Creativity in the English language classroom

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This is the presentation from my 16th July webinar for the British Council. The webinar was based around concepts and ideas from the book I co-edited with Alan Maley. The book can be downloaded for free from: http://englishagenda.britishcouncil.org/books-resource-packs/creativity-english-language-classroom

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Creativity in the English language classroom

  1. 1. C R E AT I V I T Y I N T H E E N G L I S H L A N G U A G E C L A S S R O O M N I K P E A C H E Y Nik Peachey | Head of Learning - EnglishUp
  2. 2. Nik Peachey Nik Peachey Author | Trainer | Blogger • Digital video - A manual for language teachers: https://itunes.apple.com/us/book/digital-video/ id1025275485 • 10 Lessons in digital literacy: https:// www.tes.com/us/teacher-lessons/10-lessons-in- digital-literacy-11231525 • Web 2.0 Tools for teachers: https:// www.tes.com/us/teacher-lessons/web-2-0-tools- for-teachers-11168048 • Creativity in the English language classroom: http://englishagenda.britishcouncil.org/books- resource-packs/creativity-english-language- classroom
  3. 3. C R E AT I V I T Y I N T H E E N G L I S H L A N G U A G E C L A S S R O O M N I K P E A C H E Y - C O - E D I T O R Nik Peachey | Head of Learning - EnglishUp
  4. 4. C R E AT I V I T Y I N T H E E N G L I S H L A N G U A G E C L A S S R O O M • Origins of the book • Nature of creativity • Importance of creativity in ELT • Some ideas and activities Nik Peachey | Head of Learning - EnglishUp
  5. 5. - K E N R O B I N S O N “We don’t grow into creativity, we grow out of it. Or rather, we are educated out of it.” Nik Peachey | Head of Learning - EnglishUp
  6. 6. - K E N R O B I N S O N “We don’t grow into creativity, we grow out of it. Or rather, we are educated out of it.” Nik Peachey | Head of Learning - EnglishUp Why?
  7. 7. W O R RY I N G T R E N D S W I T H I N E LT • class size • dependence on mass produced course books • emphasis on exams and exam focused teaching • big data and computer generated learning pathways • English as employability skill rather than quality of life enhancement • over dependence on technology Nik Peachey | Head of Learning - EnglishUp
  8. 8. T H E C G R O U P F O U N D E R Nik Peachey | Head of Learning - EnglishUp Alan Maley
  9. 9. T H E C G R O U P We intend to: • bring together like-minded professionals so as to build a creative community • open the group to all those committed to its values and objectives • publicize creative ideas through articles, books, conferences and workshops, videos, and social media • share information, materials and expertise with fellow professionals world- wide • seek cooperation with any organisation which shares our ideas • offer support and encouragement to individuals in their creative efforts • influence, wherever possible, publishers, examination providers, accreditation constitutions, etc. to open up to more creative ideas Nik Peachey | Head of Learning - EnglishUp
  10. 10. T H E C G R O U P Nik Peachey | Head of Learning - EnglishUp
  11. 11. W H AT I S C R E AT I V I T Y ? Nik Peachey | Head of Learning - EnglishUp
  12. 12. W H Y I S I T I M P O R TA N T I N E LT ? Nik Peachey | Head of Learning - EnglishUp
  13. 13. W H Y I S I T I M P O R TA N T I N E LT ? Nik Peachey | Head of Learning - EnglishUp • Language is creative by its very nature. We can express or communicate one idea in many different ways. Furthermore, every expressed or communicated idea can provoke many different reactions. Every single sentence, phrase or word we say or write is created in a unique moment of communication and can be recreated,reformulated, paraphrased or changed according to the goals of the speaker or writer. - L I B O R S T E PA N E K
  14. 14. W H Y I S I T I M P O R TA N T I N E LT ? Nik Peachey | Head of Learning - EnglishUp • Linguistic creativity in particular is so much part of learning and using language that we tend to take it for granted. Yet from the ability to formulate new utterances, to the way a child tells a story to the skill of a stand-up comedian, to the genius of a Shakespeare, linguistic creativity is at work. - A L A N M A L E Y
  15. 15. H O W D O Y O U P R O M O T E A N D E N C O U R A G E C R E AT I V I T Y ? Nik Peachey | Head of Learning - EnglishUp
  16. 16. H O W D O Y O U P R O M O T E A N D E N C O U R A G E C R E AT I V I T Y ? Nik Peachey | Head of Learning - EnglishUp
  17. 17. S O M E W O R D S O F W I S D O M C R E A T I V I T Y I N T H E E N G L I S H L A N G U A G E C L A S S R O O M Nik Peachey | Head of Learning - EnglishUp
  18. 18. S O M E W O R D S O F W I S D O M • Creativity is not for special days and not for a select few; it is a life skill we use on a daily basis. We combine elements of a language in a way that we have never heard before and express thoughts that are truly ours. We make decisions in situations we have never been in before, form our opinions on things we never knew of before. [ed.] Why do we then think that creativity is something extra in our classrooms and not an integral part of what we do? Nik Peachey | Head of Learning - EnglishUp - J U D I T F E H É R
  19. 19. S O M E W O R D S O F W I S D O M • The teacher can significantly increase communicative clarity and expressiveness by giving more value to the characteristics of the voice as a rich medium rather than a mere articulating device for words. Nik Peachey | Head of Learning - EnglishUp - A N D R E W W R I G H T
  20. 20. S O M E W O R D S O F W I S D O M • Don’t feel you have to have climbed Mount Everest in order to have a story to share! Losing your house keys, having a snake come into your house, having a bad dream and worrying about your grandmother are perfect subjects Nik Peachey | Head of Learning - EnglishUp - A N D R E W W R I G H T
  21. 21. S O M E I D E A S C R E A T I V I T Y I N T H E E N G L I S H L A N G U A G E C L A S S R O O M Nik Peachey | Head of Learning - EnglishUp
  22. 22. O N M A K I N G C O U R S E B O O K D I A L O G U E S M O R E C R E AT I V E The students perform dialogues in character. • For example, in a dialogue in which A is a salesman in a shoe shop and B is the customer, A is told that he is the ex-husband of B and has not seen her since the divorce. • Or in a dialogue in which A asks B how to operate her new office computer, B is told that he is in love with A but she doesn’t know this. - B R I A N T O M L I N S O N Nik Peachey | Head of Learning - EnglishUp
  23. 23. O N T E L L I N G L I E S • Let students know that you are going to tell a short true personal story but that one detail will be a lie. • Tell the story of something that happened since you last met the students and do your best to hide the lie among the true details. • After listening to you, students in pairs guess the lie. • Find out students’ guesses without letting them know if they’re right or wrong. When all the guesses have been made, reveal the lie. • Students in groups of three take it in turns to tell their recent story, while the other two listen and afterwards guess the lie. - D AV I D H E AT H F I E L D Nik Peachey | Head of Learning - EnglishUp
  24. 24. O N B E I N G A N O B J E C T • Ask students to choose an object they have. • Give students a sticky note/card each and ask them to write the object they have chosen on their sticky note/card and wear it. • Explain that they are to become the object on their sticky note/ card, i.e. they become their own plate, fork, school bag, etc. • Give them a minute to imagine what it might feel like to be that • Ask students to imagine that this is a party of their chosen objects. They mingle meet and chat as these objects. - J U D I T F E H É R Nik Peachey | Head of Learning - EnglishUp
  25. 25. O N M U S I C A N D I M A G E S • Put learners into small groups and give each group a set of eight to ten pictures. • Instruct the learners to spread the pictures in front of them so that everyone can see them. • Tell them that they are going to hear a piece of music. Based on what they hear, feel and see, they are to create a story of their own. • Play the piece of music for the learners. • While listening, they can either begin to put the pictures into order. • Give them enough time to finish their story. • Ask each group to tell the others their story. - M A R J O R I E R O S E N B E R G Nik Peachey | Head of Learning - EnglishUp
  26. 26. O B J E C T S I N A F I R E • Write about a personal possession/object that you would most want to save in case there was a fire in your house. • Describe it precisely and explain to your reader why this object is so important to you. - P E T E R L U T Z K E R Nik Peachey | Head of Learning - EnglishUp
  27. 27. D O W N L O A D T H E B O O K • http://tinyurl.com/nz2bwlm Nik Peachey | Head of Learning - EnglishUp
  28. 28. T H E C G R O U P Nik Peachey | Head of Learning - EnglishUp
  29. 29. T H E C G R O U P Nik Peachey | Head of Learning - EnglishUp
  30. 30. C R E AT I V I T Y I N T H E E N G L I S H L A N G U A G E C L A S S R O O M N I K P E A C H E Y Nik Peachey | Head of Learning - EnglishUp Thank you
  31. 31. – M A R I S A C O N S TA N T I N I D E S “Creativity needs to be inspired by inspiring leadership that nurtures and appreciates teachers who make the effort to be creative.” Nik Peachey | Head of Learning - EnglishUp Thank you

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