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Transcript of 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
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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
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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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
http://www.thecoombes.com/intranet/Recent%20events/2003-4/autumn%202003/autumn_2003_slide8.htmhttp://www.schoodoodle.com/home/sch/smartlist_973/bulletin_board_calendars.htmlhttp://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_slide8.htmhttp://www.schoodoodle.com/home/sch/smartlist_973/bulletin_board_calendars.htmlhttp://var/www/apps/conversion/current/tmp/scratch7674/Session%201http://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 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
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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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8/4/2019 SBT Creative Teaching
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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-
8/4/2019 SBT Creative Teaching
55/131
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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8/4/2019 SBT Creative Teaching
56/131
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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8/4/2019 SBT Creative Teaching
57/131
LEFTBRAIN-logical-
rationa
RIGHTBRAIN
-emotive-artistic
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8/4/2019 SBT Creative Teaching
58/131
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8/4/2019 SBT Creative Teaching
59/131
8 i l
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 -
8/4/2019 SBT Creative Teaching
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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