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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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Forms of Forms of IntegrationIntegration

Webbed

Integrated

Shared

Threaded

Strand 3What

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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

3333

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Extending the hand of Extending the hand of PartnershipPartnership

Creative

PartnershipProfessionals

SchoolsCollege

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Attention to Attention to DetailDetail

Workshop 3