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The Creative Classroom

The Creative Classroom. Jake Cohen Pamela Thielman Writing Across the Curriculum (WAC) December 9, 2014. Workshop Goals/Outline. Discuss advantages of active learning using WAC principles Offer and model strategies for creative classroom activities and writing assignments

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The Creative Classroom

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  1. The Creative Classroom Jake Cohen Pamela Thielman Writing Across the Curriculum (WAC) December 9, 2014

  2. Workshop Goals/Outline • Discuss advantages of active learning using WAC principles • Offer and model strategies for creative classroom activities and writing assignments • Provide time for questions

  3. Warm-Up: “Snowball” Identify one question you have about student engagement in the classroom. Write it on the question section of your paper.

  4. Benefits of active learning • New modes of content delivery and learning (Emerson and Taylor 2004, Metros 2008) • Interactive (Knight and Wood 2005, Gee 2003) • Fun! (Garner 2006, Robinson and Kakela 2006) • Technology – use it, don’t fight it • Teaching portfolio • Publication – Journal of Interactive Technology & Pedagogy

  5. Low-stakes writing “Low-stakes learning” • Clarity • Scaffolding Creative Classroom activities reinforce WAC practices: • Writing-to-learn • Assignment Design Interactivity • Active Learning

  6. Strategies for content-based creative work • Be very detailed in your assignment / give written assignment • Be transparent about the function of the activity • Be mindful of time and length of activity components • Provide models for creative work • Ensure students have necessary technology and can easily seek help • Make activities specific to your field/class – it’s your creative classroom

  7. Different types of creative activities • No-Tech Activities • Games • Multimedia Activities (Low- and High-Tech)

  8. I. No-Tech Activities • Brainstorming • Concept Maps • Debates • Real-world Word Problems • Guest Speakers • Instant Feedback

  9. Instant Feedback: Color-coded Cards “Kairósis the modality of time through which being opens itself, attracted by the void at the limit of time, and it thus decides to fill that void.” • Antonio Negri, “Kairós, Alma Venus, Multitudo,” in Time for Revolution, trans. MatteoMandarini (New York: Continuum, 2003).

  10. II. Games • Some options: • Snowball question game • Bingo • Jeopardy-style game

  11. Low Tech Strategy #1:Audio/Visual Writing Prompt • Incorporate A/V texts into class • Controversial video • Audio Recording • Recorded Lecture • Don’t worry about technical language! (music, film, etc.) • See handout for example writing prompt

  12. Low Tech Strategy #2: Online Activities, Tutorials, Lectures • Investigate if your textbook publisher has activities you can use • Instant feedback – clickers or iPads or smartphones • Twitter feed, polleverywhere.com • Sample online lecture: Lesson on musical Romanticism

  13. Higher Tech Strategy #1:Student-generated project • Have students generate a multimedia project (see handout) • “Being in Brooklyn” – Project from ENG 1101 and SPE 1330 Learning Community, Fall 2013. Profs. Jody R. Rosen and Justin Davis. • Omeka (ex.: Bard Graduate Center) • VoiceThread

  14. Higher Tech Strategy #2: Blogs

  15. Group Activity: Snowball Reprise

  16. Questions? Pamela Thielman: pthielman@citytech.cuny.edu Jake Cohen: jcohen@citytech.cuny.edu

  17. Works Cited • Emerson, Tisha L. N., and Beck A. Taylor. 2004. “Comparing Student Achievement Across Experimental and Lecture-Oriented Sections of a Principles of Microeconomics Course.” Southern Economic Journal 70: 672–93. • Garner, R. L. 2006. “Humor in Pedagogy: How Ha-ha Can Lead to Aha!” College Teaching 54(1): 177-80. • Gee, James Paul. 2003. What Video Games Have to Teach Us About Learning and Literacy. New York: Palgrave Macmillan. • Knight, Jennifer K., and William B. Wood. 2005. “Teaching More by Lecturing Less.” Cell Biology Education 4: 298–310. • Prince, Michael. 2004. “Does Active Learning Work? A Review of the Research.” Journal of Engineering Education 93: 223–31. • Robinson, Carole F., and Peter J. Kakela. 2006. “Creating a Space to Learn: A Classroom of Fun, Interaction, and Trust.” College Teaching 54: 202–06.

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