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The Creative _ Effective Curriculum - ESCalate

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The Creative _ Effective Curriculum - ESCalate Powered By Docstoc
					            The
    Creative & Effective
         Curriculum
                              Escalate

                            Milton Keynes

                             April 2008


         Sally Elton-Chalcraft & Dennis Howlett




1
Programme


                                The

                      Creative Curriculum

            Driving Force

            Course Design

                             Content

                             Delivery

                                         College

                                         School

                            Assessment

 2           Workshops
The Driving Force


                           Future 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.”


3
The Challenge




           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.


4
                   Partnership

                       UOC


      Creative
    Partnerships                 Schools




             QCA             Trainees



5
Course
Design
                            The
                    Creative & Effective
                         Curriculum


                         The

                       Strands




         Creative       Creative            Creative
         Thinking       Teaching           Integration


 6
Justification




                All for One, and One for 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
  7
Strand
  1                                    Creative Thinking

         “Children come to school as question marks, and leave as full stops.”




8
Strand 1.
  Why




                             Rights & Needs

                 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.

            “Critical Thinking is a great servant and Creative Thinking a
             great gift, we have rewarded the servant and ignored the
                                   gift.”      A.E.
  9
What



                 The 3 Radar Stations

            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
10
Strand 1
  How



               Creative Thinking Techniques



                                      Year   Technique
                                      0-1    Randomising
                Understanding:
                                       1     Odd man Out
                     Uses                    Problem reversal
           Advantages/Disadvantages    2
                   Process             3     Brainstorming
                  Resources
                                       4     6 Hats Thinking
                                       5     Mind mapping
                                       6     C.R.E.A.T.E
 11
Strand1
  How



                  Creative Process

                           1. Definition
          Clarifying the aim, purpose, goal and criteria
                            2. Ideation
             Divergent process of generating ideas
                        3. Idea Selection
          Convergent process of classifying, selecting
                       4. Implementation
                     Putting idea into practice
                           5. Evaluation
                             Did it work
 12
Strand
  2




                                        Creative
                                        Teaching




               Why                      What                         How

         Children's    Teacher                  Creative                     Creative
                                   Openness                   Environment
         Fulfilment   Fulfilment              opportunities                 Questioning
13
Strand 2
  Why



               Creative Teaching
              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.


                “ Creative children need Creative teachers.” R.F.
 14
Strand 2
                                                            ”Defensive,
 What                                                     passive teaching
                                                          with low demand
                                                           and controlled


                        More or Less
                                                           outcomes is a
                                                              block to
                                                          Creativity.” R.F.



             “Please miss, could I have some more?”

             Less                          More

           •Teacher talk                 •Discussion
           •Passivity                    •Interaction
           •„Group‟ work                 •Team work
           •Closed Q.                    •Open Q.
           •Told                         •Finding out
           •Giving the answer            •Speculating
           •Copying                      •Inventing
           •Focusing down                •Spreading out
 15
Strand 2
  How



                 On being, a Role Model

          “ 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.”

 16
Strand2
  How



           Creative Questioning 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….

 17
Strand 2
  How




                                     “ To boldly go.”


           Layout    -           As Spaceship           Props.      -           Space junk
            Light            -       Subdued            A/Visual            -      IWB, PC
           Sound                 -    Ethereal          Character       -        Capn. Kirk
           Display       -            Posters            Method         -         ‘In Role’




 18
Strand
  3



         Creative Integration




19
Strand 3
  Why



                A Curriculum for Excellence       2006


       “ The curriculum is more than areas and subjects: it
           is the totality of experiences.”

                 The Curriculum should include:

       A.    Curriculum Subjects
       B.    Interdisciplinary projects.

            “The curriculum needs to include space for
             learning beyond subject boundaries, - so that
             learners can make connections between
             different areas of learning.”
 20
Strand 3
  Why



           Why,Why,Why,Why Why ?

                                    Educational


           Children‟s Perspective                 Learning THEORY




               Neurological Research          Societal Forces


 21
             Traditional versus Integrated


        Emphasises teaching         Emphasis on learning
        Emphasise subjects          Emphasis on whole
        Isolated knowledge and      Integrated knowledge
         skills                      Teacher as facilitator
        Teacher as transmitter      Constructivist learning
        Individual activity         Learning as social activity
        Teacher directed            Learning how to learn
        Decontextualised            Communication across the
        Right answer                 curriculum
        Literacy is separate        Emphasis on meaning
        Teach to test               Test the teaching
22
Strand 3
 What



                    Forms of Integration

            Webbed              Integrated




           Shared               Threaded




 23
Course
Delivery



                              Delivery

           Lecture
                                    Theory


                                    Practice


           Seminar/Workshop         Personal awareness and
                                    development


                                    Theory into Practice


 24
Practice


                     C & E - Placement


           Theory   into   Practice

                                  Planning & Preparation

                                          Participation

                                                                     Planning

                                                          Engagement in all 3 Strands

                                                                Gathering data

                                      Reflection & Evaluation

                                                            Group   Presentation

 25                                                             Individual Analysis
                     Assessment

     1.   Group „Poster‟ Presentation
                    Planning & Practice of 3 Strands
                    Peer Teaching
                    Celebration of Placement


     2.   Individual Analysis & Reflection
                    Research & Analysis
                    Critical Reflection

                 The Creative & Effective Curriculum


26
     Workshops




                 A Choice of 3


                                 A    C            r    Look


                                     Embedding Creativity


                             Extending the Hand of Partnership

27
     Embedding Creativity




                                      Ye

                            Island of Creativity

                                    Confederation
                                           of
                                    Creative Islands




28
                 Randomisation

     How         What          When         Where
     Explicit    Creative      Continuous   Module
                 Thinking

     Implicit    Creative      Intensive    Subjects
                 Teaching

     Exemplify   Creative      Wrapped      Ed.Studies
                 Integration



29
                    Exploring the Possibilities

     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‟)
30
example




                              Randomisation

          How             What               When               Where
          Explicit        Creative           Continuous         Module
                          Thinking
          Implicit        Creative           Intensive          Subjects
                          Teaching
          Exemplify       Creative           Wrapped            Ed.Studies
                          Integration

                                          e.g.

      1. Subjects utilise examples of C.Thinking Techniques throughout the programme.

31
                   Ranking the Possible.

     Statement   Statement        Ind.      Group     Recommended
     No.                          Ranking   Ranking




32
33
     Extending the hand of Partnership



                      Creative
                    Partnership
                     Professionals




          College                    Schools




34
     Workshop 3



                  Attention to Detail




35

				
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