3. A DEFINITION
“Thinking and activity in language education
that is novel, valuable and open-ended, and
that helps us to enrich learning in our
students and ourselves ”
The C Group
www.britishcouncil.org 2
4. TEACHING CREATIVELY OR
TEACHING FOR CREATIVITY?
“forms of teaching that are intended to
develop young peoples’ own creative
thinking or behaviour”.
Jeffrey and Craft (2004)
www.britishcouncil.org 3
5. WHY CREATIVITY?
Intense personal enjoyment,
engagement,
meaning in life.
Kaufman (2009)
Stimulate,
motivate,
satisfy in a deep sense
Maley (2015)
www.britishcouncil.org 4
6. HOW CAN I INTEGRATE CREATIVITY?
Through the right kind of ‘teacher talk’
www.britishcouncil.org 5
7. TYPICAL TEACHER TALK
• Is it true or false?
• Fill the gap with the correct word.
• Listen and choose the best answer, A, B or C.
• What’s the past participle of ‘speak’?
• Describe the picture.
www.britishcouncil.org 6
8. QUESTIONS FOR CREATIVITY
• Look at the pictures.
How are they connected?
• How many words can you find for this gap?
Evaluate which ones are the most appropriate.
• Imagine you were the person in the article,
what would you have done?
www.britishcouncil.org 7
10. CREATIVITY THROUGH OBJECTS
Make a list of 5 things
you could use this
object for.
What would you
change about it?
How would you sell this
object?
www.britishcouncil.org 9
Image from http://www.oobject.com
12. CREATIVITY THROUGH TASKS
• Fallen for the same girl
• Fallen out of love
• Let him down
• Spread rumours
• Told lies
• Had a fight
• Annoyed about something
www.britishcouncil.org 11
RANK
13. CREATIVITY THROUGH IMAGES
Write a note to the chef.
What can you buy in the
shop across the road?
Make a suggestion.
www.britishcouncil.org 12
17. CREATIVE CLASSROOM CULTURE
• EXPECTATIONS
Interesting point, how did you come up with
that?
There’s an idea I hadn’t thought of.
If I look at it from a different point of view I
can see what you mean.
www.britishcouncil.org 16
18. LESSONS LEARNED IN CREATIVITY
www.britishcouncil.org 17
1. Establish and nurture your classroom
culture and build trust by being a model of
creative thinking.
2. Re-think your in-class dialogue
3. Set up student tasks which allow
creative thinking to take place.
19. REFERENCES AND LINK
https://padlet.com/TeacherHL/creativeclassroom
Bolitho, R. (2008) Teacher Talk and Learner talk European
Centre for modern Languages.
Jeffrey, B. & Craft, A (2004) Teaching creatively and teaching
for creativity: distinctions and relationships, Educational
Studies, 30:1, 77-87.
Mahajan, N. (2014)The Importance of Creativity in Business,
(interview with Kaufman, K. for CKGSB).
Maley, A and Peachy, N (Eds) 2015. Creativity in the English
Language Classroom, British Council.
All images from pixabay.com unless otherwise referenced.
www.britishcouncil.org 18
Notas del editor
As I learnt about it, I asked myself…Questions I asked myself when I started TWITTER – OPENED UP LINKS TO PRIMARY EDUCATION IN THE Uk AND usa. THAT’S WHERE I FIRST STARTED HEARING ABOUT ‘CREATIVITY’ AND HOW IMPORTANT IT WAS. Investigated because interesting and thought it would complement my teaching to yls in ELT. The more I read, the more I realised that was exteremly relevant to my context on multiple levels – look at that later. Creativity is not about finding an activity to add-on, it’s not something you can just stick on a lesson. It’s a way of looking at opportunities for learning which has deeply, but also subtly changed what happens in my classroom for the better. What’s my ELT context? Tc with Yls and adults, Yls from 4-18, this prse will focus on what’s been done in my secondary classroom:11-18
So this is why it’s so difficult to define or describe in words to people like you, so I decided tht I wanted to share the way it changed my teaching, using specific examples.
What is it though? There are many defs, although I think it’s it is easier to see when its not there, it isn‘t easy to define. I like this one.
WHY BOTHER? 1
As educators of people (children, 20yrolds or 40somethings) who are workers of today and tomorrow, we need to take notice.
World education forum report 2015In a time of rapid technological development,
demographic shifts and high unemployment, a narrow
focus on job-specific skills reduces graduates’ abilities
to adapt to the fast-changing demands of employers.
Greater emphasis must therefore be placed on
developing – and recognizing through validation
and accreditation mechanisms – transferable and soft
skills that can be used across a range of occupational
fields and promote learners’ capacities to regularly
update them through lifelong learning.
http://knowledge.ckgsb.edu.cn/2014/08/13/marketing/the-importance-of-creativity-in-business/
http://www-03.ibm.com/press/us/en/pressrelease/31670.wss
Rigor: challenging learning experiences
Difference between teaching creatively . Inventive, interesting ways to deliver a lesson and teaching for creativity:
It is a skill which many employers are quoted as saying is essential for a successful future career due to fast-paced, ever-mutating digital developments which have created new ways of working and a need (Kaufman) to do things differently.
Learning, or being allowed, to approach something creatively, means developing the ability to search for new ideas of value going far enough even, to making what Maley calls the ‘imaginative leap’ – the ability to identify where a problem might lie, not just what’s already obvious.
Creative
teaching is said to increase levels of motivation and self
-
esteem on the part of learners and to
prepare them with the flexible skills
they need for the future. Developing the capacity to be
creative
is believed to have the potential to
enrich lives and help contribute to a better society.
Jack Richards
WHY? 2 who benefits?
Apart from the idea that CT can produce effective slutions to complex societal problems, it can also
“It can produce effective solutions to highly complex societal problems; lead to higher levels of career success; and create intense personal enjoyment, engagement, and meaning in life.” Kaufman (2009)“…creativity seems to stimulate, to engage, to motivate and to satisfy in a deep sense.”
http://www.ascd.org/publications/educational-leadership/feb13/vol70/num05/Fundamentals-of-Creativity.aspx
Benefits evident – today’s world of work considers it the most important criteria for success, it is proving to engage people with content, motivates and satisfies.
And if we apply that to learning?
Everyone benefits
Quality education fosters creativity and
knowledge...
World Education Forum
2015 Report
There was a bigger list when I first wrote this slide, but then I realised everything basically came down to this one, fundamental point.
What we say in class.
I ‘ve been trained to teach through the standard channels and taught for many years, I've also observed many teachers and we spend a lot of time doing this. What rod Bolitho calls ‘artificial’ questions or teacher talk. We ask things we already know the answer to. Low challenge, knowledge-seeking questions.
Move towards more ‘learner oriented talk’
Balance lots with hots – create, evaluate,
Reconsider the effect of your teacher dialogue. Balance the direction with opportunities for thinking
HOTS more than lots, but we need to start doing this as teachers first.
Rank, evaluate, analyse, classify, … carol read – question staircase in bc publication.
ELT sourcebooks, centred on linear grammar and vocab structures tend to focus on gap fills, sentence transformations, one right answer- test what we know. LOTS
Summarise. Summarise in the form of a…, in 40 words,
Don’t be afraid of asking students questions.
Define ‘secondary’
Experimenting with the ideas…
Doorstop alarm (hit and chimed if used)
1870s
Tell them – which is most difficult to accept in friendship?
Then rank
Terrazza del café la sera
Note to chef about food
Go to the shop across the road and draw something you can buy there.
Give someone directions from this café to…the hospital.
Wirte a plan to make the café better.
Listen to 2 people talking about difficult journeys.
What have they got in common?
Seem to show people reaching a goal, achieving something, maybe it’s taken time to get to this point,
Man or men presenting the award, all wearing black, both seem to be in a large room, people very happy
What was the achievement?
An big award
A degree or certificate
Read and ask yourself questions.
Let them ask their own questions!
Fundamental
Agree classroom rules – no making fun of people, mistakes show learning, follow through on consequences.
Be a model of the behaviour you want to see:
Don’t be sarcastic, don’t squash an idea immediately, accept differences.
Riachards – creative teachers take risks.
Decision making/ problem solving
Look at the map and write 2 questions people who live there might ask the council