Project done by Nataliya Svystil’nyk, school № 21

1. Project done by Nataliya Svystil’nyk, school №21

2. CREATIVITY IN MODERN FOREIGNLANGUAGES TEACHING AND LEARNING

3. Creativity is inventing, experimenting, growing, taking risks, breaking rules, making mistakes and having fun. Mary Lou Cook, American community activist, author

4. “The most powerful way to develop creativity in your pupils is to be a role model. Children develop creativity not when you tell them to, but when you show them.” Robert J. Sternberg

5. Creativity is very much like a muscle that needs to be exercised in order to consistently be there for you when you need it. Practice makes perfect and, like Maya Angelou said, "The more (creativity) you use, the more you have."

6. Language use is a creative act Compensation strategies some people cannot learn at all if they are not allowed to be creative Creativity improves self-esteem most people become more motivated, inspired or challenged Creative work in the language classroom can lead to genuine communication and co-operation Creative tasks enrich classroom work Creative thinking is an important skill in real life Why is creativity important in language classrooms?

7. Conditions in the classroom that encourage and enable students and teachers to be creative • Attitude: commend what is different • Resources; the unprecedented range available to some (but regrettably not all) learners • Student diversity • The provision of assistants from a different educational background • Allowing a sense of fun (not found in all education systems) • Teacher’s commitment to the method • We do have the flexibility and freedom to have significant input into module content and assessment, although assessment word limits can constrain what is possible at times.

8. The teacher's responsibilities • Timing needs to be carefully thought out: • Unlimited time, i.e. inner, personal time is needed for lateral (not focused) thinking and for reflection. • Limited time, i.e. time controlled from outside e.g. through (flexible) time limits is needed for brainstorming, selecting the best idea, making decisions, researching and actions. • When we plan a creative activity, we may wish to give different learners different tasks matching the thinking roles. • The positive and relaxed atmosphere needed for creative thinking is reinforced by establishing a tradition of celebrating students’ work andperformance. Clapping, praising, giving awards, smiling faces or any other signal .

9. Why do teachers have to be creative in designing lessons and teaching them?

10. When children are being creative in the classroom they are likely to: • make connections and see relationships • envision want might be • explore ideas and options • question and challenge • reflect critically on ideas, actions and outcomes

11. teaching creatively might be described as teachers using imaginative approaches to make learning more interesting, engaging, exciting and effective. teaching for creativity might best be described as using forms of teaching that are intended to develop students own creative thinking and behaviour. Creative teaching

12. Teaching with creativity and teaching for creativity consist of the characteristics of good teaching • high motivation • high expectations • the ability to communicate and listen • the ability to interest • engage and inspire

13. Creative teachers are always willing to experiment but they recognize the need to learn from experience. There are many methods for teachers which help to develop the creativity of pupils and they can be used in our work:

14. “Words triads” After a signal, the children are given three words and the teacher writes these words on board. The pupils are offered to write some sentences with these three words as quickly as possible. For example, we have three words "rain, field, earth." It is possible to make such phrases : After the rain the earth became wet and I did not go for a walk in the field.

15. "Pictogram" • The pupils are given some words and they draw the picture to every word that will help them to remember these words. They are given 30 seconds for each picture. The pupils should put the number before every word or word-combination and then draw the picture to it. They should not write the words. As an example such word combinations are offered: to use the computer • to sing English songs • to read English books • to connect with different countries • to make friends around the world

16. “Tell in other words” • The children are offered some simple phrases and change them into other ones saving the main meaning of the phrases. For example: Bill prepares for the lessons well Bill does his home task in a proper way. This method helps to know how well pupils understand materials. As an example, there are such sentences as: 1) My friend is from England. 2) She sends me very interesting letters with photos. 3) We have many different ways of life. 4) More than 300 million people speak English as their first language.

17. “Make up (draw) pictures” There are cards with different elements and symbols. For the fixed time (5 minutes) pupils are offered to make up a picture from these elements and describe it. This method helps to develop the child's imagination and learn to think more creative. This activity also works with small groups of pupils. Each group creates a story to the picture and even can act it out in front of the class.

18. "What will happen if..." This method will help a child to develop his/her creative potential, answering the question "what will happen if..." The child can choose the question he or she wants to begin with. Pupils are asked to imagine this situation and describe it. It is great for language practising.

19. References: • Архипкіна Н. Креативність та її діагностика/Психолог.-2003.-№44 • Психолог.-2008.-№10 • Sternberg Robert. How to develop student creativity. • Margaret Anne Clarke, University of Postmouth.Creativity in modern foreign languages teaching and learning. • Maya Angelou – From the Creative category/Quotations book • Mary Lou Cook/Quotation book • Creativity in the language classroom; written by Judit Feher, Pilgrims, UK • Teachers as Creators. Vu My Lan • “Креативний підхід до вивчення англійської мови”/матеріали семінару “Сучасний вчитель англійської мови”. Черкаси 2009