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CIE MINDMAP

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by

Simone De Andrade

on 30 May 2014

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Transcript of CIE MINDMAP

IN EDUCATION
CREATIVITY & IMAGINATION
CREATIVITY
free-flowing
engaging
fundamental
individual
H-Creative
interactive
relevant
flexible
P-Creative
innate
collaborative
diverse
dynamic
unique
CURRICULUM
Evidence of CIE within current Curriculum Frameworks
"Educational Menu" (Eisner, 2002, p. 88)
Explicit
Implicit
formal
rigid
values based
informal

can be achieved by anyone
COMMUNITIES OF PRACTICE
learning through mutual engagement
different to a community of interest
"original ideas that have value"
- Ken Robinson
(Psychological - no matter how many others have the same idea)
(Historical - no one else has previously had that idea)
visually
auditory
kinesthetically
abstract
movement
evident in all curriculum areas
purposeful
"groups of people who share a concern or a passion for something they do and learn how to do it better as they interact regularly"
join in common activities and are brought together by what they have learnt through mutual engagement in these activities
supportive environment - to share ideas and learn new skills
IMAGINATION
"one of the greatest workhorses of learning"
- (Judson & Egan, 2012, p. 39)
"engaging students' imaginations in curriculum material is one of the keys to successful learning"
not often seen as a priority in many classrooms
"the ability to think of things as possibly being so"
(Egan, 2003, p. 444)
NETIQUETTE
broad agreement
development of a safe, friendly and accepting culture is essential so that all members feel part of the group and are thus motivated to learn and contribute
responsibility of all within the online community
ANNA'S VIDEO
good use of animations to support dialogue
logical, flowed - easy to understand
it met the intended outcomes and addressed the objectives
followed Fautley & Savage's 4 stages of Creativity
Preparation
considered the brief
researched the content
Incubation
considered how to present content
experiment with different software / programs
Illumination
select animation / design / images
consider how it will come together
Verification
using the software / program to create and text animations
become confident
establishment of a sequence
what it teaches because of the type of place it is
the way teachers engage and respond with / to curriculum is important
"we manage the curriculum, it doesn't manage us - (Staples, 2014)
each individual has different ideas / experiences / interpretations
sharing of knowledge / understandings /perspectives
developing a deep understanding - well rounded
adds to a rich learning experience
knowledge
information
change
revelatory

empowerment
readily available
to hand
in and out
not always a given outcome
adaptive
CIE, CULTURE & THE CURRICULUM
touches the surface on the way in which culture impacts curriculum and pedagogy
enhances / personalises the learning experience
8 Aboriginal Ways of Learning
these can change in different settings
starting point for dialogue with communities as they establish ways to do things
in line with local ways
8 interconnected pedagogies
modelled / scaffolded genre mastery
indirect / synergistic logic
land-based learning
use of symbols & metaphors
hands on reflective techniques
visualised learning processes
narrative driven learning
connectedness to the community
linked / compliment each other
make for a rich learning experience
ASSESSMENT
quantitative
qualitative
mixed methods
cause and effect thinking
yield statistical / numeric data
closed-ended questions
predetermined approaches
uses unbiased approaches
e.g: surveys, experiments
open-ended / emerging / text or image data
focuses on a single concept
brings in personal values
studies the context or setting of participants
primary intent = developing themes from the data
makes interpretations of the data
creates an agenda for change
collaborates with participants
both open- and closed-ended questions
both emerging and predetermined approaches
both qualitative and quantitative data analysis - to best understand the research areas
gathers both numeric and text information
well rounded and informed view - supported by both types of data - enables a complete picture to be formed
develops a rationale for mixing
presents pictures of the procedures in the study
GOOGLE DOCS
'real time education'
accessible from anywhere
can be shared with others
collaborative
practical & suitable for group work
creativity can be defined and assessed
- Ken Robinson
doesn't always happen in the abstract
CULTURE
"the way we do things around here" -
Ken Robinson
alive & growing
buzzing
excitement
energy
THE LEARNING SPACE
products / projects
evidence of what is happening
collaboration
ICT
empower students
means of facilitating & showcasing creative and imaginative behaviours
flexibility
open-ended learning opportunities / experiences
bouncing ideas with yourself & others
don't stop ideas flowing
climate control,
not
creative control
creating conditions to grow
what is the connection between assessment, learning and creativity
learning process is
not
linear
"creative learning / teaching for creativity engenders ways of working which are appropriate to be undertaken in all subject areas of the curriculum & cross-curricular learning" - Fautley & Savage, 2007, p. 79
QUESTIONNAIRES
helpful in defining an existing culture of CIE
finding where teachers and students see themselves within the C&I continuum
what they already know
their perspectives of their own C&I ability
it is embedded in everything - not just specific moments
easy to read
accessible
means for collecting data
Full transcript