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The extent to which teachers enhance creativity within the History classroom through the choice of teaching methods.

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Title: The extent to which teachers enhance creativity within the History classroom through the choice of teaching methods.


1
The extent to which teachers enhance creativity
within the History classroom through the choice
of teaching methods.
  • For presentation at the 14th Annual SASHT
    Conference, Crawford College, Sandton, Gauteng,
    25-26th September 2009.

Presented by Mr. BJ Bunt. Permission kindly
granted by General Smuts High School,
Vereeniging (In support of a B. Ed Hons. Research
project at North West University Vaal Campus)
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History is a kind of introduction to more
interesting people than we can possibly meet in
our restricted lives LET US NOT NEGLECT THE
OPPORTUNITY.  Dexter Perkins
6
Outline of presentation
  • Introduction
  • Objectives of research
  • Literature review
  • Research design
  • Data analysis and interpretation
  • Conclusions and recommendations

7
Introduction
  • History as a subject has come under heavy
    scrutiny, considering its value for learners who
    choose the subject.
  • History is widely being considered as useless, by
    teachers and learners alike.
  • Even those learners who choose the subject
    consider the teaching of History as dull and
    boring (Jackson, 20058).

8
  • It is the researchers opinion that it is only
    made this way by traditionalist teaching methods
    and ideologies.
  • Memorization and rote learning of dates and
    events allow very little room for creativity
    during teaching.
  • The researcher carefully assumes that it is not
    only subject knowledge which is important, but
    also the way this knowledge is transferred.
  • This process of knowledge transference in History
    should focus on enhancing creative abilities.

9
Objectives of research
  • The overall aim of the study is to determine the
    extent to which teachers enhance creativity in
    the History classroom.
  • Flowing from the research aim, the following
    objectives are identified
  • Determining what creativity in the History
    classroom entails by means of a literature study
    and by determining teacher perceptions through an
    empirical study
  • Analyzing the teaching methods that are best
    suited to nurture creativity in the History
    classroom by means of a literature study
  • Establishing the extent to which creativity is
    currently nurtured in the History classroom
    through the choice of teaching methods, by means
    of an empirical study.

10
Literature review
  • Creativity
  • Creativity should not be confused with talent.
  • Everyone therefore has the potential to be
    creative.
  • The key component to stimulate creativity is
    motivation or the inner spark as mentioned by
    Amabile (199614).
  • There is however a misconception that
    creativity is just the process of creating
    something new (Pink, 200523).

11
  • Creativity key concepts
  • Innovation - This could be seen as the
    implementation of new ideas to create something
    of value. An innovation could be seen as a
    revolutionary idea being launched on the market
    for the first time (Craft, 200520).
  • Novelty - is another element of creativity, which
    is the quality of being new. It also refers to
    something novel, that which is striking, original
    or unusual.
  • Originality - is the aspect of created or
    invented works by as being new or novel, and thus
    can be distinguished from reproductions, clones,
    forgeries, or derivative works. An original work
    is one not received from others nor one copied
    based on the work of others.
  • Imagination - is the sense of imagining, or of
    creating mental images or concepts of what is not
    actually present to the senses, and the process
    of forming such images or concepts.
  • It helps provide meaning to experience and
    understanding to knowledge and it is an essential
    facility through which people make sense of the
    world. It also plays a key role in the learning
    process (Egan, 199231).

12
Teaching methods
  • Direct Instruction
  • According to Tuovinen and Sweller (1999), direct
    instruction is a teacher-centered method.
  • When used appropriately, direct instruction
    enables the teacher to communicate complex
    knowledge and information at the learners' level.
  • Direct instruction also allows the teacher to
    present information that is not readily available
    to the learners from other sources or by other
    means.

13
  • Indirect Instruction
  • According to Borich (1988), indirect instruction
    is a learner-centered teaching method.
  • It promotes learner involvement in the learning
    process and in doing so, fosters true learning
    for understanding.
  • Indirect instruction enhances creativity and
    helps to develop problem-solving skills.
  • Its resource-based nature brings depth and
    breadth to the learning experience (Borich, 1988).

14
  • Independent Study
  • Independent study is an important instructional
    method because it is designed to foster
    self-sufficiency and the acquisition of lifelong
    learning skills.
  • Learners involved in independent learning are
    often highly motivated by the opportunity to
    explore topics that are of interest to them.
  • Learners can capitalize on their strengths while
    improving areas of weakness.
  • Independent study is especially valuable in a
    classroom where learners' knowledge, skills, and
    abilities vary widely (Borich, 1988).

15
  • Interactive Instruction
  • According to Sessoms (2008), interactive
    instruction provides opportunities for learners
    to interact with peers, experts, and their
    teachers in such a manner as to improve their
    social skills as well as their abilities to
    assess information and structure an effective
    response to the information.
  • The interaction is often highly motivating for
    learners.
  • The opportunity to interact with others broadens
    the educational experience of the learners and
    takes them beyond the limitations of the
    traditional classroom and the knowledge, skills,
    and abilities of the individual teacher.

16
  • Experiential Learning
  • According to Itin (1999), experiential learning
    is constructivist learning, where learners are
    active learners, constructing their own
    knowledge, rather than observing the
    demonstrative behavior of a teacher.
  • Because experiential learning is active learning,
    learners more readily understand what they are
    learning and thus retain the knowledge to a
    greater degree than when merely having
    information presented to them by another.
  • The hands-on nature of experiential learning is
    highly motivating for learners.

17
Research design
  • Research method
  • A qualitative method will be adopted within the
    research. Qualitative research is more
    descriptive and does not require statistics to
    reach a hypothetical conclusion. (Leedy,
    2005).This type of research deals with
    experiences of participants on a more personal
    level.
  • Research design
  • The research will be phenomenological in design.
    This is due to the qualitative nature of the
    study, and due to certain phenomena which are
    occurring will be investigated, such as
    creativity and teaching methods. The study will
    attempt to explain these phenomena and their
    interrelation within the classroom (Cohen, Manion
    Morrison, 200743).

18
  • Population and sample
  • The population for this study will comprise all
    learners at school level with History as a
    subject. Due to time and logistical constraints,
    the study population will comprise all learners
    in Grade 10 and 11 History classes at General
    Smuts High School. One teacher per grade will be
    randomly sampled. The sample from the classes
    will be four learners, two per grade, chosen at
    random.
  • Data collection instruments
  • The instrument best suited for the research would
    be an interview. The reason for choosing this
    instrument is to ask those who have been sampled
    more specific questions and not to generalize. It
    is to get personal experience answers from the
    sample. The interview will thus consist of open
    and closed-ended questions. (Babby Mouton,
    200130).

19
Data analysis and interpretation
  • Learner responses
  • Question 1 Do you enjoy History as a subject at
    school?
  • From the responses it appears as if the learners
    enjoy History as a subject (cf. 1). This appears
    not to be in line with the argument of Gorn
    (20061), who indicated that History is now being
    viewed as a dull and boring subject (cf.2.1).
  • Question 2 Are you as a learner actively
    involved during teaching?
  • The responses from the 4 learners indicate that
    involvement during the teaching of History is
    indeed taking place (cf.2). All of these
    responses support the idea that active learning
    is important for nurturing creative thinking
    (Nickerson, 199954).
  • Question 3 What teaching methods does your
    teacher use when teaching History?
  • All of the responses from the learners clearly
    indicate a tendency of reliance on direct
    instruction in the History classroom, and to a
    lesser extent indirect instruction (cf.3). This
    is in agreement with Jackson (2005) who states
    that History teachers seem to only make use of
    direct instruction and do not use other methods,
    which leads to dull History lessons.

20
  • Question 4 Does your teacher make use of the
    following methods when teaching History? Debates,
    role-plays, field trips, cooperative learning
    groups, discussion and interviews.
  • From the learner responses, it is clearly evident
    that the teachers make use of mostly Direct
    Instruction. None of the teachers, according to
    the learners, make use of role-plays or field
    trips, which are more interactive and
    experiential approaches (cf.4). This is in line
    with Jackson (2005 ) who states that teachers do
    not promote creative thought in classrooms due to
    lack of diversity when it comes to teaching
    methods.
  • Teacher responses
  • Question 1 Explain in your own words what
    creativity in the History classroom entails.
  • From the responses of the two teachers, it is
    evident that there is some understanding of what
    creativity in the History classroom entails
    (cf.5). Both teachers referred to original
    thinking, which also relates to innovative
    thinking, which according to Craft (200520) is
    essential for creativity in the History
    classroom.

21
  • Question 2 Do you think it is possible to
    nurture creativity among learners during the
    teaching
  • of History?
  • Both teachers responses were positive to this
    question as both said that it is indeed possible
    to nurture creativity among learners in the
    History classroom (cf.6). Both teachers stated
    that time and discipline were essentials to
    nurture creativity.
  • Question 3 What teaching methods do you use when
    teaching History?
  • The responses from the teachers were mixed for
    this question. Participant 5 was more specific by
    stating that Direct Instruction is used in the
    classroom as well as story telling. Participant 6
    generally commented that all possible teaching
    methods are used, not being entirely specific
    (cf.7). Tuovinen and Sweller (1999) state that
    Direct Instruction is an essential method for
    teaching any subject, but that it should not be
    the only method being used.

22
  • Question 4 Do you have an understanding of the
    following teaching methods? Direct
  • Instruction, Indirect Instruction, Interactive
    Instruction, Independent Study, Experiential
  • Learning.
  • Once again, the responses varied amongst the
    teachers. Participant 5 had a clear understanding
    of all methods, but with Participant 6, confusion
    was evident between Indirect and Interactive
    Instruction (cf. 8).
  • Question 5 Do you make use of the following
    teaching methods while teaching History?
  • Debating, role-plays, field trips, discussion,
    interviews.
  • All the responses from the teachers indicated
    that they all make use of the above mentioned
    strategies, but to varying degrees. This is
    important, as not all the strategies can be used
    all the time. The balance should be there that
    these methods are at least used instead of not at
    all (cf.9). Jackson (2005) has stated that in
    order to effectively nurture creativity in the
    classroom, a balanced strategy is the best
    option.

23
Conclusions and recommendations
  • Conclusions
  • It can be concluded that creativity is not being
    nurtured, as has been identified in the data
    analysis.
  • The teachers have cited many reasons as to why
    other methods could not be used, including time
    constraints, class sizes and discipline problems.
  • Therefore the teachers in question make sole use
    of Direct Instruction when teaching History,
    which is not conducive to stimulating creative
    thinking among the learners.
  • Recommendations
  • It is recommended that teachers should be made
    aware of the significance of utilizing several
    methods when teaching History.
  • This could be done at a workshop or even at
    cluster meetings.
  • Experienced and creative History teachers should
    assist others by perhaps formulating creative
    lesson plans and assessments and distribute these
    to their fellow teachers.

24
Acknowledgements
  • Thanks to all the teachers and learners from
    General Smuts High School who participated in
    this research.
  • Thanks to the North-West University, in
    particular Prof. M. Grosser for assisting with
    the structure of the research

25
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