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Designing an innovative learning activity
Transcript of Designing an innovative learning activity
Tools Restraints make us feel safe in our environment and in turn we take risks... 'safe to learn'. Learning is about making mistakes and learning from them. No precident to measure it by because it's supposed to be original and new. Expectations of what a child will achieve. Although you've given them freedom they have to understand that there are still expectations. Is it fair to assess an individual's creative output? Audience? Our Activity Peer interaction...bouncing ideas off each other Constraints and enablers Scaffolding... Vygotsky Taking on each others' views, negotiation, conflicts Limits Starting from scratch Where's the motivation? We HAVE to do a presentation... assignment, degree What's the point?
Does there need to be a point?
Will a 'point' constrict or enable creativity? Teaching skills to enable creativity: 'expert' Not using ICT in isolation. We need a meaningful context. The death of the ICT suite Having the tools in the classroom
Having the option to choose to use them Resources -
Developing understanding of when it's appropriate and beneficial to use them School is about learning
'Tick a box'
National Curriculum Guided by their interest in World War II What did they find interesting? News report Watch news reports Discuss the genre Music Costume Voice Do we show them examples? Discussion with the expert Brief, long reports Assessment Teachers Role Process? or Product? Activity Appropriate voice Motivation Creativity is not restricted to specific subjects - Loveless, 2005. Affordances of ICT (Loveless,2005) "Creative people rarely work in isolation" - Loveless, 2005. "A conceptual framework for creativity and ICT must describe not only the interaction in the activities themselves, but also the interactions between the activities and the wider contexts of policy and practice as they affect people and communities." -Loveless, Burton and Turvey (2006). ICT capability Collaborating Communication and Evaluation Developing ideas Making connections Creating and making The features of ICT can be used to support the creative process:
NACCCE’s report ‘All our futures: Creativity, culture and education’ (1999) identified purposeful activities as an important aspect of the creative process. As well as being purposeful, creative lessons should have three essential elements: they should be practical, memorable and interactive (Johnston, 2005). Some teachers criticise creativity, saying that it takes too long DfES Excellence and Enjoyment publication (2003) places pupil enjoyment at the heart of teaching Creative people are purposeful as well as imaginative. Their imaginative activity is
directed at achieving an objective (although this objective may change over time).
- QCA, 2004 Teachers will have a view about what is worthwhile and valuable; pupils may
differ. Sharing judgements together can give the teacher insights into what pupils
- QCA, 2004
When pupils are thinking and behaving creatively in the classroom, you are likely
to see them:
questioning and challenging
making connections and seeing relationships
envisaging what might be
exploring ideas, keeping options open
reflecting critically on ideas, actions and outcomes.
- QCA, 2004
Are they still being innovative if they are not doing this?! Children might not be doing this yet still consider themselves to be working in a creative manner... Teachers will need to justify their use of ICT and will be required to demonstrate the effectiveness of computer supported learning in the form of measurable student attainment.
- Wheeler et al. 2002 motivation is a key factor for stimulating creative performance and the notion of self-directed learning is crucial to the development of the independent thinker.
- Wheeler et al. 2002 Freedom to experiment is essential for creativity. But so too are skills, knowledge and
- DFEE, 1999 Open-ended tasks such as this, combined with students being made responsible for their learning has meant they can work at their own level on the same task differentiated by outcome.
- Wheeler, 2002 Leach and Moon’s model of professional knowledge (Leach & Moon, 2000) Not just the provider of knowledge - a facilitator of creative thinking Integration of Didaktik analysis, improvisation, ICT and subject knowledge
- Loveless, 2007 Our activity inolves...