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Creative Approaches to Planning

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Dan Borwell

on 4 December 2014

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Transcript of Creative Approaches to Planning

Curriculum
Activity
- Link the National Curriculum to the Great Fire of London webbed plan
Why teach creatively?
What skills will children need to know 20 years from now?
Activity
- In tables/groups map out how you could link the central theme (Great Fire Of London) to the different disciplines
Fogarty's models of integration
Creative Approaches to Planning
Shared
Integrated
Threaded
Webbed
Issues and barriers
Teaching creatively/ Teaching for creativity
Points to consider
A telescope, capturing an entire constellation of disciplines at once. Fogarty (p63, 1991)
Subjects use the theme to sift out appropriate concepts, topics and ideas.
Maths
Science
English
Science teaching must be of actual use to the student in an effective way and real world context. Astrom (2008)
Research carried out by Araujo et al (2013) implies that the webbed approach is not as effective when planning and teaching mathematics.
Stephens (2007,p9) research told her that while there was no improvement in actual test scores through integration she does claim that it makes a more rounded student.
Gardner (1993)
EaL
SEN
- Risk taking
- Institutional barriers
- Physical barriers
Assimilate multiple disciplines through different linked mediums
Ideas for central theme
Scenario of a webbed plan
Stephens (2007)
Fogarty (1991)
Fogarty (1991)
The integration of subject matter helps children perceive learning as a whole. This
means that learning is no longer focused on working with separate ideas, issues, and
skills. Instead, of trying to figure out how various ideas, issues, and skills are all
connected (Atwater in Stephens 2007)

Sequenced
Most texts can be the driving force behind a topic themed curriculum. Pupils benefit from a themed English curriculum as they can apply their knowledge of History/Geography facts to their writing through a variety of genres

"Using a cross-disciplinary approach, this model blends the four major disciplines by finding the overlapping skills, concepts and attitudes in all four" Fogarty (1991)
With this model you can see where subjects can overlap and share the learning of a particular skill or concept.
'The threaded model of integration views the curriculum through a magnifying glass: the "big ideas" are enlarged throughout all content with a metacurricular approach.' Fogarty (1991)
This example shows the skill to be learnt, and then where they thread into each subject.
the shared model views views the curriculum through binoculars, bringing two distinct disciplines together into a single focused image. Using overlapping concepts as organizing elements, this model involves shared planning or teaching in two disciplines. (Fogarty 1992)
Teaching creatively involves using imaginative approaches to make the learning experience more engaging and increase its effectiveness. Where as teaching for creativity is defined as teaching that is intended to develop the children's own creative thinking. NACCCE (1999)
Creativity is any act, idea, or product that changes an existing domain, or that transforms an existing domain into a new one. Csikszentmihalyi (1996)
Fogarty (1992) explains the sequenced
model as glasses, the lenses are separate
but connected by a framework.

Even though the topics are taught separately they are arranged and sequenced to give a broad framework for related concepts.








Topics and units can be arranged to overlap, one example given by Fogarty (1992) is linking Charlotte's Web with a unit on spiders.



“All nine staff members felt that the
changes to the curriculum had
enriched the learning experience.
Seven of the nine staff talked of the
children being more motivated and
engaged in their learning, with
children ‘more inspired’ and
‘enthusiastically learning’. "
(Blair and Francis, 2011, p.32)
Sir Jim Rose
Rose on previous non theme based curriculae - That they were too prescriptive and
did not allow enough ‘time to teach
[the curriculum] in depth, or for
children to consolidate their learning.’
(Rose, 2009, p.10)
Wood in Wood (1994)
- Araujo, Z., Jacobson, E., Lowe, L., Marshall, A., Singletary, L., Wilson, P. (2013) School Science & Mathematics; Oct2013, Vol. 113 Issue 6, p285-296.
- Astrom, M. (2008) Defining Integrated Science Education and Putting It to Test. Department of Social and Welfare Studies. Linkoping University
-Briggs, M (2009). Assement for Learning and Teaching in Primary Schools. . London: Learning Matters Ltd.. p.133.
- Blair, E., & Francis, L. (2011). Was it right to abandon the creative curriculum?. Practical Research for Education. 44, p26-32.
- DfE. (2010). Changes to the National Curriculum. Important Information on the Primary Curriculum and Key Stage 3 Level Descriptions. Df
- DfES (2013) The National curriculum in England: Primary Curriculum
- Buell, M., & Sutton, T. (2008) Weaving a Web with Children at the Center: A New Approach to Emergent Curriculum Planning for Young Preschooler.
- Csikszentmihalyi, M. (1996). Creativity: Flow and the psychology of discovery and invention. NY: Harper Perennial, p. 28. Fasko, D. Jr. (2006). Creative thinking and reasoning. In Kaufman, J.C. & Baer, J., eds. (2006). Creativity and Reason in Cognitive Development. New York: Cambridge University Press, pp. 159-176.
- Fogarty, R. (1991) Educational Leadership, v49 p61-65. [accessed on 18/11/14 Dawsonera]
- Fogarty, R. (1992). Ways to integrate curriculum . Education Digest . 57 (6), p53
- Fogarty, R., & Soehr, J.(1995) Integrating Curricula With Multiple Intelligences: Teams, Themes, and Threads
- Kysilka, M. (2003). Understanding intergrated Curriculum . The Curriculum Journal. 9 (2), 197-209.
- Merickel, M.(2003) Integration of the Disciplines: Ten Methodologies for Integration. Available at http://oregonstate.edu/instruction/ed555/zone3/tenways.htm
- Newton, L. (2012), Creativity for a New Curriculum: 5-11, Exeter, Routledge Ltd
- Stephens, J. (2007) Does integrated thematic instruction motivate and engage culturally and linguistically diverse students in self-directed learning? North Dade Center for Modern Languages
- Schumacher, D. (1992) A Multiple Case Study of Curriculum Integration by Selected Middle School Interdisciplinary Teams of Teachers. American Educational Research Association
- Rose, J. (2009) Independent Review of the Primary Curriculum: Final Report. DCSF
- Wood, Karen D. and Jeanneine P. Jones, "Integrating Collaborative Learning Across the Curriculum," Middle School Journal 25, no. 3 (1994): 19-23.
-Woods, P. (1990) Teacher skills and strategies (London, Falmer)
-Woods, P. (1993) Critical events in teaching and learning (London, Falmer Press)
-Woods, P. (1995) Creative Teachers in Primary Schools (Buckingham, Open University Press).
-Woods, P. Boyle, M. and Hubbard, N. (1999) Multicultural children in the early years)
-Woods, P. and Jeffrey, B. (1996), Teachable moments: The art of creative teaching in primary school.
Wider Reading
links through the cross curricular links,
- PE through shape, number, pattern and sequence.
- Science links through Measure-Human body-Investigations
- Design and Technology-Cookery-measuring.
- Use of outdoor space

Rose proposed that the
curriculum should be organised into six
broad areas of learning:

• understanding English, communications
and languages
• mathematical understanding
• scientific and technological understanding
• historical, geographical and social
understanding
• understanding physical development,
health and well-being
• understanding the arts.
The webbed integration system helps strengthen the real world connection as students subconsciously understand the connections between subjects.
Bruell & Sutton (2008) appreciate the flexibility and organisational freedom that webbing enables through initial brainstorms and then discussions about which links have more relevance.
The main facilitator for curriculum integration comes from the common planning time that webbed integration allows. Schumacher (1992:38).
Little consensus as what is meant by integration Merickel (2003)
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