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
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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
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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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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