This document discusses pedagogy, creativity, and critical thinking in teaching. It defines pedagogy as the science and art of education, focusing on instructional theory. It emphasizes that students learn through social interaction and experience. The document also discusses how to create a creative classroom environment that allows students to take risks, be engaged in their learning, and feel ownership over their ideas. It provides eight steps for teachers to become more creative in their teaching, such as connecting with other teachers and practicing creativity. Overall, the document promotes integrating creativity and critical thinking into instructional design and teaching strategies.

4. Creativity, Critical
Thinking, and Pedagogy
(Taken from the book of Steve Padget)

5. No idea about
teaching
Working only for
Salary
No Mastery
No Passion
Seek only
Convenience
Poor or very
little idea
about
teaching.
Little Mastery
Working only
for salary
Has a little idea
on the Art of
Teaching.
With an average
mastery on the
subject matter.
Starting to have
passion on
teaching specific
level students.
Exhibit
different styles
and strategies
on the Art of
Teaching.
Has an above
average level
of mastery on
the subject
being taught.
With Passion in
teaching.
Uses an
up-to-date
strategies and
styles in
teaching with
the help of
modern
technologies.
Has a high
mastery on the
subject being
taught.
With Passion and
Dedication in
teaching
students.
Uses an up-to-
date styles with
the help of
modern
technologies,
shows creativity,
and impart
critical thinking
strategy in
teaching.
Has an
exceptional
mastery on the
subject matter
accompanied by
researches.
With Passion,
Dedication, and
Love for all kinds
of students.
PARASITES

6. TEACHER
S
T
U
D
E
N
T
S School
Salary and
Benefits
Administrators
Co-teachers
Environment
Family
Friends
Society
Religion/Beliefs
S
e
l
f
-
l
o
v
e

8. Objectives:
1. To improve pedagogical knowledge by reflecting on the
different instructional theories.
2. To enhance one’s teaching strategy by integrating the concepts
of creativity and critical thinking in developing an instructional
design.
3. To develop a unique universal teaching strategy specifically
suited for the students of IPSR for any of the following subjects:
a. Science b. Mathematics c. English d. Araling Panlipunan
e. Filipino f. MAPEH g. T.L.E./Comp. h. Arabic
4. To demonstrate these strategies using the actual time allotted
for each subject and the number of students (teachers)
involved.

10. Let’s define the Pedagogy:Pedagogy
The Science and art of education, specifically instructional theory.
1. Jean Piaget (Cognitive Theory of Development)
He argued that children construct an understanding of the world
around them, and then experience discrepancies between what they
already know and what they discover in their environment.
2. Lev Vygotsky and Jerome Bruner’s
(Social Interaction and Cultural Theory)
Pedagogy should be designed around the fact that learners construct
the new language through/knowledge through socially mediated
interaction.

11. In short, Pedagogy is defined as many
different types and variations of
teaching. As such, there are many
different ways in which students learn
and teachers teach. Some of these ways
are inclusive of discovery learning,
group learning, hands-on learning,
distance learning, and independent
study.

12. How do students learn?
Students learn as they internalize the
Procedures, Organization, and structures
encountered in social contexts as their
own schemata.
The learner requires assistance to
integrate prior knowledge with new
knowledge.
Children must also develop
metacognition, or the ability to learn
how to learn.

13. Pedagogy is as important as Instructional
Design.
 Instructional Design is the practice of creating
“instructional experiences which make the
acquisition of knowledge and skill more
efficient, effective, and appealing.
What are the things to consider in developing ID?
1. Determine the current state and needs of the
learners.
2. Defining the end goal of instruction.
3. Create some “intervention” to assist in the
transition and meet the end goal of instruction.

17. “Prospective teachers who are
trained in thinking and teaching
creatively and in creative
problem-solving will be better
prepared to value and nurture
the same creative characteristics
in their classrooms.”

18. What is creativity?
 It is the application of knowledge and skills in
new ways to achieve values and outcomes. (NCSL)
 It is an imaginative activity fashioned so as to
produce outcomes that are both original and of
value. (NAACE)
What are the features of creativity?
 The use of imagination.
 The pursuit of purposes
 Being original
 Judging value

20. Eight (8) steps to becoming a more creative teacher
by Marisa Constantinides
1. Become a knowledgeable
teacher.
2. Connect with other teachers.
3. Become a collector of
teaching ideas.
4. Share your learning.

21. Eight (8) steps to becoming a more creative
teacher
by Marisa Constantinides
5. Remove the blocks to
creative thinking.
6. Practice your creativity.
7. Start experimenting and
reflecting on your teaching.
8. Make creativity a daily goal.

23. The opportunity for play and
experimentation/exploration,
A non-threatening atmosphere in which
children are secure enough to take risks
and make mistakes,
Activities presented in exciting or unusual
contexts,
Opportunity for generative thought,
where ideas are greeted openly
Creative Classroom Atmosphere

24. Creative Classroom Atmosphere
 Opportunity for critical reflection in a
supportive environment.
 Children given a sense of engagement
and ownership of ideas and tasks.
 Respect for difference and the creativity
of others.
 Choices given to children in terms of
resources and methods.

25. How do we know that we teachers are
being creative?
Creativity is being employed when
there are unusual and exciting
learning opportunities which provide
high stimuli combined with the
structure to generate learner’s
thinking and efforts.

27. How do we know that our learners are
being creative?
Learners are being creative when they
are fully engaged in making meaning
together through stimulating learning
tasks of which they feel ownership,
they will feel confident enough to
make speculations and assertions, and
feel empowered to articulate their
learning to any of the other people
around them.