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The Creative & Effective Curriculum

The Creative & Effective Curriculum. Escalate Milton Keynes April 2008. Sally Elton-Chalcraft & Dennis Howlett. Programme. The Creative Curriculum. Driving Force. A. B. C. Workshops. The Driving Force. Future Shock !.

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The Creative & Effective Curriculum

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  1. TheCreative & EffectiveCurriculum Escalate Milton Keynes April 2008 Sally Elton-Chalcraft & Dennis Howlett

  2. Programme The Creative Curriculum Driving Force A B C Workshops

  3. The Driving Force FutureShock ! • “ 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 oftomorrow.”

  4. The Challenge • Develop a module that would address the Theory and Practiceof Creative Teaching and thus prepare our student teachers for their future role as ‘creative’ practitioners.

  5. Partnership

  6. Course Design TheCreative & EffectiveCurriculum 3 2

  7. Justification All for One, and One for All ! • Developing Creative Thinking • Nurtures self esteem, motivation and achievement and is a preparation for innovative problem solving and life long learning • Developing Creative Teaching • Teaches and exemplifies Creative Thinking and encourages enjoyment in teaching and learning • 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

  8. Strand 1 Creative Thinking “Children come to school as question marks, and leave as full stops.”

  9. Strand 1. Why Rights & Needs Right to develop all their potential. • Left Brain & Right Brain(HMDI) • Critical & Creative • Learning Styles(VAK) • MultipleIntelligences ( H.G.) • ECM , E.OPS., Inclusivity, Ex.& Enj. “Critical Thinking is a great servant and CreativeThinking a great gift, we have rewarded the servant and ignored the gift.” A.E.

  10. What The 3 Radar Stations 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: • The characteristics of Creative Thinking • The characteristics of Creative Thinkers • The Process of Creative Thinking

  11. Strand 1 How Creative Thinking Techniques Understanding: Uses Advantages/Disadvantages Process Resources

  12. Strand1 How Creative Process 1. Definition Clarifying the aim, purpose, goal and criteria 2. Ideation Divergent process of generating ideas 3. Idea Selection Convergent process of classifying, selecting 4. Implementation Putting idea into practice 5. Evaluation Did it work

  13. Strand 2 The Creative Teacher

  14. Strand 2 Why Creative Teaching • 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. “ Creative children need Creative teachers.” R.F.

  15. Strand 2 What ”Defensive, passive teaching with low demand and controlled outcomes is a block to Creativity.” R.F. More or Less “Please miss, could I have some more?” Less 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

  16. Strand 2 How On being, a Role Model • “ 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.”

  17. Strand2 How Creative Questioning e.g. • Change • What would be better if it were smaller? • What would be more fun , if faster? • 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….

  18. Strand 2 How The Final Frontier “ To boldly go.” Layout - As Spaceship Light - Subdued Sound - Ethereal Display - Posters Props. - Space junk A/Visual - IWB, PC Character - Capn. Kirk Method - ‘In Role’

  19. Strand 3 Creative Integration

  20. Strand 3 Why A Curriculum for Excellence2006 “ The curriculum is more than areas and subjects: it is the totality of experiences.” The Curriculum should include: • Curriculum Subjects • Interdisciplinary projects. “The curriculum needs to include space for learning beyond subject boundaries, - so that learners can make connections between different areas of learning.”

  21. Strand 3 Why Why,Why,Why,Why Why ?

  22. 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 Traditionalversus Integrated

  23. Strand 3 What Forms of Integration Webbed Integrated Shared Threaded

  24. Course Delivery Delivery Lecture Theory Practice Personal awareness and development Theory into Practice Seminar/Workshop

  25. Practice C & E - Placement

  26. Assessment • Group ‘Poster’ Presentation • Planning & Practice of 3 Strands • Peer Teaching • Celebration of Placement • Individual Analysis & Reflection • Research & Analysis • Critical Reflection The Creative & Effective Curriculum

  27. Workshops lose

  28. Embedding Creativity Ye Island of Creativity Confederation of Creative Islands

  29. Randomisation

  30. Exploring the Possibilities • Generate Possibilities • Pick a card from each column • Make a Statement • Repeat 6 times • Temporarily Suspend judgement ! • Assign points( individually) 3. Rank Order( as a Group) 4. Discuss your Top Three(Pros and Cons) 5. Display( ‘Olympic Podium’)

  31. example Randomisation e.g. 1.Subjects utilise examples of C.Thinking Techniques throughout the programme.

  32. Ranking the Possible.

  33. Possibilities Podium

  34. Extending the hand of Partnership

  35. Workshop 3 Attention to Detail Course Development Partnership Course Design

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