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Unleashing Creative Minds in MFL: Defining, Exploring, and Encouraging Creativity

This workshop aims to define and explore creativity in Modern Foreign Language (MFL) education. Participants will engage in creative tasks and learn how to foster creative thinking in the classroom. The session focuses on the importance of creativity in MFL teaching, providing practical teaching ideas and strategies to encourage students' creativity. Through interactive activities like fortune lines, living graphs, and thinking hats, educators will discover ways to enhance students' language skills and thinking abilities. By the end of the session, participants will reflect on their understanding of creativity and develop action plans to promote creativity in their future teaching practices.

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Unleashing Creative Minds in MFL: Defining, Exploring, and Encouraging Creativity

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  1. UCW – May 2010 Creativity

  2. Objectives • To establish a definition and rationale for creativity in MFL • To sample some creative tasks • To encourage active follow up

  3. What is creativity? In pairs or threes come up with a definition for the term “Creativity” for MFL

  4. Creativity versus Creative thinking

  5. “A Creative thinker…. has the capacity to respond to a society of flux and change – and the confidence to move from the dependency culture and become a reflective and independent learner”

  6. Framework aims to...?

  7. Over-arching aims • Word-for –word translation only works within narrow limits • Using even a limited range of language, pupils can communicate in a wide variety of situations and generate a large number of sentences Pupils will learn that

  8. PLTS + curriculum review • independent enquirers • creative thinkers • reflective learners • team workers • self-managers • effective participants. Mfl taught through thinking

  9. Seltzer and Bentley (1999) “Creativity is the application of knowledgeand skills in new ways to achieve a valued goal” To do this students need “The ability to transfer knowledge gained in one context to another in order to solve a problem”

  10. Disch “Creativity is the ability to see relationships where non exists”

  11. How can we encourage the creative student? • Create opportunities (open-ended tasks) • Develop students’ awareness of creative thinking (Leading in Learning) • No right answers…..

  12. Practical teaching ideas

  13. the perfect tense

  14. the perfect tense

  15. possessives

  16. ta tes son ses son sa

  17. the present tense in German

  18. 5Ws/Audience and Purpose....

  19. Who? What? Who?What?Where?When?Why? Where? Why? When?

  20. publicité

  21. 5Ws • Who is the product for? • When might the advert be on? • What type of television show might this be advertised during? • Where might you be able to find this product? • Why might someone need to buy this?

  22. Who? What? Who?What?Where?When?Why? Where? Why? When?

  23. Mysteries.......

  24. Paul et les vacances... Est-ce que Paul a passé de bonnes vacances?

  25. Fortune lines.......

  26. Paul et les vacances... Paul, était-il triste ou content?

  27. Fortune lines - STEPS • Sequence the cards (not all cards are relevant). • Decide AS A GROUP whether Paul would have felt happy, sad or indifferent at that moment (+ WHY!!!!!?) • Place the cards on the graph.

  28. Fortune lines THERE IS NO CORRECT ANSWER – BE AS ORIGINAL AS YOU LIKE, BUT BE READY TO JUSTIFY YOUR RESPONSE

  29. Fortune lines.......

  30. Living graphs.......

  31. Living graphs - STEPS • Read the cards. • Decide AS A GROUP on Paul’s emotions at that moment (+ WHY!!!!!?) • Place the cards on the graph. YOU WILL NOT USE ALL THE CARDS

  32. Living graphs.......

  33. Thinking hats.......

  34. Imagine you are Paul on his holiday…. Write an imaginary journal article in a language of your choice for any day. Your thinking hat gives you information about Paul’s outlook on life on that day.

  35. Thinking hats - STEPS • As a group write a list of adjectives which would suit Paul’s mood. • Write (5?) verbs which he might use given his current state of mind. You should aim to use as many of these as possible in your diary entry.

  36. C A B E D F

  37. C'est à qui? • étudiant • un athlète • un célibataire • une mère avec des enfants • une personne de troisième âge : • végétarien

  38. 10 strategies http://www.standards.dfes.gov.uk/secondary/keystage3/all/respub/ws_lil_ts

  39. How can we encourage the creative student? • Model processes • Teach skills explicitly • Encourage collaboration • Promote challenge

  40. Provision for risk taking • Tolerance and acceptance of the different/unexpected • Valuing process as much as outcome • Making things enjoyable • Providing challenge and rigour • Language of thinking • Seeing “mistakes” as stages in learning The creative climate

  41. Songs and actions

  42. Vocab practice Oral creativity Desert island The 5 W’s Clothing Cinema Poem (2) People Activities

  43. Creative activities - 2 • Creative reading task • Creative listening task • Vocab presentation • Creative thinking • Vocab presentation • Research??? TV!!! (1)(2)(3)(4)

  44. Your task • Think of a beach resort in a TL community of your choice. • You are working for the advertising agency in that country. • Produce a radio jingle containing no more than 25 words to promote that area (“Yes Il y a IS 3 words!”)

  45. Objectives • To establish a definition and rationale for creativity in MFL • To identify links between creativity and the MFL Framework • To sample some creative tasks • To encourage active follow up

  46. Plenary/Evaluation How has your comprehension of the term “creativity” shifted as a result of the session? What do you intend doing during your next TP to encourage creativity?

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