SBT Creative Teaching

8/4/2019 SBT Creative Teaching

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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 creativity

as being about new ideas and

new ways of looking at things.

It involves going beyond the

obvious. However, he notes

that that creativity is a vague

term. He invented the termlateral thinking to characterize what he describes

as modes of thoughts that involve pattern

switching.

Edward de Bono


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Anna Craft draws on the

work of Howard Gardner

to remind us that creativity

is the ability to solve

problems, fashion products

or raise new questions. It is about

possibility thinking. Furthermore, creativityis not a single entity but a multiple process

that involves looking into ourselves as well

as 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 purposesCreativity is aimed at meeting an overall objective or

problem-solving Being original

This could be original in relation to the individual andprevious work, or original in relation to their peergroup, or historically original, that is, unique in terms of

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 Education(NACCCE), Government in England


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Creative teaching for

tomorrow: A research study

Professor Teresa Cremin

Jonathan Barnes,

Dr Stephen Scoffham


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Research aims

To explore the features which characterise

creative teaching and effective practice.

To provide insights that might support future

work in this area.


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Creative

PracticePers

onalqualities

School ethos

Pedagog

y

The creative teacher


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Personal qualities


13/131Commitment and

She has a

happy faceall the time

The most creative

teachers show an

openness and

willingness to learn


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Relating to children

He looks at

work from the

childs view

She made connections to her own life throughout the lesson


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I try to show children there

are no boundaries to their

imagination

Its all about letting them

take risks with their own

learning


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Mutual respect and trust

I treat all

children asequals. They

ARE equals

There was a realsense of love in the

classroom, no other

word would describe

the atmosphere


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Sound Subject

knowledge

The teacher was confident of her subject knowledge and

interested 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

constantly

questioning 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 planningthe lesson

Working with Creative

Partnerships has

made me reconsider

the nature of learning
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I love this

school

Secure learning environment

Creative teachers have the ability to ask questions that make

them seem slightly vulnerable


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Access to appropriateresources

Access to resources

Watching videos is

fascinating and

helps to explain

what is going on.


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School ethos


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Values

Pupils are given the opportunity to contribute to the planningthe lesson

Everything here is so

creatively based we

are actively encouraged

to think of the bigger

picture

C


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Common

Characteristic

s

Curiosity andquestioning

Connection

making Originality

Autonomy and

ownership


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A new model of creativepractice

Creative

practice


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Curiosity/questioning

Connection making

Originality

Auto

nom

y/o

wn

ership

Creativepractice


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Characteristics of the creativechild in science

What do you think are thecharacteristics of the creative

child in science? What would you be looking for in

how children were thinking and

working? Make notes about your ideas.


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Characteristics of the creativechild in science

Characteristics of thecreative child in science

% responses byteachers

Questioning/inquisitive/curious 21.8

Uses previous knowledge 18.2

Independent/lateral thinker 15.5

Interested/enthusiastic 12.7

Participates/gets involved 10.9

Verbal/communicates ideas 10.9Originality 4.5

Perseverance 3.6

Determination 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 classrooma learning

environment thatinspires, encourages,

and promotes

creativity!


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Teachers need to create

an environment where


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out, to take risks and to value

novel 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, arecurious andquestioning,encourage andsupport effort,are intrinsicallymotivated,persistent andspurred on by

challenge


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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

relationships

Envisaging what might be

Exploring ideas, keeping options open

Reflecting critically on ideas, actions andoutcomes

(Qualifications and Curriculum Authority,


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Developing the creativeclassroom

The physical environment

The social and emotionalenvironment

The thinking environment

(National Advisory Committee onCreativity 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 suppliesTemperature 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 earned bythe students

Trophies Photographs of

competitions,challenges

Goethe

Whatever you

can do, ordream you cando, begin it.

Boldness hasgenius, powerand magic in it.


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The physical environment

Use of science displays that support thinkingand 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, handlematerials and make observations

- Allow children to register their response andideas- Be fluid to change accordingly to children

responses

- Change to provide different areas of interestand challenge
http://www.schoodoodle.com/home/sch/smartlist_973/bulletin_board_calendars.html


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Bulletin Board Calendars

Classroom education

chart

Cut out

decorations

Classroom window clings
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Use Music

Using specific music allows pupils to dostrenuous mental work while remainingrelaxed 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 same asan average heart rate.
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Strenuous WorkWithout

music Pulse and

bloodpressure

rise Brain wavesspeed up

With appropriatemusic

Pulse and

bloodpressure

decrease Brain wavesslow down

Th S i l d E i l
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47/131

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 interest centresand to identify activities andmaterials 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 and knowledge.

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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=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:1http://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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LEFTBRAIN-logical-

rationa

RIGHTBRAIN

-emotive-artistic
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59/131

8 i l


60/131

8 in 1 lessonMultiple Intelligences Activities

Verbal-Linguistic Defining key vocabulary words

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

Logical-Mathematical Reporting statistics, compare and contrastBodily-Kinesthetic Create role-play, dancing

Musical Creating a jingle, exploring rhythmic and beatfactors

Intrapersonal Writing reflective journals or diaries, doingthinking logs

Interpersonal Doing think-pair-share, collaborative team work,doing a group investigation/experiment

Naturalist Making collages, dyes, paper from naturalelements, recording environmental sounds on a

audiocassette
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EDWARD DEBONO


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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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