SBT Creative Teaching-1

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Program PeningkatanProfesionalisme Guru-Guru

Sekolah Berprestasi Tinggi2010

20 22 April 2010Creative Teaching in Science and

Mathematics

Tan Juat Ngoh, PhD

IPG Kampus Pendidikan Teknik


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Content Overview

Creativity in science andmathematics education

Creative thinking

Creative teaching and learningresources

Creative teaching and learningstrategies


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Activity

Sign your name as creatively aspossible

Walk around and look at your friendssignature.

In what ways is it different from yoursignature.

What words do you associate withthe word creativity?


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Edward de Bono sees creativityas being about new ideas andnew ways of looking at things.

It involves going beyond theobvious. However, he notesthat that creativity is a vagueterm. He invented the term

lateral thinking to characterize what he describesas modes of thoughts that involve patternswitching.

Edward de Bono


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Anna Craft draws on thework of Howard Gardnerto remind us that creativity

is the ability to solveproblems, fashion productsor raise new questions. It is about

possibility thinking. Furthermore, creativityis not a single entity but a multiple processthat involves looking into ourselves as wellas looking outwards.

Anna Craft


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All OurFuturesCreativity always involves thinking and behaving imaginatively

purposeful activity that is

directed towards an objective processes that generate something that is original

outcomes that are of value.

Imaginative activity fashioned so as to

produce outcomes that are both originaland of value


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4 features of creativity

ImaginationImaginative activity is generating something original

that is alternative to what might be expected.

Pursuing purposes

Creativity is aimed at meeting an overall objective orproblem-solving

Being originalThis could be original in relation to the individual and

previous work, or original in relation to their peergroup, or historically original, that is, unique in termsof human endeavour

Judging valueValue could be in terms of, for example, effectiveness,

usefulness or whether the output is enjoyable(Definition of creativity given by the National Advisory

Committee on Creativity and Cultural EducationNACCCE Government in En land


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Creative teaching for

tomorrow: A research study

Professor Teresa CreminJonathan Barnes,Dr Stephen Scoffham


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Research aims

To explore the features which characterisecreative teaching and effective practice.To provide insights that might support

future work in this area.


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CreativePractice

Pers

onalqualities

School ethos

Pedagog

y

The creative teacher


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Personal qualities


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Commitment and

She has a

happyface allthe time

The most creativeteachers show an

openness andwillingness to learn


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Relating to children

He looks atwork fromthe childs

view

She made connections to her own life throughout the lesson


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I try to show children thereare no boundaries to theirimagination

Its all about letting themtake risks with their ownlearning


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Mutual respect and trust

I treat allchildren as

equals. TheyARE equals

There was a realsense of love in theclassroom, no otherword would describe

the atmosphere


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Sound Subject

knowledge

The teacher was confident of her subject knowledge andinterested in the topic


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Pedagogy


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Diverse teaching methods

I use role-play, not because that is my learning style but

because children enjoy it so much

The most creativeteachers I see are

constantlyquestioning their

practice


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Autumn Term

We took our map of London out on the field.

We lit the fire in the Bakery in Pudding Lane and watched our

houses burn.

Clear learning focus

Pupils are given the opportunity to contribute to the planninof the lesson

Working with CreativePartnerships has

made me reconsider

the nature of learning
http://www.thecoombes.com/intranet/Recent%20events/2003-4/autumn%202003/autumn_2003_slide8.htmhttp://www.thecoombes.com/intranet/Recent%20events/2003-4/autumn%202003/autumn_2003_slide6.htm


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I love thisschool

Secure learning environment

Creative teachers have the ability to ask questions that

make them seem slightly vulnerable

A t


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Access to appropriateresources

Access to resources

Watching videos isfascinating and

helps to explainwhat is going on.


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School ethos


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Values

Pupils are given the opportunity to contribute to the planninof the lesson

Everything here is socreatively based we

are actively encouraged

to think of the biggerpicture

C


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CommonCharacteristic

s

Curiosity andquestioning

Connectionmaking

Originality

Autonomy andownership


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A new model of creativepractice

school ethos

personal

qualitiesCreative

practice

pedagogy


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The creative state of mind :

Curiosity/questioning

Connection making

Or

igin

alit

y

Auto

nom

y/o

wn

ership

Creativepractice


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Watch the videoWatch the videoon active engagementon active engagement

oof pupilsf pupils
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Characteristics of the creativechild in science

What do you think are thecharacteristics of the creativechild in science?

What would you be looking for inhow children were thinking and

working? Make notes about your ideas.


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Characteristics of the creativechild in science

Characteristics of the creative child inscience

% responses by teachers

Questioning/inquisitive/curious 21.8

Uses previous knowledge 18.2

Independent/lateral thinker 15.5

Interested/enthusiastic 12.7Participates/gets involved 10.9

Verbal/communicates ideas 10.9

Originality 4.5

Perseverance 3.6Determination 1.8


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Use strategies to develop thecreative child

P.O.E. (Predict, Observe, Explain)

Investigation

Brainstorming

Project

Simulation

Inquiry

Singing

Experiment

Origami


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A creative classroom, ,nt that inspires encourages and


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Teachers need to create

an environment where


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out, to take risks and to valuenovel ideas


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- ,flexible and prepared to take a

few risks

The Right


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The RightLearningenvironment

Teachers andlearners relaxand enjoy theirlearning, are

curious andquestioning,encourage andsupport effort,

are intrinsicallymotivated,persistent andspurred on by

challenge

di f i


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Indicators of a creativeclassroom

When pupils are thinking and behavingcreatively in the classrooms, you arelikely to see them:

Questioning and challengingMaking connections and seeing

relationshipsEnvisaging what might beExploring ideas, keeping options openReflecting critically on ideas, actions and

outcomes

(Qualifications and Curriculum Authority,

D l i h i


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Developing the creativeclassroom

The physical environment

The social and emotionalenvironment

The thinking environment(National Advisory Committee on

Creativity and Cultural Education

(NACCCE), Government in England)

Create an optimal


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Create an optimalenvironment, both physically

and emotionally Furniture type and arrangement Lighting Music

Visuals posters, pictures, bulletin board Placement of supplies Temperature Plants

Comfort General mood/childrens needsDePorter (1992)


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The physical environment-safety factors

Be sure all low window areas are safe Beware of and remove toxic, lead-based

paints and poisonous plants

Be sure that commercial or teacher-made materials are safe for children Make sure that adequate exits are

provided in the event of a fire

Check to see that fire exits, fire alarmsand fire extinguishers are in workingorder and placed appropriately in theclassroom

The physical environment-


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The physical environment-arrangement of space and

equipment According to childrens age anddevelopmental levels

Easy supervision of that space

Flexibility of the space so that it canbe adjusted as the child develops

Space should be free as possible to

allow the traffic to low Personal space- plan space in such a

way that each child has a space ofhis/her own.


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Positive statements hung onthe walls

Visual stimuli Quotes and snappy

slogans

Certificates andawards earnedby the students

Trophies

Photographs ofcompetitions,challenges

Goethe

Whatever youcan do, ordream youcan do, beginit.

Boldness hasgenius,

power and


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The physical environment

Use of science displays that supportthinking and working creatively would:

-Contain childrens ideas-include materials to challenge ideas

-offer questions and problems to think about-contain relevant scientific terminology-encourage children to try activities out,

handle materials and make observations

- Allow children to register their response andideas

- Be fluid to change accordingly to childrenresponses

- Change to provide different areas of interestand challenge


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Bulletin Board Calendars

Classroom educationchart

Cut out

decorations

Classroom window clings
http://www.schoodoodle.com/home/sch/smartlist_973/bulletin_board_calendars.htmlhttp://www.schoodoodle.com/home/sch/smartlist_972/small_classroom_cutout_decorations.htmlhttp://www.schoodoodle.com/home/sch/smartlist_935/large_classroom_cutout_decorations.htmlhttp://www.schoodoodle.com/home/sch/smartlist_972/small_classroom_cutout_decorations.htmlhttp://www.schoodoodle.com/home/sch/smartlist_935/large_classroom_cutout_decorations.htmlhttp://www.schoodoodle.com/home/sch/smartlist_936/classroom_window_clings.htmlhttp://www.schoodoodle.com/home/sch/smartlist_100/classroom_education_charts.htmlhttp://www.schoodoodle.com/home/sch/smartlist_973/bulletin_board_calendars.htmlhttp://www.schoodoodle.com/home/sch/smartlist_973/bulletin_board_calendars.html


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Use Music

Using specific music allows pupils to dostrenuous mental work whileremaining relaxed and focused.

Relaxation induced by specific musicleaves the mind alert and able toconcentrate

Music most conducive to this state is

baroque music like Bach and Handel. Most baroque music is timed at sixty

beats per minute, which is the sameas an average heart rate.


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Strenuous WorkWithout

music Pulse and

bloodpressurerise

Brain wavesspeed up

With appropriatemusic

Pulse and

bloodpressuredecrease

Brain wavesslow down

Th S i l d E ti l


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The Social and EmotionalEnvironment

Listen to each other

Respect each others ideas

Be independent

Support and help each other

Take risks

Learn from mistakes

Feel that they can inspire others andcan be inspired by their peers


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The Thinking Environment

The creative environment is athinking environment where theexpectation is to:


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THINK FOR YOURSELF


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JOIN IN THINKING

LISTEN TO THE IDEAS


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LISTEN TO THE IDEAS(THINKING) OF OTHERS


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Be prepared to think differently


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TAKE RISKS IN THINKING

ACTIVITY/INTEREST


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ACTIVITY/INTERESTCENTRES

One approach to fostering creativeactivities and use of materials is toprovide as part of the environment

activity or interestcentres and to identify activitiesand materials for each, based on

the group of children in the class.


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ACTIVITY/INTEREST CENTRE

Is a defined space where materialsare organised in such a way thatchildren learn without the teachers

constant presence and direction. It is a place where children interact

with materials and other children to

develop certain skills andknowledge.

ncourage crea ve


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ncourage crea vethinking

Thinking relates to creativity generate ideas

exploring

make connections

apply imagination

evaluate outcomes


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LEFT

B R A IN

-lo g ica l-

ra tio n a

R IG H T

B R A IN

-emotive-artistic


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8 i 1 l


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8 in 1 lesson

Multiple Intelligences Activities

Verbal-Linguistic Defining key vocabulary words

Visual-Spatial Design posters and brochures, create pictures,make flowcharts

Logical-Mathematical Reporting statistics, compare and contrast

Bodily-Kinesthetic Create role-play, dancing

Musical Creating a jingle, exploring rhythmic and

beat factorsIntrapersonal Writing reflective journals or diaries, doingthinking logs

Interpersonal Doing think-pair-share, collaborativeteamwork, doing a groupinvestigation/experiment

Naturalist Making collages, dyes, paper from naturalelements, recording environmental sounds ona audiocassette


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EDWARD DE BONO


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Lateral Thinking

Is a general attitude of the mind

Is a method of using information

Is concerned with changing patterns

Is directly related to the informationhandling behaviour of mind


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Lateral Thinking Techniques

The generation of alternatives/pointsof view

Challenging assumptions

Brainstorming

Suspended judgement

The reversal method

Using analogies

Innovation

Design


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Link up the nine dots using only 4 straightlines which must follow on without raising the

pencil from the paper
http://www.google.com.my/imgres?imgurl=http://image.absoluteastronomy.com/images/encyclopediaimages/n/ni/ninedots-1.png&imgrefurl=http://www.absoluteastronomy.com/topics/Thinking_outside_the_box&usg=__ltEpXRgqbfqIi_OUbS2z-jy-GDY=&h=155&w=180&sz=5&hl=en&start=247&itbs=1&tbnid=BXTe_XTB0It-wM:&tbnh=87&tbnw=101&prev=/images%3Fq%3Dlateral%2Bthinking%2B%252Bde%2BBono%26start%3D234%26hl%3Den%26sa%3DN%26gbv%3D2%26ndsp%3D18%26tbs%3Disch:1


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OUT OF THE BOX THINKING---Break loose from established thinking

atterns

PARALLEL THINKING


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PARALLEL THINKINGSIX THINKING HATS


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Parallel Thinking

Parallel thinking guides thoughtprocesses in one direction at atime so we can effectively

analyze issues, generate newideas, and make betterdecisions.

Each thinker puts forward his/herthoughts in parallel with thethoughts of others not


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Six Thinking Hats

White hat thinking focuses on theinformation available and needed.

Blackhat thinking examines the difficultiesand problems associated with a topic.

Yellow hat thinking focuses on benefits andvalues. Red hat thinking looks at a topic from the

point of view of emotions, feelings andhunches.

Green hat thinking requires imaginative,creative and lateral thinking about a topic.

Blue hat thinking focuses on reflection,metacognition (thinking about the

thinking that is required), and the need to


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MIND-MAPS


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Mind Maps

It is a visual tool that enablesteachers to help students toassemble ideas, make and

represent connection betweenideas, concepts and informationaided by colours, symbols,numbers, lines and arrows in a verycreative and interesting way.

Mind maps are tools that help usthink and remember better,

Characteristics of mind


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Characteristics of mindmaps

According to Buzan (2000:55-56) mindmaps have 4 essential characteristics:

(1)The subject of attention is crystallised ina central image

(2)The main themes of the subject radiatefrom the central image as branches

(3) Branches comprise a key image or keyword printed on an associated line.

(4) Topics of lesser importance are alsorepresented as branches attached tohigher-level branches. The branches forma connected nodal structure.

d f i d


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Advantages of mind maps

Mind maps help students to see gapsin their thinking in terms of ideasthat is connected ideas for the

development of writing. They allowstudents to see how they canassociate and expand ideas.

Mind maps encourage creativity and

flexibility. They help to avoidthinking linearly. They naturallyhook into your right brain, wherecreativity and intuition can helpou.

H d i d


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How to do a mind map

Using an unlined piece of paper, start with the central ideain the middle. Write it down in the middle.

Then think up new ideas, action points and strategies thatrelate to it. Let these radiate out from the central idea.Focus on the key ideas, using your own words and thenlook for branches.

Use lines, colours, arrows or branches to complete the idea.

Turn your piece of paper landscape style. This gives you themaximum amount of room to work with. Leave lots ofspace so you can go back and add to them. You maywant to highlight something, add information orquestions later on.

Work quickly without pausing, judging or editing. If youpause, judge or edit, youre encouraging linear thinkingand analysis and the idea that things are to be prefectbefore you can begin.


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http://www.mindmapinspiration.com/wp-content/uploads/2010/04/Visual-Communication.jpg


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http://www.mindmapinspiration.com/wp-content/uploads/2010/04/Visual-Communication.jpg


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Teaching with multimedia and internet


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Teaching with basic software tools Teaching with instructional courseware

W b Q t


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Web Quests

A web quest is a discovery projectthat requires the use of internetresources

To make a web quest go tohttp://www.kn.pacbell.com/wired/fil/

To explore some web quests

http://www.kn.pacbell.com.wired/China/ http://www.koshland-science-museum.o
http://www.kn.pacbell.com/wired/fil/http://www.kn.pacbell.com.wired/China/http://www.koshland-science-museum.org/exhinitgcc/index.jsphttp://www.koshland-science-museum.org/exhinitgcc/index.jsphttp://www.kn.pacbell.com.wired/China/http://www.kn.pacbell.com/wired/fil/


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VERSUS

Creative Learning


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Creativity is a mode of learning driven by the needto find or construct something new

After NACCCE (1999)

Thoughtful playfulness

Willingness to challengeassumptions in order to learn

new things

Innovation and new learning/discovery

Generative thought needs to be free from i

Consolidated thought needs to be subject to critic

C ti it i l il i


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Creativity involves pupils in

Questioning and challenging

Making connections, seeingrelationships

Envisaging what might be

Exploring ideas, keeping optionsopen

Reflecting critically on ideas,outcomes

(Qualifications and Curriculum

Authority, England, 2005)


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Always tell,

rather thanread stories,

for maximum

effect


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Stories will helpcreate a setting for

both open andclosed questions

PROPS

Char

acter

andpla

ce

CLIMAX SOLUTION


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Encourage and accept L i P i


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CharacteristicsOf

Constructivistlearning

Encourage studentsquestions andinteractions

Using studentsquestion or idea toplan instruction

Belief and attitudesOf students

Researches on

How students learn

Encourage studentsinquiry

Encourage and acceptstudents effort andautonomy

Learning Process isas important as theproduct

Promotescooperativelearning

Students construct their knowledgethrough active participation in real lifesituation


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Teaching models


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Teaching models

Needhams five phases

Interactive model (Faire & Cosgrove)

Generative model (Osborne)

Five E- engage, explore, explain,elaborate, evaluate

Seven E

Needhams five phases


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Needham s five phases

Orientation

Generation ofideas

Restructuring ofideas

Application of ideas

Reflection

PHASE PURPOSE METHODS

Needham s Five Phases


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Orientation To attract students attention andinterest.

Experiment, video and film show,demonstration, problem solving.

Eliciting of ideas To be aware of the students prior

knowledge.

Experiment, small group discussion,

concept mapping and presentation.

Restructuring of ideas To realize the existence of alternativeideas , ideas needs to be improved, tobe developed or to be replaced withscientific ideas.Explanation and exchanging ideas-To determine the alternative ideas andcritically assess the present ideas.Exposure to conflict ideas- To test thevalidity of the present ideas.Development of new ideas- Toimprovise, develop or to replace withnew ideas.Evaluation-To test the validity of thenew ideas.

Small group discussion andpresentation.Discussion, reading, and teachersinput.Experiment, project and demonstration.

Application of ideas To apply the new ideas to a differentsituation.

Problem-solving, project work, uses indaily life

Reflection Compare between the thinking at thestart of the lesson and thinking at the

end..

Writing of reflective journals, self-reflection , group discussion of

outcomes of lesson .

5 E


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5 E

ENGAGE

EXPLORE

EXPLAIN

ELABORATE

EVALUATE

Stimulate learners curiosity

To satisfy curiosity

The concept and define theterms

Extend the concept into

other content area

Examine the learnersunderstanding


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Salient Behaviors of Inquiry --


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The teacher:

encourages thinking, questioning, and discussing engenders debate and discussion

provides a variety of levels and paths ofinvestigation

works as a fellow investigator

promotes an active interest in student andpromotes an active quest for new informationand ideas

avoids appeals to authority

maintains an atmosphere conducive to inquiry

places emphasis on How do I known thematerial of this course? rather than Whatmust I know in this course?

Salient Behaviors of Inquiry --


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The students:

make observations and collect andinterpret data

formulate hypotheses and create and

conduct experiments to test work out relationships of cause and

effect

relate independent and dependentvariables

use reasoning ability

draw conclusions on the basis of data


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OUTDOOR LEARNING


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O u td o o r le a rn in g ce n tre


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O u td o o r le a rn in g ce n tre

Activities- treasure hunt, science trail, nature discovery walks, games,

environmental activities


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INDIVIDUALISED LEARNING

Individualised Learning


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Individualised Learning

Learning styles visual, auditory,kinesthetic

Study skills doing, reflecting,linking, planning

Time management skills

Reading skills

Note taking skills Gathering information skills

Writing reports/essays/assignments

Examination skills

Project-Based Learning


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Project Based Learning

Is an in-depth investigation of a real-world topic worthy of childrensattention and effort

Sample activities include field-trips,experiments, model building,posters and the creation of

multimedia presentation

Project-Based Learning


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Project Based Learning

G - Goal

R - Role

A - Audience S - Set of tasks

P - Product

E - Evaluation


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Project- Based Learning


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PBL:What


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A learning/teaching methodology based on theprinciple of using problems as a startingpoint for the acquisition of new knowledge

A learning/teaching methodology designed tocreate learning through experience and thereinforcement of existing knowledge

PBL:What


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Present the solution


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Students present the solution to anaudience.

The form of presentation may be awritten report, an oral presentation or

a group paper In the presentation, the solution is

made public and the reasoning behindthe solution is made apparent in order

to support the selection of thisparticular solution. The presentation may be assessed by

the students, peers or by the teacher.

Student self-evaluations are also

Present the solution

Debrief the experience


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The final step is toevaluate the solution and

.its effect on the problem

The debriefing is in two:stages

eb e e e pe e ce


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Problem-solving in science Problem-based learning inscience


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Instruction comes beforeproblem-presentation

Students are presented with aproblem before any instruction on

the focus area is given

Problems in the form of anexercise or in the form ofexperiments which illustrate a

scientific principle

The problem is meant to engagethe student as an active

participant in the learning

process. The problem serves as afocal point for knowledgeacquisition and application anddrives the instruction

There is usually a right answer

for such problems

The problems have more than one

correct answerStudents are evaluated on theaccuracy of their responses, thatis, how well their responsesmatch an experts answers

Students are not judged on howwell their answers match anexpert, but on the viability of thesolution

Some thoughts


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g

Creativity in science andmathematics is an importantelement and the teacher shouldplan creative and imaginativeexperiences for children

If there is to be a creative future

for science and mathematics,then teachers must not rein intheir creative approach to

teaching and learning and

Learning highlights andaction plan


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action plan

What have you learned from thissession?

Jot down 4 key learning points

and action plans that will helpyou apply this learning

What I learnt How can I apply it


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References


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http://www.cre8ng.com http://www.creativitypool.com

http://www.creax,net

http://www.enchantedmind.com http://www.odysseyofthemind.org

http://www.pbli.org

http://www.udel.edu/pbl/

http://www.imsa.edu/

Kain,D.L. (2003). Problem-basedlearning for teachers, grades 6 12.

Boston: Pearson Education
http://www.cre8ng.com/http://www.creativitypool.com/http://opt/scribd/conversion/tmp/scratch2467/http://www.creax,net/http://www.enchantedmind.com/http://www.odysseyofthemind.org/http://www.pbli.org/http://www.udel.edu/pbl/http://www.imsa.edu/http://www.imsa.edu/http://www.udel.edu/pbl/http://www.pbli.org/http://www.odysseyofthemind.org/http://www.enchantedmind.com/http://opt/scribd/conversion/tmp/scratch2467/http://www.creax,net/http://www.creativitypool.com/http://www.cre8ng.com/


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Bunga Kayu, Daun Selasih

Thank You, Terima Kasih

Documents

SBT Creative Teaching-1