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Teaching Creativity and Teaching for Creativity

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This material is collected, paraphrased, and prepared by George Maria BU-Library, June 2014, Professional Development What is Creativity? The Definition of Creativity ... – PowerPoint PPT presentation

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Title: Teaching Creativity and Teaching for Creativity


1

This material is collected, paraphrased, and
prepared by George Maria BU-Library, June 2014,
Professional Development
2
What is Creativity?
  • The Definition of Creativity
  • The application of knowledge and skills in new
    ways, to achieve values outcomes (National
    College for School Leadership ,NCSL)
  • Imaginative activity fashioned so as to
    produce outcomes that are both original and of
    value, (National Association of Advisors for
    Computers in Education ,NAACE)

(Padget, Steve 2012. Creativity and Critical
Thinking for teachers in training, excerpts from
http//www.steveslearning.com/Korean20Resources/C
reativity20and20Critical20Thinking20for20Teac
hers20in20Training.pdf )
3
Features of Creativity
(Padget, Steve 2012. Creativity and Critical
Thinking for teachers in training, excerpts from
http//www.steveslearning.com/Korean20Resources/C
reativity20and20Critical20Thinking20for20Teac
hers20in20Training.pdf )
4
Creative Teaching
  • Two ways to define creative teaching
  • 1. Teaching creatively
  • 2. Teaching for creativity

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

(Jeffrey, Bob and Craft, Anna (2004). Teaching
creatively and teaching for creativity
distinctions and relationships. Educational
Studies, excerpts from http//oro.open.ac.uk/425
/2/CT-TFC-Final-Ed_Studies.pdf )
6
Encouraging
  • The importance of being able
    to encourage creativity in
    learners is by allowing them to feel comfortable
    in taking chances and in seeing new
    possibilities.
  • Having a positive self-image as a creative person
    can be essential to developing creative action.

7
Identifying
  • Creative achievement is often driven by a
    persons love of a particular instrument, for the
    excitement of a style of work that catches the
    imagination.
  • Teachers should be looking for creative,
    imaginative and stimulating possibilities in the
    planning and the structuring of learning.

8
Fostering
Creativity generates creativity. Just as this
should be modeled by the teacher it should also
be understood by the learners that they can learn
from each other. This can only be done by
considering actively the class arrangements -
groupings, physical layout, the management of
learning and this implies a clear understanding
of why the particular arrangements have been
chosen.
9
  • Creativity itself is a mode
  • of learning.
  • It is can be distinguished in the combination of
    three features

(Creative Learning, excerpts from
http//www.lancsngfl.ac.uk/creativelearning/downlo
ad/file/Creative20Learning.doc )
10
Creativity features
  • A. Creativity 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.

Combination
11
Creativity features
  • B. Creativity 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.

Combination
12
Creativity features
  • 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. 

Combination
13
Tips for building creative learning
14
  • Find easy ways that will lead to creative
    learning.
  • 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.
  • Focus on one area at a time, and use this to
    raise awareness and encourage others.

Start simply, build progressively
15
Critical Thinking and Self Awareness
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.
16
Highlighting Self-awareness
  • Perceptions Assumptions Prejudices
    Values Breaking Habits A New Point of View
    Evaluation

17
Teaching for creativity aims at encouraging
  • Autonomy on both sides a feeling of ownership
    and control over the ideas that are being offered
    (Woods 19953)
  • Authenticity in initiatives and responses,
    deciding for oneself on the basis of ones own
    judgment
  • Openness to new and unusual ideas, and to a
    variety of methods and approaches
  • Respect for each other and for the ideas that
    emerge
  • Fulfillment from each a feeling of anticipation,
    satisfaction, involvement and enjoyment of the
    creative relationship.

(Creative Learning, excerpts from
http//www.lancsngfl.ac.uk/creativelearning/downlo
ad/file/Creative20Learning.doc )
18
Broader implications for Creative Teaching
  •   Set open-ended challenges  Make thinking
    important  Make thinking explicit  Ask rich
    questions  Enable collaborative learning 
    Promote self-management   Make connections
    across contexts

19
Conclusion
  • What it takes to be a creative teacher is what it
    takes to be a creative artist.
  • Creativity and ability are needed to express
    yourself and your emotions.
  • Some teachers can't express their knowledge or
    create the desire in their students to learn.

20
  • Reference
  • http//www.britishcouncil.org
  • http//oro.open.ac.uk/425/2/CT-TFC-Final-Ed_Studie
    s.pdf
  • http//www.steveslearning.com/Korean20Resources/C
    reativity20and20Critical20Thinking20for20Teac
    hers20in20Training.pdf
  • http//noteandpoint.com/documents/pdf/CreativityJe
    remyFuksa.pdf
  • http//www.enquiringminds.org.uk
  • Creative Learning http//www.lancsngfl.ac.uk/

21
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