Frame for this Workshop

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Frame for this Workshop
Making the simple complicated is commonplace
making the complicated simple, awesomely simple,
that's creativity. Charles Mingus
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Metaphor
Creative Teaching Framework
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Model it
If you are a highly creative teacher, what would
you be able to do?
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Teaching Quality the big factor in Student
Learning
nothing is as important to learning as the
quality of a students teacher. The difference
between a good teacher and a bad teacher is so
great that fifth-grade students who have poor
teachers in grades three to five score roughly 50
percentile points below similar groups of
students who are fortunate enough to have
effective teachers (Izumi,
T. L. Evers, W. M., 2002. Teacher Quality,
ix) The effect of the teacher far overshadows
classroom variables, such as previous achievement
level of students, class sizeheterogeneity of
students, and the ethnic and socio-economic
makeup of the classroom. (Rivers, C. J.
Sanders, W. L., 2002. Teacher Quality and
Equity in Educational Opportunity, p.17)
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Two Big Reasons to be a Creative Teacher

• Makes learning more interesting and meaningful to
  students
• Makes your job more productive and enjoyable

Against boredom even the gods themselves
struggle in vain Friedrich Nietzsche

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Is this still the case now?
Teaching is the only major occupation of man for
which we have not yet developed tools that make
an average person capable of competence and
performance. In teaching we rely on the
"naturals," the ones who somehow know how to
teach
Explanations?
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Sadly, Education has been a Creature of Fashion
For those of us who have been around education
for a few decades or so you may remember
Traditional (3 RRRs) - Progressive
Education - Back to Basics (Traditional) Now
Student-centred, inquiry-based, game-based,
etc)
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Educational Jurassic Park
The present vogue is Constructivism and the
teacher is no more the Sage on the Stage but the
Guide on the Side (Why many dont take teacher
professionalism seriously)
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The present Nemesis of Constructivism
...move educational reform efforts from the
fuzzy and unproductive world of Ideology which
sometimes hides under the various banners of
constructivism to the sharp and productive
world of theory-based research on how people
learn Mayer, R.,2004, p.18 Should there be a
three-strikes rule against pure discovery
learning? The case for guided methods of
instruction. American Psychologist, 59 (1),
14-19) Report by the American Federation of
teachers (April 2000) called for teacher-training
Programmes to develop a credible core in
pedagogy We can no longer tolerate a do your
own thing pedagogy curriculum (p.51
Stone) What teachers are told, however, is that
student differences are important and if their
teaching is truly creative, energetic and
engaging, they will succeed in individualizing
and bringing firth the best from all students. In
effect teachers are being taught to make
diagnoses that heighten their awareness of
differences without advancing their ability to
teach (Stone, p.43)
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Creative Teaching Science or Art?
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Everything is Experience ( Perception)

• As human being we are stuck in a process of
  continuous Experience even when sleeping

Given a choice, people seek experiences that are
perceived as pleasurable, novel, and pain
reducing because they satisfy needs (Survive,
Belong, Power, Freedom, Fun from the work of
William Glasser)
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As a teacher, YOU are the major player in
Experience Shaping
You can make the learning experience useful,
effective, interesting - even fun (to varying
degrees) ...Or you make it boring, tedious and
difficult even painful Its your call


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Outcomes of a dull learning experience -Descent
into the World of Bla
100 80 60 40 20
A T T E N T I O N
Bla
Bla
Bla
(age)
0 15
30
45 60
SESSION TIME (minutes)
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Just what you fancy after lunch at 2pm
Newton's second law of motion can be formally
stated as follows The acceleration of an object
as produced by a net force is directly
proportional to the magnitude of the net force,
in the same direction as the net force, and
inversely proportional to the mass of the
object Then follow this with 40 mins of
exposition and equations
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Moving out of Educational Jurassic Park

• Contrary to common belief, people dont have
  different learning styles.
• They do, however, have different personalities.
  The distinction is
• important, because we need to be clear that
  everybody learns
• in the same way
• (Schank. R., 1999,
  p.48)
• Emphasizing learning styles...are noted
• for their lack of impact
• (Hattie, J, 2009, A synthesis of over
  800 Meta-Analyses
• Relating to
  Achievement,p.199)
• While our lives and our problems are very
• different, our brains work in similar ways
• 
  
• 
  (Goulston, 2009, p.3)

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Creating Experiences to maximize learning
effectiveness

• What are the key processes involved in human
  learning,
• and how do they work?
• Are there guiding principles that can be
  systematically applied
• to the design and practices that structure these
  experiences?

If it bleeds, we can kill it Arnold
Schwarzenegger in Predator
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A Practical Model of Learning (MUDD)How
competence develops

• Expert
• Independent
• Confident
• High performance

Doing
Memory
Understanding

Competence

• Novice
• Dependent
• Uncertain
• Erratic and poor
• performance

Desire
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MUDD
Putting things into your memory, keeping them
there and being able to get at them when you need
them
Memory Understanding Doing Desire
Making sense of concepts, principles and
procedures and seeing how they fit together
results from thinking
Developing actual skills through practice
Having the motivation, belief and perseverance
to learn
To learn well is to mix MUDD well
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Typical Attention Span
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Far from the Finished Article

• Evolutionary Psychology argues that while we have
  experienced massive social and technological
  change our brains are still at the stage of
  evolution when man roamed the African savannahs.
• At that time, we did not need to process too much
• information at once. Basically, when presented
  with a new stimulus, we only had to decide
• Can I eat it?
• Can I mate with it?
• Will it hurt me?
• Thats why children learn oral language so
  easily, but we all struggle with the
  technicalities of written language. Quite simply
  our brain has evolved modules for learning oral
  language quickly but not for written language
  and similar types of learning.
• We are not phylogenetically well equipped for the
  massive content learning of present school
  curriculum

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Brain Barriers to Learning
Restricted Working Memory Despite having
almost unlimited capacity for
information Working Memory can only deal
with about 72 bits of information at
once. Limited Attention Span Unless a
stimulus is particularly pleasurable,
novel or threatening, attention will drift onto
more interesting stimuli (either in the
present situation or in our
imagination) Slow Conscious Processing Speed
The actual processing speed of the brain is
slow compared to its capacity and
organising ability.
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The Serial Position Curve
80 70 60 50 40 30 20
Primacy Effect
Recency Effect
Proportion Correct
von Restorff Effect
0 1 2 3 4 5 6 7 8
9 10 11 12 13 14 15 16

Position on List
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Psychological Effects

• Primacy Effect (the tendency for the first items
  presented in a series to be remembered better or
  more easily)
• Recency Effect (the tendency for the most
  recently presented items or experiences to be
  remembered best)
• Von Restorff Effect (the tendency to remember
  distinct or novel items and experiences)

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Model of Human Memory
Sight Hearing Touch Smell Taste
E N V I R O N M E N T
Working Memory 5-9 bits of information
Long Term Memory
Forgetting
Infinite Capacity
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Physiology of learning
Learning results in connections between
neurons As we learn neurons connect with each
other and pass on information. At the
physiological level, learning results from the
development of connected groups of neurons. As
learning is reinforced, myelin is produced which
enhances long term memory.
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Long Term Memory
...long-term memory is now viewed as the central
dominant structure of human cognition.
Everything we see, hear and think about is
critically dependent on and influenced by our
long-term memory We are skillful in an area
because our long-term memory contains huge
amounts of Information concerning that area.
That information permits us to quickly recognize
the characteristics of a situation and indicates
to us, often unconsciously, what to do and how
to do it Expert problem-solvers are able to draw
on the vast knowledge bases in their long-term
memory and quickly select the best approach and
procedures for solving a given problem

(Kircher et al, 2006, pp3-4)
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Activity Implications of the way our brain
processes information

• What are the implications of the Serial Position
  Curve for the design of learning experiences?
• Are there ways to exploit the psychological
  effects (PE, VRE, RE) for enhancing learning
  effectiveness?
• How can we reduce the rate of forgetting (e.g.,
  failure to transfer information from WM to LTM)?
• Are there ways to consolidate learning in LTM and
  help build understanding?

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Minimize Forgetting through Review
100
Probability of recall
Recall without reviews
Recall with reviews at intervals
10 next next
next minutes day day
week
with continuous periodic reviews
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Effect of the Senses in Learning
Mental activity is stimulated through our five
senses. Research suggests the following as
approximations of how much each sense contributes
to our learning
The greater the combination of our senses that
are stimulated in learning, the more successful
the learning is likely to be. For example, it is
estimated that we learn
10 of what we read
20 of what we hear
30 of what we see
40 of what we see and hear
50 of what we discuss
70 of what we experience
90 of what we teach
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Learning is part of an Holistic System
To learn is not the special province of a single
specialized realm of human functioning such as
cognition or perception. It involves the
integrated functioning of the total organism
thinking, feeling, perceiving and behaving.

(Kolb, 1995, p.148)
In basic terms, we learn better when we perceive
the learning as useful (e.g., satisfy some
important need), believe we can be successful at
it and enjoy it
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Beliefs
We forget that beliefs are no more than
perceptions, usually with a limited sell by date,
yet we act as though they were concrete
realities (Adler, 1996, p.145) ... And they
shape our Psychological State (attitude) to the
situation we are in
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Magic Eggs - Story

• Mum, Mum, you dont have to buy eggs anymore coz
  Im laying them

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Cognitive Dissonance
New experience, which creates a perception that
Im laying eggs
Existing Beliefs
Cognitive Dissonance
Chickens lay eggs I am not a chicken
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Cognitive Dissonance
New experience, which creates a perception that
This is worth my time
Existing Beliefs
Cognitive Dissonance
Lessons are boring Teachers are blur, lah
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Cognitive Dissonance
This person is concerned for me
New experience, which creates a perception that
Existing Beliefs
Cognitive Dissonance
Im going to get a Rollicking
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Reframing

• Reframing refers to putting things in
• different contexts (frames or reference), thus
• giving them different meanings.
• And when we do this, our very world changes,
• which changes the sensory experience, hence how
  we feel
• How your perceive something makes all the
  difference, and
• you are free to see things from any perspective
  you wish
• (Adler, 1996, p.145)

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Reframing students - how it works
Perception of something meaningful In the
experience
Constructing Productive Subjective Experience
Students decide to participate in the classroom
experience
Effective learning
Reframing - Change in belief and positive
psychological state
Challenge - to existing beliefs and negative
psychological state
Engagement
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Towards a Science of Learning
over the past 3 decades, we have amassed enough
research and theory about learning to derive a
truly research based-model of instruction.

(Marzano, 1992, p.2) There are systematic and
principled aspects of effective teaching, and
there is a base of verifiable evidence of
knowledge that supports that work in the sense
that it is like engineering or medicine.
(Darling-Hammond
Bransford, 2006, p.12)
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Moving Teaching from Mystery to HeuristicsCore
Principles of Learning
Heuristics represent an incomplete yet
distinctly advanced understanding of what was
previously a mystery. But that understanding is
unequally distributed. Some people remain stuck
in the world of mystery, while others master its
heuristics. The beauty of heuristics is that they
guide us toward a solution by way of organized
exploration of possibilities. (Martin, R, 2009,
The Design of Business, p.12 Harvard Business
Press Mass) The core principles are a set of
heuristics for the design of learning
experiences. They are empirically based
frames from which teaching professionals can
effectively and creatively plan student learning
experiences. They are not meant to be
exhaustive nor summative, and they are always
mediated by the situated context in which
learning occurs.
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Core Principles of Learning(A Basis for
Pedagogic Literacy)

1. Learning goals, objectives and expectations are
   clearly communicated
2. Learners prior knowledge is activated and
   connected to new learning
3. Motivational and Attentional strategies are
   incorporated into learning designs
4. Content is organized around key concepts and
   principles that are fundamental to understanding
   the key structure of a subject
5. Self-directed learning is encouraged through
   facilitating the development of good thinking

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Core Principles of Learning contd

• 6. Instructional methods and presentation mediums
  engage the range of human of senses (e.g. visual,
  auditory, kinaesthetic)
• Learning design takes into account the working of
  memory systems
• Learner competence is promoted through active and
  experiential learning
• A psychological climate is created which is
  positive, success orientated and promotes
  self-esteem
• Assessment practices are integrated into the
  learning design to promote desired learning
  outcomes and provide quality feedback

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Core Principles How they work
While each principle focuses attention on a key
area relating to effective pedagogy, they are
mutually supporting, interdependent and
potentially highly synergetic. As Stigler
Hiebert (1999) highlight Teaching is a system.
It is not a loose mixture of individual
features thrown together by the teacher. It
works more like a machine, with the parts
operating together and reinforcing one another,
driving the vehicle forward. (p.75)
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Using Core Principles Thoughtfully- The Fly
Fishing Analogy

• Key situated factors involve
• The specific learning outcomes (e.g., recall of
  facts, conceptual
• understanding, competence)
• Learner characteristics (e.g., motivational
  level, prior
• competence, learner preferences)
• Learning context and resource availability
  (e.g., learning
• environment, facilities, resources)

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A Frame for Good Pedagogic Design(Nice Weaving)
Learning Experience
Instructional Strategies (methods, activities,
resources)
Core Principles of Learning
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Creativity Not Thinking out of the Box
It all happens inside the head, its just a
questions of whats in there and what you do with
it and how Little in there, little desire and
effort to keep making new connections especially
across knowledge area No Useful New
Perceptions As with all learning to be really
competent/excellent it takes hard work - Really
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What is Creativity?A product or response will
be judged creative to the extent that it is
novel, useful or a valuable response to the task
at hand. (summarized from Amabile, 1996, p.35)

ltgt
One dark foggy night in Halifax, as Percy Shaw
was driving home, he saw two small green lights,
very close together near the edge of the road. He
was curious so he stopped and saw the lights
were a pair of cats eyes reflecting the light
from his head lights. This triggered off his
thinking, making some new connections in his
brain subsequently he invented a small device
involving two marbles placed close together in a
rubber casing this would then be set in the road
at intervals between the lanes of traffic.
After a year of experiments, Percy patented the
invention and then, in 1935, formed his company,
Reflecting Roadstuds Ltd. (Thats Innovation
Enterprise)
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Creative Teaching
Creative teaching occurs when a teacher combines
existing knowledge in some novel form to get
useful results in terms of facilitating student
learning. This may be either planned before the
act of teaching, or invented as a response to the
demands of the learning situation
How technical am I?
Do you know Java script well?
Yes, I do, I once had a girlfriend from Jakarta
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Creative Planning
Newton's second law of motion can be formally
stated as follows The acceleration of an object
as produced by a net force is directly
proportional to the magnitude of the net force,
in the same direction as the net force, and
inversely proportional to the mass of the
object.

• What would happen to the ball if these conditions
  were changed
• The opposition played a trick on David and put
  down a much heavier ball
• David plays a trick on the opposition by doing
  extra power training and can now hit the ball
  some 10 harder

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A Creative Solution Situated Invention?
Kolkata Story
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What is SHAPE?
Stories
Humour
Examples
Activities
Presentation Style
A Metaphor for the underlying syntax - the
art - of Creative Teaching
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The Power of SHAPE
We understand everything in human life through
stories (Jean-Paul Sartre) Humour is by far
the most significant behaviour of the
brain (Edward De Bono) Learning activities
are the best and most productive way to
learn (Lambert and Coombs) The
meaning of your communication is the response
that you get (Bandler
Grinder) A fine example nurtures learners,
enhancing their concentration and effort
(Wlodkowski)
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The Benefits of Humour for Learning

• Refreshes the brain
• Creates mental images that retain learning
• Reinforces desired behaviour and makes classroom
  management easier
• Develops positive attitudes
• Promotes creativity
• Contributes to the enjoyment of teaching

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The Health Benefits of Humour
The medical profession has something to say
about humour. Laughter causes lungs to pump out
carbon dioxide, muscles to relax tension, the
cardiovascular system to be exercised, and blood
pressure to be reduced. Perhaps most
importantendorphins, which are chemicals
produced by the brain to relieve pain and boost
the immune system, are released into the
bloodstream when a person laughs (Barth, 1990,
p.170)
"The simple truth is that happy people generally
don't get sick."                                 
     Bernie Siegel, M.D.
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Questions A Powerful Short Activity
Questions are the primary way we learn virtually
everything Thinking itself is nothing but the
process of asking and answering
questions Questions immediately change what we
focus on and, therefore, how we feel (Anthony
Robbins, 2001, pp.179-8)
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Presentation Style Much more than talking

• We experience other people through our senses
  do they look nice, sound nice, feel nice, smell
  nice....
• Presentation Style refers to all the behaviours
  we exhibit in the communication process
• What we say and how we say it
• Body language and how well it calibrates to
  voice (words and tone)
• How we respond to others listening, answering
  questions
• Sensory Acuity awareness of whats going on
  observation, listening,
• meaning making
• Its not the matter you cover so much as it is
  the manner in which you cover it
• James Rohn

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Using SHAPE to Shape the learning experience

• Stories told to provide context, understanding
  and emotional anchors
• Humour used to achieve rapport and provide
  novelty
• Activities provided to integrate, apply and
  consolidate learning
• Presentation style employed (e.g., words, tone,
  body language as well as observation and
  listening) to provide clarity, meaning and
  influence student attention, beliefs and
  psychological states
• Examples used to illustrate facts, concepts,
  principles, procedures

and use these Resources Creatively
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SHAPE as a Metaphor for Expert Teaching
...expert teachers use a repertoire of
strategies, selecting the most appropriate for
use in a particular context and adapting it if
necessary for a group of learners A pedagogic
repertoire consists of two aspects approaches,
activities, examples, analogies and
illustrations for representing facts, skills,
concepts, beliefs and attitudes to others and
the skills and strategies used as an integral
part of these approaches
(Turner-Bisset, 2001, p.69)
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A Metaphor for Highly Effective Creative
Teaching (simple version)
SHAPE
CORE PRINCIPLES
Great Weaving - Yummy
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Online Learning in the Creative Teaching Framework

• The core principles that underpin good learning
  design in the face-to-
• face learning context are equally applicable to
  designing and managing
• learning in the online environment. Learning
  online does not change
• the way the human brain functions or the basic
  processes of learning.
• Colvin Clarke (2005) illustrates this fundamental
  point when he argued
• that
• The most robust instructional principles are
  those based on a model of human psychological
  learning processes.Any given instructional
  method will be effective or ineffective depending
  on the extent to which it supports or disrupts
  basic-learning psychological processes regardless
  of the delivery media. (p.594)

You also need to get the learning design into
SHAPE
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Online Versus Face-to-Face
Apart from the anytime, anyplace benefits what
else can the online environment offer that
creates learning opportunities beyond that of the
typical face-to-face classroom context?
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Hyperlink the Killer online feature?
the hyperlink, which is practicably without
counterpart in the physical world of traditional
academics. Within an internet document,
hyperlinks are used to bring multisourced
information into the primary text or to give the
reader a path to alternative media. In essence,
this eliminates the physical separation of
material messages that are logically connected.
In addition to text, hyperlinked messages may be
pictures, sound files, animations, or video
clips. External links can refer students to other
information-rich Internet sites, including
personal Web pages, specialized bibliographies,
and professional specialists
(Hamilton, S. Zimmerman, S., 2002,
p.270)
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Utilizing online capability

• Firstly, it is important to be aware of what
  unique capabilities are
• provided by online technologies. These are
  typically
• Anytime, anyplace access to online resources
• Hyperlinked multi-modal, dynamic content
• Global social networking
• Secondly, it is necessary to identify specific
  technologies and their
• potential learning enhancement capabilities
  (e.g., which e- tools can
• enhance specific aspects of learning, for what
  learners, how and in
• what contexts, etc?). In that an e-tool support
  any of the core
• principles, there are possible enhancement to
  aspects of the learning
• process.

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To O or not to O? that is the Question

• Will the online components enhance the quality of
  student learning (e.g., increase the potential
  learning effectiveness for a group of learners
  based on how the design positively impacts core
  principles and SHAPE)?
• What are the relative costs in resources (e.g.,
  money, time, etc) in using online components as
  compared to face-to-face teaching? We may be
  prepared to trade-off some effectiveness for
  significant gains in efficiency (e.g., in the
  case of motivated distance learners)

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Developing your Creative Teaching Competence

• Desire to teach creatively
• Understand the science and art of creative
  teaching
• Develop a wide range of Resources, be able to
  Reframe and create interesting Strategies (get
  into great SHAPE)
• Willingness to take some risks
• Do it Be the Best You Can (Total Pedagogy)
• A bit like a creative life

Dying is tragic, but dying without having
actually ever lived is the ultimate tragedy
Eric Fromm
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StoriesWe understand everything in human life
through storiesJean-Paul Sartre
What are the different ways in which stories can be used to promote effective learning? Introduce a topic/concept Illustrate key concepts and/or principles in real world contexts-enhance understanding Create emotional anchors for learning Model good attitudes and dispositions Build rapport
What is important in telling stories? Clear lively presentation Relevance to the topic Timing and emphasis of key learning point(s) in story Involve students Draw out relevance if necessary Sensitivities
Where can I get useful stories to make my lessons more interesting? Experience Colleagues, Newspapers Books Students, Internet Folk tales Industry journals/personnel TV/Videos
66
HumourHumour is by far the most significant
behaviour of the brainEdward De Bono
What are the different types of humour that can be used in the classroom? Jokes Riddles Anecdotes Cartoons Stories One-liners, Body Language Impersonations Funny objects
What are the different purposes for using humour in teaching? Get attention Change psychological state Icebreaker for new class Break up periods of teacher talk Illustrate a fact, concept or principle Build rapport
What must we consider carefully before using humour? Political correctness (ethnicity, gender, sexuality) Timing Presentation style
Where can I get resources of humour that will work for me? Experience Colleagues Internet Joke books Journals Newspapers TV videos Create Watch and learn from a comedian model jokes and style
67
ActivitiesLearning activities are the best and
most productive way to learnLambert and Coombs
What are the different types of activities? Specific learning tasks Quizzes Competitions Projects Visits Forums Simulations Cases Work experience Brain gym/puzzles Experiments Role play Songs
What is important in designing and managing activities? Relevant to learning outcomes Challenging but achievable Real life Meet logistic/support demands Clear notes of guidance for students Assessment opportunities Clear instructions Create atmosphere Maintaining interest and discipline Resources allocation and use Monitoring
Where do I get relevant activities that will be challenging but achievable for the students I teach? Produce Colleagues Resource centres, Internet Local community/industry Various media
68
Presentation StyleThe meaning of your
communication is the response that you get
Bandler Grinder
What are the various aspects of a persons presentation style that make it effective in creating and maintaining interest? Clarity and Pace of delivery Tone of voice Supporting body language Variety of style Eye contact with audience Movement
How can I develop a presentation style that is both effective and fits my personality? Prepare well Observe effective presenters Receive feedback from good presenters Watch videos of highly effective presenters Practice, evaluate and modify
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ExamplesA fine example nurtures learners,
enhancing their concentration and
effortWlodkowski
What makes an example a good example? Relevant to concept, principle, skill being taught Students can relate to it through their own experiences It has a strong real life current impact. These provide maximum opportunity for understanding
When is it most effective to use examples? Before or immediately following the teaching of a concept, principle procedure or skill When concepts are abstract or difficult to visualise
Where can I get good examples for the topics I teach? Resource centres, Books, Industry journals, Own experiences, Colleagues, Internet, Create yourself, Commercial packages