3. Creativity in Classroom.pdf
- 1. Creativity in Classroom (CiC) A JOURNEY FROM POTENTIAL TO PERFORMANCE!
- 2. The principle goal of education is to create men who are capable of doing new things, not simply of repeating what other generations have done—men who are creative, inventive, and discoverers. Jean Piaget
- 3. Research findings Some students have interesting ideas but are unable to express them because majority teachers do not plan and present such instructional strategies and techniques, which help students to think.
- 4. Creative Strategies and Techniques Help to promote creativity Result in an increase in student achievement Develop their love for learning
- 5. When students are being creative in the classroom they are likely to: Question and challenge Creative students are curious, question and challenge, and don’t necessarily follow the rules Make connections and see relationships Creative students think laterally and make associations between things that are not usually connected Envision what might be They imagine, see possibilities, ask ‘what if?’, picture alternatives, and look at things from different viewpoints
- 6. When students are being creative in the classroom they are likely to: Explore ideas and options Creative students play with ideas, try alternatives and fresh approaches, keep open minds and modify their ideas to achieve creative results Reflect critically on ideas, actions and outcomes They review progress, invite and use feedback, criticize constructively and make perceptive observations
- 7. Activity – Jigsaw Reading Group Work How can teachers develop their creativity in the classroom? page 15 – 18 Reading & Discussion Group Presentation
- 8. “The most powerful way to develop creativity in your students is to be a role model. Children develop creativity not when you tell them to, but when you show them.” Source: Robert J Sternberg, how to develop student creativity
- 9. To encourage creativity… A change is required in the way schools are run Teachers teach
- 10. References Amabile, TM (1988) A model of creativity and innovation in organizations, in Staw, BM and Cunnings, LL (eds) Research in organizational behaviour. Greenwich, CT: JAI. Barnes, J (2003) Teachers’ emotions, teachers’ creativity. Improving Schools, 6:1, 39–43. Beetlestone, F (1998) Creative children, imaginative teaching. Buckingham: Open University Press. Boden, M (2001) Creativity and knowledge, in Craft, A, Jeffrey, B and Liebling, M (eds) Creativity in education.
- 11. In Short! Teachers encourage creativity and help young children achieve their creative potential in following ways: Give students extended, unhurried time to explore and do their best work. Don’t interfere when students are productively engaged and motivated to complete tasks in which they are fully engaged. Create an inviting and exciting classroom environment. Provide students with space to leave unfinished work for later completion and quiet space for contemplation. Provide an abundant supply of interesting and useful materials/resources. Create a classroom climate where students feel mistakes are acceptable and risk taking is encouraged. Appropriate noise, mess and autonomy are accepted.
- 12. Creative Teaching •Teachers using imaginative approaches to make learning more interesting, engaging, exciting and effective Teaching creatively •Form of teaching that are intended to develop students own creative thinking and behaviour Teaching for creativity
- 13. Teaching with creativity and teaching for creativity Characteristics of good teaching High motivation High expectations Communication Active Listening Develop interest Engage and inspire
- 14. Creative teacher … Expertise in their particular fields Employ varied techniques to stimulate curiosity and raise self-esteem and confidence Recognize when encouragement is needed and confidence threatened Maintain a balance structured learning with opportunities for self-direction The management of groups while giving attention to individuals.
- 15. Teaching for creativity Is not an easy option, Enjoyable and deeply fulfilling Involve more time and planning to generate and develop ideas Set suitable strategies to evaluate whether ideas have worked Involve confidence to create varied opportunities for learning
- 16. Creative teachers Need confidence in their disciplines and in themselves We have many highly creative teachers in our schools We also have many schools where creative approaches to teaching and learning are encouraged But many schools and teachers do not have access to the necessary practical support and guidance in developing these approaches The schools need to provide professional support to the faculty during TDP weeks
- 17. School leaders encourage creativity Individual teachers can have a huge influence on encouraging students to be creative but for creativity to flourish it needs to be built into the whole school ethos. This is the domain of the principal and other school leaders.
- 18. Activity – Jigsaw Reading & Discussion Group Work 30 mins Prepare a detailed mind map of given topic Group (eight) – one step each group Group (nine) – In Short Group (ten) - Pedal to the metal (Where do you get the energy? - Characteristics of the creative adults) Reading, discussion, making mind map
- 19. Step one: Become a knowledgeable teacher Learning about teaching is easier than ever before as there are lots of books, training courses, free online courses and resources. Learning about other things is important too. Creative teachers bring more to class than just a knowledge of teaching. They are educated in other areas and can draw on their experiences and outside interests. Taking up an artistic hobby such as learning to draw, paint, or reading short stories. These are fun ways to develop creativity as well as enjoying these things for their own sake, a teacher can use them in his/her teaching to great effect. Using rhymes/poems is very motivating for learners and can help them process the language and improve pronunciation. Including stories and roleplay techniques and integrating them into the syllabus is another great way of allowing a hobby to enrich teaching.
- 20. Step two: Connect with other teachers Formal training helps to develop as a teacher and provides forum to connect with others in the field. Inspiration can come from the speakers and writers as well as it comes from teachers working around us. It's never been easier to find inspiring teachers to follow. Connect with teachers around you, discuss with them, listen to their success stories and ask for guidance/advice. Inspiration rubs off and creates in a teacher the desire to imitate these teachers in your daily teaching practices.
- 21. Step four: share your learning Teachers (like learners) pick things up from others as they go along but they have to make a commitment or a contribution. In TDP weeks/Study period, teachers have to present/lead a session after thorough research of the topic, so that he/she is confident about sharing knowledge with other peers. This can be a daunting but significant moment in the life of a teacher, and a great source of learning in process.
- 22. Step five: Remove the blocks to creative thinking Many people are confident about their creative potential and are always ready to move forward but many at various times feel that they cannot do it. In those moments, they feel that they lack the imagination, that they are not clever enough, young enough or talented enough, and so on. Teachers work on their self-esteem; be around supportive colleagues who share the same interests and goals and make them feel good about themselves.
- 23. Step six: Practise your creativity Just as athletes maintain their ability through continual training, our brains also benefit from regular exercise sch as crosswords, Sudoku or jigsaw puzzles. These similar 'brain-training' activities help to increase our concentration and boost creativity. Teachers often tell their students that practice makes perfect, but it's important that they apply this to themselves. Skilled people in all fields reach the highest levels through practice – they do not get there overnight. But practice takes discipline and patience. When practising anything, it's a good idea to set mind to the process rather than the goal. In other words, taking satisfaction in what one is doing in the present moment rather than worry too much about what one has yet to achieve.
- 24. Step seven: Start experimenting and reflecting on your teaching Sticking to the same ideas and techniques without trying something new. This approach is bound to demotivate students at some point too. Try out new ideas or adapt old ones, but remember to stop, think and evaluate the experience when done. Learning from successes and mistakes and trying to make this a regular part of teaching is crucial for creative teaching. Learners respond positively to teachers who don’t follow the same old steps in the same old way day in and day out. As much as learners like teachers who are patient, tolerant and able to explain things well, they appreciate teachers whose lessons have surprises and elements of fun.
- 25. Step eight: Make creativity a daily goal Being creative can help solve problems. This is useful to teachers because problem-solving is what teachers do every moment of their working day, from deciding on teaching materials, procedures and grades, to adapting an activity that learners are not responding to and helping individuals who are not progressing as they should. To keep developing these skills, teachers need to make creativity part of their daily routine rather than an occasional activity. Looking at everything a teacher does with a critical eye and considering how his/her lessons could be made more motivating, productive and interesting for their learners, is being creative every day.
- 26. Above all, a teacher must give time to her/himself and shouldn't judge themselves harshly. Developing one’s creative thinking abilities, just like developing any other cognitive ability or skill, is not a straight and smooth progression but requires patience, dedication, and a passion for excellence.
- 27. In Short! Teachers encourage creativity and help young children achieve their creative potential in following ways: Give students extended, unhurried time to explore and do their best work. Don’t interfere when students are productively engaged and motivated to complete tasks in which they are fully engaged. Create an inviting and exciting classroom environment. Provide students with space to leave unfinished work for later completion and quiet space for contemplation. Provide an abundant supply of interesting and useful materials/resources. Create a classroom climate where students feel mistakes are acceptable and risk taking is encouraged. Appropriate noise, mess and autonomy are accepted. Source: “The lion comes out of the stone: Helping young children achieve their creative potential” Dimensions of Early Childhood
- 28. Pedal to the Metal Where do you get the energy? CHARACTERISTICS OF THE CREATIVE ADULTS Fluency - The ability to think of many ideas; possible solutions to a problem. Flexibility - The ability to go beyond tradition, habits, and the obvious. To turn ideas and materials to new, different and unusual uses. Originality - divergent rather than convergent thinking, going beyond commonly accepted ideas to unusual forms, ideas, approaches, solutions. Elaboration - the ability to work out the details of an idea or solution. Breadth of interest - wide range of interests with much more concern for the “big ideas.” Sensitivity - the ability to sense problems, to see deficiencies and needs in life, the challenge to find solutions and fill these needs. Sensitivity to our own inner life and feelings, thoughts and feelings of others. Curiosity - openness to new ideas and experiences; the capacity to be puzzled; actively experimenting with ideas and the pleasure in seeking and discovering ideas.
- 29. Pedal to the Metal Where do you get the energy? CHARACTERISTICS OF THE CREATIVE ADULTS Independence - thinking through our own self-reliance and forcefulness. Reflection - the ability to consider and reconsider, to evaluate our ideas as well as the ideas of others; to take time to achieve understanding and insight, to look ahead and plan, to visualize the complete picture. Action - the ability to put ideas in action: to begin, help, shape, with high energy and enthusiasm these ideas. Concentration and persistence - the ability to work hard, consistently, and persistently with extraordinary concentration. Commitment - deep caring and involvement, intense commitment. Sense of humor - the ability to see and express the humor in the contradictions and ambiguities of life. To maintain balance without losing commitment.
- 30. Thank You