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Teaching Creativity and Teaching for Creativity

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Title: Teaching Creativity and Teaching for Creativity


1
Teaching Creativity and Teaching for Creativity
2
What is Creativity?
  • The Definition of Creativity
  • The application of knowledge and skills in new
    ways, to achieve values outcomes (NCSL)
  • Imaginative activity fashioned so as to
    produce outcomes that are both original and of
    value, (NAACE)

3
Features of Creativity
  • Using Imagination
  • Pursuing Purposes
  • Being Original
  • Judging Value

4
Creative Teaching
  • We define creative teaching in two ways
  • 1. Teaching creatively
  • 2. Teaching for creativity

5
Tasks in teaching for creativity
  • Encouraging
  • Identifying
  • Fostering

6
Encouraging
  • Highly creative people in any field are often
    driven by strong self-belief in their abilities
    in that field. Having a positive self-image as a
    creative person can be fundamental to developing
    creative performance

7
Identifying
  • Creative achievement is often driven by a
    persons love of a particular instrument, for the
    feel of the material, for the excitement of a
    style of work that catches the imagination.
    Identifying young peoples creative abilities
    include helping them to find their creative
    strengths.

8
Fostering
  • Creativity draws from many ordinary abilities
    and skills rather than one special gift or
    talent. Thus the development of many common
    capacities and sensitivities can help to foster
    creativity.

9
  • Recognizing and becoming knowledgeable about the
    creative process can also help foster creative
    development teaching for creativity helps young
    people in understanding what is involved in being
    creative and becoming more sensitive in their own
    creative processes.

10
Teaching for creativity aims at encouraging
  • 1. autonomy on both sides a feeling of
    ownership and control over the ideas that are
    being offered (Woods 19953)
  • 2. authenticity in initiatives and responses,
    deciding for oneself on the basis of ones own
    judgment

11
  • 3. openness to new and unusual ideas, and to
    a variety of methods and approaches
  • 4. respect for each other and for the ideas
    that emerge
  • 5. fulfillment from each a feeling of
    anticipation, satisfaction, involvement and
    enjoyment of the creative relationship.

12
Trust
  • Above all there has to be a relationship of
    trust. Teaching for creativity aims to encourage
    self-confidence, independence of mind, and the
    capacity to think for oneself. The aim is to
    enable young people to be more effective in
    handling future problems and objectives to
    deepen and broaden awareness of the self as well
    as the world and to encourage openness and
    reflexivity as creative learners.

13
Self-directed Learning
  • Teaching for creativity encourages a sense of
    responsibility for learning. It aims at a growing
    autonomy involving goal-setting and planning, and
    the capacity for self-monitoring self-assessment
    and self-management.

14
  • Creativity itself is a mode of learning. It is
    distinctive in the combination of three features

15
  • A. It involves a thoughtful playfulness
    learning through experimental play. It is
    serious play conjuring up, exploring and
    developing possibilities and then critically
    evaluating and testing them.

16
  • B. It involves a special flexibility in which
    there may be a conscious attempt to challenge the
    assumptions and preconceptions of the self an
    unusual activity in which there is an active
    effort to unlearn in order to learn afresh.

17
  • C. This process is driven by the find,
    introduce, construct or reconstruct something
    new. It seeks actively to expand the
    possibilities of any situation. In this sense the
    learning of creative thoughts is not neutral it
    has a bias towards the innovative. 

18
Tips for building creative learning
19
Start simply, build progressively Find easy
ways in to creative learning. Start with the
classroom environment. Move on to how pupils and
staff use speech and questions. Keep
it manageable, keep the focus tight. Show and
share tangible changes. This will develop
confidence to go further. Be a creative
advocate. Create a presentation or materials
that you can use both within your school to
convince colleagues and out of school. This will
help to build a whole-school ethos around
creativity. Focus on one area at a time, for
example, in developing more creative learning in
maths, and use this to raise awareness and
encourage staff to think about applications in
other subject areas and spaces in the school.
Organise an Enquiring Minds-type project where
pupils have an opportunity to negotiate the aim
of the project and are instrumental in
designing how it is carried out (see
www.enquiringminds.org.uk). Set up an
inventors club after school. Transform one
small area in the school as a space designed for
creativity and imagination. Make sure that the
pupils have some ownership of the project.
20
  • Critical Thinking and Self Awareness

21
  • Scriven and Paul (1996), define critical
    thinking as "the intellectually disciplined
    process of actively and skillfully
    conceptualizing, applying, analyzing,
    synthesizing, and evaluating information gathered
    from, or generated by, observation, experience,
    reflection, reasoning, or communication, as a
    guide to belief and action."

22
  • Through critical thinking and self-awareness,
    one can understand the relationship between
    thoughts and emotions. Although it is assumed
    that they are independent, the truth is that
    feelings are based on some level of thought, and
    thoughts generate from some level of feeling.

23
Highlighting Self-awareness
  • Perceptions Assumptions Prejudices
    Values Breaking Habits A New Point of View
    Evaluation

24
  • Pupils need to be thoroughly engaged with their
    own learning, and provided with plenty of
    opportunity to practise their skills, talk about
    their learning experiences, reflect on their
    strengths and weaknesses and to be actively
    involved in evaluating their own development.

25
  • Whether you decide to mediate the skills,
    dispositions and attitudes contained within the
    framework by adopting a stand-alone skills
    programme, an infusion approach, or by
    introducing a mixed model, here are seven
    classroom strategies that will underpin the
    success of any approach

26
Seven Implications for Classroom Teaching
  • 1)  Set open-ended challenges2) Make thinking
    important3) Make thinking explicit4) Ask rich
    questions5)  Enable collaborative learning6) 
    Promote self-management7)  Make connections
    across contexts

27
Conclusion
  • What it takes to be a creative teacher is what it
    takes to be a creative artist
  • You need creativity and ability to express
    yourself and your emotions.
  • Some teachers have huge amount of knowledge, but
    they can't express it or create the spark in
    their students to learn.

28
  • Thank You
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