Creativity STARTER What is the brain? WRITE a description of

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Creativity
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STARTER
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What is the brain?

• WRITE a description of the brain!
• My brain is

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Children thinking about their brains

• My brain is like an anthill, with millions of
  tiny
• passageways. There is always something going on
• in my head. The ants in my mind never seem to
• rest. I just hope there arent any anteaters!

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Children thinking about their brains

• My brain is like a naughty puppy. It never seems
  
• to do what I want it to. If Ive got maths
  homework
• to do it wants to read a comic or watch TV. But
• like a puppy it can be trained.

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Children thinking about their brains

• My brain is like a massive forest. Its full of
  amazing
• ideas. But some of these ideas are like shy
  animals,
• they hide away in the forest. I dont think we
  can
• ever really understand how our brains work.

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Objectives

• What is creativity?
• Why promote creativity?
• A definition of creativity
• Encouraging creativity
• Practical Applications
• Reflection

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What is creativity?
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What is the recipe for a happy class?
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My recipe for a happy class

• Ingredients
• 1 pinch of sharing
• ½ cup of confidence
• 1tbsp of enjoyment
• 6 tsp of cheerfulness
• 5oz of communication
• ½ kg of good looks
• 1lb of cheerfulness
• 250g of co-operation
• 10g of behaviour
• 1kg of discipline
• 1 really nice teacher (grated)
• 500ml of kindness

• Method
• Mix the confidence, communication and
  co-operation together in a large bowl. Add the
  enjoyment, the cheerfulness and the good looks to
  the mixture.
• Bake the cake at 200c in a round tin 15cm deep
  and 45cm in diameter for 1 week.
• Once the cake is baked, take it out of the oven
  and sprinkle the teacher on top. The cake makes
  10 helpings.

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What does creative learning look like?

• Students actively and emotionally engaged
• Opportunities to learn in different ways
• Opportunities for informed choice
• Time to explore in depth
• Time to reflect on learning and improve
• Connections made between subjects, ideas, school
  and home life
• Questioning encouraged

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Creativity habits of mind

• Curiosity having an enquiring mind
• Flexibility lateral thinking
• Willing to think the impossible
• Confident to try things out, take a chance, risk
  it!
• Being able to handle uncertainty - coping with
  difficulties and setbacks, persevering and being
  able to learn from failure
• Being self critical able to distinguish own
  contribution from personal worth

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Why promote creativity?
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Creativity why promote it?
The curriculum should enable pupils to think
creatively and critically, to solve problems
and make a difference for the better. It should
give them the opportunity to become creative,
innovative, enterprising and capable of
leadership to equip them or their future lives
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Promoting creativity

• Leads to more rigorous and critical thinking
• Objectives are achieved more readily
• Increases motivation, deep concentration and
  engagement
• Improves relationships
• Develops the talent of the individual
• Develops skills for adult life adaptability,
  coping with uncertainty and change

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How do we tackle creativity in the classroom?
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Questions

• How can we learn to exercise creativity in all
  that we do?
• How can we organise and plan for creativity in
  all learning?
• Do we need to restructure aspects of our
  teaching?
• How can we establish a culture where creativity
  flourishes?
• What support and expertise do we need?
• How can we distribute involvement, ensure
  ownership and collective responsibility for the
  process?

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A definition of creativity
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Creativity a definition

• always involves thinking or behaving
  imaginatively
• and .
• Overall this imaginative activity is purposeful,
  that is
• directed to achieving an objective
• this imaginative activity is fashioned
• these processes generate something original
  andthe
• outcome is of value in relation to the objective
• All our Futures Creativity and Culture in
  Education (DFES, 1999)

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TASK

• GROUP the
• statements

• Why promote it?
• What does creative learning look like?
• Creativity habits of mind
• Questions we may ask!

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Encouraging creativity
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Creative processes

• Questioning and challenging
• Making significant connections
• Envisaging what might be
• Playing with ideas, keeping options open
• Applying learning in new ways and contexts
• Evaluating ideas and actions

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Creative processes

• Questioning and challenging
• What questions and
• challenges would
• you set for
• this Reading text?

• Hier soir, après le collège,
• jai regardé la télé, jai fait
• mes devoirs, jai mangé et
• après jai promené le
• chien. Puis jai joué aux
• cartes avec mon frère.

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Creative processes

• Making significant connections
• MAKE a list of significant connections you would
  expect pupils in Year 7 to be able to make.

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Creative processes

• Envisaging what might be
• In what ways can you encourage
• creative Writing in Year 9?

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Creative processes

• Playing with ideas,
• keeping options open
• Year 8 have learned vocabulary,
• phrases and sentences about
• mealtimes DEVISE a pair-work
• speaking task!

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Creative processes

• Applying learning in new ways
• and contexts
• Year 7 are able to describe themselves
• and others SET a homework task!

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Creative processes

• Evaluating ideas and actions
• What questions would you ask
• to get pupils to reflect on
• their performance in Listening?

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Practical Applications
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Practical Applications

• Take responsibility for learning
• Learn with and through others
• Pursue new ideas, solve problems
• Persevere, adapt ideas and learn from mistakes
• Question, speculate, hypothesise, rehearse ideas
  and experiment
• Make connections and interpretations between
  ideas, areas of learning, subjects, people,
  places and things

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Close

• One thing I will do
• for my next lesson
• in a weeks time
• by the end of term

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Contact

• Simon Cox
• Head of MFL
• Bishop Ullathorne School
• 024 76 414515
• simoncox64_at_hotmail.com