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Transcript of MA- Creativity
Students" Experiencing the
" BURN" Teaching Cards " Taboo
Cards" "Convert information
into an immage" Create a story Arrange in logical order Sports Nutrition
Making a smoothie Market
Erykah Badu Baldwin (2010) identifies similes and metaphors as a method that stimulates creativity in students by improving their thinking skills and making connections between their prior knowledge and constructing new one. “How many different ways can you think to kill a marathon runner with food?” Deplete his glycogen stores
100 kebabs and 100 burgers
Lots of water but no salts
Lots of sweets- Hyperglycaemia . It has been recognised that the most common techniques used to enhance student creativity are brainstorming activities (Baer and Garret, 2010). However, one must note that brainstorming activities should not be only used to improve divergent thinking skills but also support the students advance their knowledge about a particular topic. What does it do?
What can I do with this? Divergent
thinking possibility thinking Further, while not wishing to claim the creative potential of the activity, one can argue that students’ creative thinking was not discouraged. In addition, students were given the flexibility to provide variety of answers/ solutions in a supporting environment where they had an opportunity to justify/ defend their answer if questioned by another student or the teacher (Nickerson, 2010). In addition, students’ curiosity and inquisitiveness was satisfied as well, tasting each others smoothies, posing unusual questions in relation to the use of the recovery drink and the effects on sports performance Teaching creatively
Teaching for creativity teaching creatively means encouraging and supporting students to ‘create, invent, discover, imagine if..., suppose that... and predict teaching creatively involves ‘using imaginative approaches, making learning more interesting and being effective’ teaching for creativity is suggested to involve: ‘encouraging creative learning..., ...learner inclusive..., ...children to be co- participant in learning...,...opportunity to debate...,...pose questions...,teachers placing a value on learners’ ownership...,the passing of control to the learner...’