creative teaching report
Contents
1. Introduction.
2. Creativity.
3. Rationale.
4. Reflecting on a creative session with 16 – 19 year old learners in the BTEC Extended Diploma in Art and Design.
5. Evaluation
6. Reflective Practice.
7. Conclusion.
8. References.
9. Appendice
This report will evaluate a creative teaching strategy used in the BTEC Extended Diploma in Art and Design Classroom. It looks at creative teaching practice, researching, planning and applying creative ideas to help increase learners’ motivation and self-expression as well as developing my own teaching practice. This report is based on Kolb’s (1984) reflective model as presented in Gravells (2012, p.36). I will use his experiential four stage learning cycle to assist my teaching practice. Kolb maintains that we learn through experience but only if we process that and make sense of it, can we develop and refine our sessions. It is a four stage cycle and begins with concrete experience, observation and reflection, abstract conceptualisation and active experimentation.
In other words, to carry out the assigned task first. Then, reviewing what has been done; if it went as well as expected or not. The third stage, looks at interpreting what happened and why? And looking at how you could do it differently next time. Then, the last stage is defining ways to do the task differently next time. It is stated that this learning process can start at any point; it is continuous and suggests that mistakes would be repeated if there was no reflection (Gravells, 2012, p. 36).
Creativity
Cowley (2005, pp.1-9) investigates creativity in-depth and debates that the key words meaning creativity come under the headings of: imaginative, original, new, of value and purposeful. Cowley emphasises that through her research she has found there is a strong emphasis on the production of ‘an end product’ which has some kind of value as well. She further concludes that the creative
1. Introduction.
2. Creativity.
3. Rationale.
4. Reflecting on a creative session with 16 – 19 year old learners in the BTEC Extended Diploma in Art and Design.
5. Evaluation
6. Reflective Practice.
7. Conclusion.
8. References.
9. Appendice
This report will evaluate a creative teaching strategy used in the BTEC Extended Diploma in Art and Design Classroom. It looks at creative teaching practice, researching, planning and applying creative ideas to help increase learners’ motivation and self-expression as well as developing my own teaching practice. This report is based on Kolb’s (1984) reflective model as presented in Gravells (2012, p.36). I will use his experiential four stage learning cycle to assist my teaching practice. Kolb maintains that we learn through experience but only if we process that and make sense of it, can we develop and refine our sessions. It is a four stage cycle and begins with concrete experience, observation and reflection, abstract conceptualisation and active experimentation.
In other words, to carry out the assigned task first. Then, reviewing what has been done; if it went as well as expected or not. The third stage, looks at interpreting what happened and why? And looking at how you could do it differently next time. Then, the last stage is defining ways to do the task differently next time. It is stated that this learning process can start at any point; it is continuous and suggests that mistakes would be repeated if there was no reflection (Gravells, 2012, p. 36).
Creativity
Cowley (2005, pp.1-9) investigates creativity in-depth and debates that the key words meaning creativity come under the headings of: imaginative, original, new, of value and purposeful. Cowley emphasises that through her research she has found there is a strong emphasis on the production of ‘an end product’ which has some kind of value as well. She further concludes that the creative
References: Coffield, F. (2005) ‘Research Matters: Learning Styles: help or hindrance?’ Institute of Education, Research Matters, No.26, pp. 1-8. Cowley, S. (2005) Letting the Buggers be Creative. London: Continuum International Publishing Group. Creativity, Culture and Education. (2009 – 2012) Why Creativity? Ofsted: The impact of Creative Partnerships. Available at: www.creative-partnerships.com/ (Accessed: 28 October 2013). De Bono, E. (2012) How to Have Creative Ideas: 62 exercises to exercise the mind. Google Books (Online). Available at: http://books.google.co.uk/books?id=zGuV7jz5rkUC&pg=PP5&lpg=PP1&... (Accessed: 29 October 2013). Gravells, A. (2012) Preparing to teach in the Lifelong Learning Sector. London: Learning Matters. Honey, P and Mumford, A. (1992) The Manual of Learning Styles (3rd Edition). Maidenhead: Peter Honey Associates. Malthouse, R. And Roffey-Barentsen, J. (2013) Reflective Practice in Education and Training (2nd Edition). London: SAGE Publications Ltd. Miliband, D. (2004) ‘Personalised Learning: Building a New Relationship with Schools’, North of England Education Conference, Belfast, 8 January. Petty, G. (2009) Teaching Today: A Practical Guide (4th Edition). Cheltenham: Nelson Thornes Ltd. Reece, I. and Walker, S. (2007) Teaching, training and learning: A Practical Guide, (6th Edition): Business Education Publishing. Schon, D. (1983) The Reflective Practitioner: How professionals think in action, Temple Smith: London.