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Creative classroomfor lend
- 1. Creating a Creative Classroom Culture Helen Legge Teacher, Trainer and Coordinator British Council Milan
- 2. Today’s Aims: •Creative myths •Creative dialogue •Creative tasks •Creative chaos!
- 3. Myths about creativity Ken Robinson 1.Only special people are creative Everyone has creative capacities • 2. Creativity is just about the arts Creativity can be in everything we do • 3. Creativity is all about uninhibited "self-expression” Creativity can require great discipline and many different skills. •
- 4. Why creativity? • “When students are motivated to learn, they naturally acquire the skills they need to get the work done.” • Ken Robinson
- 5. Reggio Emilia Approach Children's work shows analysis, synthesis, and evaluation. Benjamin Bloom's Taxonomy of Educational Objectives.
- 7. How can I bring creativity into my classroom? •Through careful task planning •Through careful dialogue
- 8. Student – Teacher Dialogue •A) 8.30 A.M. •Student: I’m too tired to concentrate! •Teacher: You can’t be tired! It’s the first hour of the day! •B) 11.15 A.M. •Student: I don’t know what to write. •Teacher: Of course you do! I’ve just spent the last hour talking about it! •Mmmm. It can be difficult to concentrate when you are tired. •It sounds like you are having trouble finding ideas.
- 9. •This is boring! •I hate colouring in! •He said I was bad. •She took my pencil. •I see. You just don’t find it interesting. •It can be a pain to colour in if you don’t like it. •It’s not nice to be called names. •It can be a problem when we don’t have the things we need.
- 10. Dialogue 2 - Questioning • Socratic Questioning technique - open-ended - thought-provoking - clear
- 11. Socratic Questioning • In reaction to an unusual object: • What do you think this is used for? • Are the materials the best ones for the object? • What would you do with this object at... a party? • In reaction to a painting: • What is your impression of this painting? • How does the painter use colour? • If you could be in this painting, where would you • want to be? Adapted from www.Paideia.org
- 12. Teacher = a model of creativity Use thought-provoking responses and prompts I was wondering what would happen if... I’m not sure about that, I can’t understand why they ... but maybe … Let’s decide together... •Divergent thinking Vs Convergent thinking
- 13. Creative Tasks: Open ended: – not just one, correct answer (all responses valued!) Alternative: - Look at something from a different perspective (divergent) Use higher-order thinking skills: - Build it. Evaluate it. - collaborate on it
- 14. Reading •Read ... •and think of 3 questions •and invent a new ending •and write a note to... •and draw a picture of... •and make story cards •and imagine how ... •and make a graph to show... •and say what you agree with.
- 16. Writing •If you were X in the story what would you do...? •Write a note to ... •Rate the information. •Find 3 things to change. •Make a list of ... •Find a solution to the problem... •Compare X with Y.
- 17. Listening •Listen •and finish the sentence/story. •and say why something happened. •and say how you would change it. •and think of 3 questions to ask X. •and summarise in 10 words. •and teach your friend something new.
- 18. Speaking •Say why/how you… •Solve a problem. •Say why X is ... •Compare and contrast images or ideas •Explain X to your partner
- 19. How are they different? (compare & contrast) You have a banana, you really want an orange. Your friend had an orange. What can you say to get the orange? (solve a problem) Remember: there aren’t any ‘right’ or ‘wrong’ answers!
- 20. Reflection ‘Fail forward’. Mistakes are part of learning When failure is framed by reflection and iteration and less by penalty and closure, we are more likely to loosen up in our efforts and be less afraid to make mistakes. Stacey Goodman, Edutopia
- 21. Exit tickets: Choose one or two What did you enjoy today? What could you do better? What are your next steps to improve? How did you help the class today?
- 23. Can you teach someone what we learnt in class today?
- 24. A summary Creativity = Motivation = Better opportunities for learning. A creative classroom has: - appropriate dialogue to establish trust and value contributions. - appropriate tasks to allow students to practice higher order thinking skills
- 25. Over to you! Work in groups. Take ONE skill – reading, writing, listening or speaking Plan a part of a lesson (a series of tasks), which explores the creative points I’ve mentioned and any others you may know of. Feedback.
- 26. All links to references and resources •www.edutopia.com •www.teachingwithamountainview.com •www.guardian.co.uk •www.pinterest.com •http://www.reggiochildren.it/ •www.paideia.org http://padlet.com/TeacherHL/hu113kr13vdq If there are problems viewing the content, click on ‘source’ in bottom right of screen Online sources:
- 27. • References • Black, Susan ‘The Creative Classroom’ National School Boards Association Available from http://sparkaction.org/node/25303 Accessed February 2015. • Faber, Adele How to Talk So Kids Can Learn At Home & in School (PDF). Available from http://knowinggarden.org/wp- content/uploads/2011/01/how-to-talk-so-kids-can-learn.pdf Accessed December 2014 • Ofstead Learning 2010: Creative approaches that raise standards (PDF). Available from http://www.creativitycultureeducation.org/wp-content/uploads/learning-creative-approaches-that-raise-standards-250.pdf Accessed January 2015 • Panagiotis Kampylis and Eleni Berki (2014). Nurturing Creative Thinking (PDF), UNESCO International academy of Education. Available from http://unesdoc.unesco.org/images/0022/002276/227680e.pdf • Riche, Trisha (2011), ‘22 Simple Ideas for Harnessing Creativity in the Elementary Classroom’. Available from http://www.edutopia.org/blog/creativity-in-classroom-trisha-riche Accessed January 2015. • Robinson, Ken (2013), To encourage creativity, Mr Gove, you must first understand what it is, Available from http://www.theguardian.com/commentisfree/2013/may/17/to-encourage-creativity-mr-gove-understand Accessed January 2015 • •
Notes de l'éditeur
- Skills and concepts are part of doing creative work. Creativity is about creating a desire to discover knowledge
- Don’t underestimate kids. Even in pre-school they can achieve higher order thinking skills.
- Pause after Student’s piece. Ts predict. Reveal alternative. Say what effect it has. Why creative? Establishes a sense of trust. An environment of valued feelings and opinions (or at least, not denied or ignored!) = risks can be taken. What’s the difference? How do you feel? How would your students feel?
- Refer to link. Get Ts to change them to more Primary-appropriate Qs?
- Ask, pause (speak into in your hand), value responses.
- DIVERGENT THINK OUTSIDE THE BOX. Convergent need to follow rules
- Responses valued
- skills
- Bill’s got a banana, but he really wants an orange. Sally’s got an orange and she really likes oranges. She likes bananas too, but not as much as oranges. How can Bill convince her to swap?
- As these Qs appear, think about a recent lesson and how your students might have answered. What value is there for you as a teacher? What value is there for the students?
- Ask Ts to think back on a recent lesson you taught. How many of these aspects were present in your lesson? How creative was it? Rate it from 1 (not creative) to 5 (very creative) and tell the person next to you why.