 13 1 2 Long, Low temps, Injuries.
- 15. CREATIVITY THROUGH CONNECTIONS www.britishcouncil.org 14 https://twitter.com/BTYSTE/media
- 17. CREATIVE CLASSROOM CULTURE • EXPECTATIONS Interesting point, how did you come up with that? There’s an idea I hadn’t thought of. If I look at it from a different point of view I can see what you mean. www.britishcouncil.org 16
- 18. LESSONS LEARNED IN CREATIVITY www.britishcouncil.org 17 1. Establish and nurture your classroom culture and build trust by being a model of creative thinking. 2. Re-think your in-class dialogue 3. Set up student tasks which allow creative thinking to take place.
- 19. REFERENCES AND LINK https://padlet.com/TeacherHL/creativeclassroom Bolitho, R. (2008) Teacher Talk and Learner talk European Centre for modern Languages. Jeffrey, B. & Craft, A (2004) Teaching creatively and teaching for creativity: distinctions and relationships, Educational Studies, 30:1, 77-87. Mahajan, N. (2014)The Importance of Creativity in Business, (interview with Kaufman, K. for CKGSB). Maley, A and Peachy, N (Eds) 2015. Creativity in the English Language Classroom, British Council. All images from pixabay.com unless otherwise referenced. www.britishcouncil.org 18
Editor's Notes
- As I learnt about it, I asked myself…Questions I asked myself when I started TWITTER – OPENED UP LINKS TO PRIMARY EDUCATION IN THE Uk AND usa. THAT’S WHERE I FIRST STARTED HEARING ABOUT ‘CREATIVITY’ AND HOW IMPORTANT IT WAS. Investigated because interesting and thought it would complement my teaching to yls in ELT. The more I read, the more I realised that was exteremly relevant to my context on multiple levels – look at that later. Creativity is not about finding an activity to add-on, it’s not something you can just stick on a lesson. It’s a way of looking at opportunities for learning which has deeply, but also subtly changed what happens in my classroom for the better. What’s my ELT context? Tc with Yls and adults, Yls from 4-18, this prse will focus on what’s been done in my secondary classroom:11-18 So this is why it’s so difficult to define or describe in words to people like you, so I decided tht I wanted to share the way it changed my teaching, using specific examples.
- What is it though? There are many defs, although I think it’s it is easier to see when its not there, it isn‘t easy to define. I like this one. WHY BOTHER? 1 As educators of people (children, 20yrolds or 40somethings) who are workers of today and tomorrow, we need to take notice. World education forum report 2015In a time of rapid technological development, demographic shifts and high unemployment, a narrow focus on job-specific skills reduces graduates’ abilities to adapt to the fast-changing demands of employers. Greater emphasis must therefore be placed on developing – and recognizing through validation and accreditation mechanisms – transferable and soft skills that can be used across a range of occupational fields and promote learners’ capacities to regularly update them through lifelong learning. http://knowledge.ckgsb.edu.cn/2014/08/13/marketing/the-importance-of-creativity-in-business/ http://www-03.ibm.com/press/us/en/pressrelease/31670.wss Rigor: challenging learning experiences
- Difference between teaching creatively . Inventive, interesting ways to deliver a lesson and teaching for creativity: It is a skill which many employers are quoted as saying is essential for a successful future career due to fast-paced, ever-mutating digital developments which have created new ways of working and a need (Kaufman) to do things differently. Learning, or being allowed, to approach something creatively, means developing the ability to search for new ideas of value going far enough even, to making what Maley calls the ‘imaginative leap’ – the ability to identify where a problem might lie, not just what’s already obvious. Creative teaching is said to increase levels of motivation and self - esteem on the part of learners and to prepare them with the flexible skills they need for the future. Developing the capacity to be creative is believed to have the potential to enrich lives and help contribute to a better society. Jack Richards
- WHY? 2 who benefits? Apart from the idea that CT can produce effective slutions to complex societal problems, it can also “It can produce effective solutions to highly complex societal problems; lead to higher levels of career success; and create intense personal enjoyment, engagement, and meaning in life.” Kaufman (2009) “…creativity seems to stimulate, to engage, to motivate and to satisfy in a deep sense.” http://www.ascd.org/publications/educational-leadership/feb13/vol70/num05/Fundamentals-of-Creativity.aspx Benefits evident – today’s world of work considers it the most important criteria for success, it is proving to engage people with content, motivates and satisfies. And if we apply that to learning? Everyone benefits Quality education fosters creativity and knowledge... World Education Forum 2015 Report
- There was a bigger list when I first wrote this slide, but then I realised everything basically came down to this one, fundamental point. What we say in class.
- I ‘ve been trained to teach through the standard channels and taught for many years, I've also observed many teachers and we spend a lot of time doing this. What rod Bolitho calls ‘artificial’ questions or teacher talk. We ask things we already know the answer to. Low challenge, knowledge-seeking questions. Move towards more ‘learner oriented talk’ Balance lots with hots – create, evaluate,
- Reconsider the effect of your teacher dialogue. Balance the direction with opportunities for thinking HOTS more than lots, but we need to start doing this as teachers first. Rank, evaluate, analyse, classify, … carol read – question staircase in bc publication. ELT sourcebooks, centred on linear grammar and vocab structures tend to focus on gap fills, sentence transformations, one right answer- test what we know. LOTS Summarise. Summarise in the form of a…, in 40 words, Don’t be afraid of asking students questions.
- Define ‘secondary’ Experimenting with the ideas…
- Doorstop alarm (hit and chimed if used) 1870s
- Tell them – which is most difficult to accept in friendship? Then rank
- Terrazza del café la sera Note to chef about food Go to the shop across the road and draw something you can buy there. Give someone directions from this café to…the hospital. Wirte a plan to make the café better.
- Listen to 2 people talking about difficult journeys. What have they got in common?
- Seem to show people reaching a goal, achieving something, maybe it’s taken time to get to this point, Man or men presenting the award, all wearing black, both seem to be in a large room, people very happy What was the achievement? An big award A degree or certificate
- Read and ask yourself questions. Let them ask their own questions!
- Fundamental Agree classroom rules – no making fun of people, mistakes show learning, follow through on consequences. Be a model of the behaviour you want to see: Don’t be sarcastic, don’t squash an idea immediately, accept differences. Riachards – creative teachers take risks.
- Decision making/ problem solving Look at the map and write 2 questions people who live there might ask the council