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The Creative & Effective Curriculum. Escalate Milton Keynes April 2008. Sally Elton-Chalcraft & Dennis Howlett. Programme. The Creative Curriculum. Driving Force. A. B. C. Workshops. The Driving Force. Future Shock !. - PowerPoint PPT Presentation
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TheTheCreative & EffectiveCreative & Effective
CurriculumCurriculum
EscalateEscalate
Milton KeynesMilton Keynes
April 2008April 2008
Sally Elton-Chalcraft & Dennis Howlett
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TheThe
Creative CurriculumCreative Curriculum
Course DesignCourse Design
ContentContent
DeliveryDelivery
AssessmentAssessment
CollegeCollege
SchoolSchool
Programme
Driving ForceDriving Force
WorkshopsWorkshops
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FutureFuture Shock !Shock !
“ We need new approaches because the challenges we all face are unprecedented.”
“In a rapidly changing society, the ability to think and to think in new ways is more desirable than fixed knowledge as we enter an unknown future.”
“It is essential to create the climate and develop the skills for fostering creativity in order to educate a generation who can visualise new solutions to the
problems of tomorrow.”
The Driving The Driving ForceForce
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The The ChallengeChallenge
Develop a module that would address the Theory and Practice of Creative Teaching and thus prepare our student teachers for their future role as ‘creative’ practitioners.
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PartnershPartnershipipPartnershPartnershipip
UOCUOC
SchoolsSchools
TraineesTraineesQCAQCA
CreativePartnerships
CreativePartnerships
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TheTheCreative & EffectiveCreative & Effective
CurriculumCurriculum
TheTheCreative & EffectiveCreative & Effective
CurriculumCurriculum
The The
StrandsStrands
CreativeThinking
CreativeTeaching
CreativeIntegration
CourseCourseDesignDesign
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All for One, and One for All for One, and One for All !All !
1. Developing Creative Thinking Nurtures self esteem, motivation and
achievement and is a preparation for innovative problem solving and life long learning
2. Developing Creative Teaching Teaches and exemplifies Creative Thinking and
encourages enjoyment in teaching and learning
3. Developing Creative Integration Represents a ‘Natural’ approach, from the
viewpoint of the child, as well as an opportunity to develop and apply knowledge and skills
JustificationJustification
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Creative Thinking Creative Thinking
CreativeThinking
WWhyhy WhatWhat HowHow
“Children come to school as question marks, and leave as full stops.”
StrandStrand11
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Rights & Rights & NeedsNeeds
Right to develop all their potential.
Left Brain & Right Brain (HMDI) Critical & Creative Learning Styles (VAK) Multiple Intelligences ( H.G.) ECM , E.OPS., Inclusivity, Ex.& Enj.
Strand 1.Why
“Critical Thinking is a great servant and Creative Thinking a great gift, we have rewarded the
servant and ignored the gift.” A.E.
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The 3 Radar The 3 Radar StationsStations
One radar station gives us an idea of the ‘position’, but a second and third help us home in on its exact location, location, location.
Our 3 tracking stations are:
1. The characteristics of Creative Thinking
2. The characteristics of Creative Thinkers
3. The Process of Creative Thinking
WhatWhat
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Creative Thinking Creative Thinking TechniquesTechniques
Year Technique
0-1 Randomising
1 Odd man Out
2 Problem reversal
3 Brainstorming
4 6 Hats Thinking
5 Mind mapping
6 C.R.E.A.T.E
Strand 1How
Understanding:
UsesAdvantages/Disadvantages
ProcessResources
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Creative Creative ProcessProcess
1. DefinitionClarifying the aim, purpose, goal and criteria
2. IdeationDivergent process of generating ideas
3. Idea SelectionConvergent process of classifying, selecting
4. ImplementationPutting idea into practice
5. EvaluationDid it work
Strand1How
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CreativeTeachingCreativeTeaching
WhyWhy WhatWhat HowHow
Children's FulfilmentChildren's Fulfilment
TeacherFulfilmentTeacher
FulfilmentOpennessOpenness Creative
opportunitiesCreative
opportunities EnvironmentEnvironment CreativeQuestioning
CreativeQuestioning
Strand2
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Creative Creative TeachingTeaching
Mutual benefit society
Being a Creative Teacher (the one you always wanted to be), is of benefit to you and to the children, and to the school and to society and to the world and….
Motivation Development Interesting, Exciting, Fulfilling Role model Developing the next generation of Creative Thinkers Enjoyment.
Strand 2Why
“ Creative children need Creative teachers.” R.F.
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More or LessMore or Less “Please miss, could I have some more?”
•Teacher talk
•Passivity
•‘Group’ work
•Closed Q.
•Told
•Giving the answer
•Copying
•Focusing down
•Discussion
•Interaction
•Team work
•Open Q.
•Finding out
•Speculating
•Inventing
•Spreading out
Less More
”Defensive, passive
teaching with low demand
and controlled outcomes is a
block to Creativity.”
R.F.
Strand 2What
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On being, a Role On being, a Role ModelModel
“ Children learn by what they see and experience.” R.F.
“A Creative approach to life and a Creative frame of mind are bound to affect how we think and act and in turn how the children think and act.”
“Above all this will light the fire that inspires the desire to learn.”
Strand 2How
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Creative Questioning Creative Questioning e.g.e.g.
A. Change What would be better if it were smaller? What would be more fun , if faster?
B. Multiple answers List all………that could be used for….. When is ice bad, good ?
C. What would happen if….? All the cars were gone? There was no more green?
D. How many ways could you….? Use a shell, on a desert island? Use some string on a desert island ?
E. Originality. Invent a way to…. Without….
Strand2How
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Layout - As Spaceship
Light - Subdued
Sound - Ethereal
Display - Posters
Props. - Space junk
A/Visual - IWB, PC
Character - Capn. Kirk
Method - ‘In Role’
“ To boldly go.”
Strand 2How
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Creative Creative IntegrationIntegration
CreativeCreativeIntegrationIntegration
WhyWhy WhatWhat HowHow
Strand3
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A Curriculum for ExcellenceA Curriculum for Excellence 20062006
“ The curriculum is more than areas and subjects: it is the totality of experiences.”
The Curriculum should include:
A. Curriculum SubjectsB. Interdisciplinary projects.
“The curriculum needs to include space for learning beyond subject boundaries, - so that learners can make connections between different areas of learning.”
Strand 3Why
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Why,Why,Why,Why WhyWhy ??
Educational
Learning THEORY
Societal ForcesNeurological Research
Children’s Perspective
Strand 3Why
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Traditional versus Integrated
Emphasises teaching Emphasise subjects Isolated knowledge and
skills Teacher as transmitter Individual activity Teacher directed Decontextualised Right answer Literacy is separate Teach to test
Emphasis on learning Emphasis on whole Integrated knowledge Teacher as facilitator Constructivist learning Learning as social activity Learning how to learn Communication across
the curriculum Emphasis on meaning Test the teaching
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DeliverDeliveryy
Lecture
Seminar/Workshop
Theory
Practice
Personal awareness and development
Theory into Practice
CourseDelivery
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C & E - PlacementPlacementC & E - PlacementPlacement
Theory into Practice
Reflection & Evaluation
Planning & Preparation
Participation
Planning
Engagement in all 3 Strands
Gathering data
Group Presentation
Individual Analysis
Practice
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AssessmenAssessmentt
1.1. Group ‘Poster’ PresentationGroup ‘Poster’ Presentation Planning & Practice of 3 StrandsPlanning & Practice of 3 Strands Peer TeachingPeer Teaching Celebration of PlacementCelebration of Placement
2.2. Individual Analysis & ReflectionIndividual Analysis & Reflection Research & AnalysisResearch & Analysis Critical ReflectionCritical Reflection
The Creative & Effective CurriculumThe Creative & Effective Curriculum
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A A C r C r Look Look
A Choice of 3A Choice of 3
Embedding CreativityEmbedding Creativity
Extending the Hand of PartnershipExtending the Hand of Partnership
Workshops
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Ye
Island of Creativity
ConfederationConfederation
ofof
Creative IslandsCreative Islands
Embedding Creativity
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RandomisatiRandomisationon
How What When Where
Explicit Creative Thinking
Continuous Module
Implicit Creative Teaching
Intensive Subjects
Exemplify Creative Integration
Wrapped Ed.Studies
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Exploring the Exploring the PossibilitiesPossibilities
1. Generate Possibilities Pick a card from each column Make a Statement Repeat 6 times Temporarily Suspend judgement !
2. Assign points ( individually)
3. Rank Order ( as a Group)
4. Discuss your Top Three (Pros and Cons)
5. Display ( ‘Olympic Podium’)
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RandomisatiRandomisationon
How What When WhereExplicit Creative
ThinkingContinuous Module
Implicit Creative Teaching
Intensive Subjects
Exemplify Creative Integration
Wrapped Ed.Studies
1. Subjects utilise examples of C.Thinking Techniques throughout the programme.
e.g.
example
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Ranking the Ranking the Possible.Possible.
Statement No.
Statement Ind. Ranking
Group Ranking
Recommended
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Extending the hand of Extending the hand of PartnershipPartnership
Creative
PartnershipProfessionals
SchoolsCollege