Monthly Archives: March 2016

Scaffolding Creativity for the Real World

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My main focus of creative learning has been aimed at making learning more memorable for students. I have touched on the fact that students who learn how to be creative and innovative thinkers grow up with certain skills that will help them be contributing members of society. Lee and Kolodner’s article Scaffolding Students’ Development of Creative Design Skills: A Curriculum Reference Model discusses the benefits of creative learning as it pertains to students and their abilities to think outside the box. Coming up with creative solutions to problems found in their communities, environmentally and globally. Lee and Kolodner also discuss the importance of creating a program that connects core curricular structures to the creative learning process. The article provides a variety of approaches that promote sustainable development.

“Our goal, consistent with societal needs for citizens who are creative thinkers, is to find ways to promote development of creative thinking skills. We want to understand how to integrate the learning of such skills into the everyday curriculum of schools, as we want our solution to be accessible to all young students.”

Lee, C., & Kolodner, J. L. (2011). Scaffolding Students’ Development of Creative Design Skills: A Curriculum Reference Model. Educational Knowledge and Society, 1(14), 3-15. Retrieved March 12, 2016, from http://www.ifets.info/journals/14_1/2.pdf

 

The System

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Something that I have noticed quite a bit when listening to professionals within the field of education is the limitations that teachers have. We are able to teach our classrooms in a variety of ways that we feel is best, however that seems to be where the freedom ends. As my inquiry project has unfolded, I have been moved even further to the side of creative, hands on, project based learning and hope to implement these methods into my classroom wherever I can. But what about the rest of the school? the rest of the district? the rest of the provence or country? The expectation has remained the same for decades – teach reading, writing and math. Yes, these are important skills that all students need to learn, but how can we make this learning exciting for our students and how can we motivate them to maintain a growth mindset?

Being a spokesperson or promoter against an institution as great as the system of education is a daunting and seemingly impossible task. I don’t know if I am a voice that could be loud enough to be heard. I know that there needs to be changes and adjustments to the institution, but how should I proceed? Am I going to make enough of an impact within my classroom in one year with any given set of students? I hope I will be able to foster change for some of them, I am not so naive as to think I will change the life of every single student I encounter in making them more creative and innovative. I do not have a particular answer for these questions I pose, time will tell, I hope that one day we do see teachers and districts fostering inquiry and creativity. I see it in select districts, but not enough, we need to move away from the focus on worksheets, textbooks and essays, we need to give meaning to learning. It is my hope to be able to do this and refine my skill as a teacher as time goes on.

Dealing with Noncompliance in the Classroom

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A struggle that all teachers will deal with in their classrooms is how to effectively manage a classroom. Providing a positive environment for students can be a difficult task (one that I am sure gets easier with experience), and this task can be made even more challenging when there are noncompliance issues. Noncompliant students will challenge a teachers skills and patience, as a teacher candidate, this is something that I have personally struggled with. How do I promote my teacher presence with all students and limit the boundary pushing they will inevitably attempt. What I have learned is that it is so important to be consistent with all students, let them know the expectations and implement rules by rewarding good behaviour and providing options when students push back.

After engaging in many discussion with peers and colleagues, I have noticed that there is an overwhelming consensus regarding students with noncompliance issues. The first step is to keep calm, if students recognize that you are stressed or frustrated, they will play on that and not let up. The second step is to reiterate the expectations to the student, whether it be a small task, an assignment, or behavioural expectation, some students need clarification or multiple reminders. The third thing to do is provide options or consequence, for example, if a student is expected to sit still and either cannot or will not, give them the option to sit still or come sit by teacher, the consequence would if, if you choose to do neither of these things, I will come and sit with you and give gentle reminders to reduce the wiggling. Another example could be during work time, if a student does not want to work on a particular task during work time, give them the option to do it now, or do it during centres or free time. The most important thing is to follow through with expectations, if the student decides to sit at their desk or distract others, make sure they finish their work during free time. The last point (and this is a big one), is to be consistent! If a teacher gives in once, just once, the student will remember that forever and the pushback will likely intensify. This is one that I have a hard time with as a new teacher, I need to remember that I am in charge, play time is optional, work time is not. There should never be a power struggle between teacher and student, by engaging a student in a struggle, it lets them think that they have some power and will not want to let it go. Stay calm, make expectations clear, provide options (not questions), and follow through.

Learning to create a positive classroom environment for all students and reduce noncompliance can be a daunting and difficult task for new teachers. It is important to provide structure immediately and let students know and include them in making expectations, this allows them to take responsibility of their behaviour and know what is or is not acceptable and why.

Out of Our Minds

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Out of Our Minds: Learning to be Creative by Sir Ken Robinson is a book that discusses the importance of creativity and the lack of creative learning going on in the current school system. What does this mean? What are the impacts that the lack of creativity has on society? According to this book it results in a void of innovation and collaboration in workplaces. People have been taught all their lives to work hard at their desk, pumping out worksheets and writing papers, reading textbooks. But where is the exploration? Creativity is not something everyone has, it is a skill that needs to be fostered. Robinson identifies the three tasks for teaching creativity – encouraging, identifying and fostering.

This book, along with much of Robinson’s work shows me that if we want our students to grow up to be innovators and creators, we must begin to teach them starting in kindergarten. It is not something that can be achieved by one or two motivated teachers, but these ideas need to permeate into policy, on district and provincial levels. I wish that I had been taught using creative methods, promotion of hands on, project based, artistic learning, and all I can do now is try to foster creativity in my students.

Reference:

Robinson, K. (2011). Out of our minds: Learning to be creative. Oxford: Capstone.

New Age Education

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It is always a pleasure to visit new schools, it gives me the opportunity to see the variety of ways education takes place. Some schools take a less “traditional” approach to teaching and learning. Some of these schools have opted to be built with collaboration in mind; I feel that the collaborative aspect is very important, it provides a skill that is utilized throughout our lives. A collaborative school really allows me to see my inquiry topic in action, bringing personalized and creative learning into not only the classroom, but the school, with the aspect of self regulation added as well. Students work on subjects (either independently or collaboratively) that they have interests in, topics that fit into the grander scheme of the unit, which all classes are working on at the same time, so it is possible to collaborate with peers in other classes.

Something that I noticed was the sense of community, students and staff all working together, not separated by walls and doors. A school built in this style is conducive to creative learning, both physical (walls and doors) and creative barriers are greatly reduced. Students are able to seek out multiple teachers for assistance and teachers are able to observe a wider variety of students. Another thing is the proFullSizeRendermotion of inquiry based learning. In the primary years, classrooms would have “wonder walls” and in the middle years common areas there would be students’ bodies outlined with questions written inside. Having these questions visible at all times reminds students of their curiosities and promotes exploration, again, independently or as a group.

The common areas are like galleries, art and projects were displayed everywhere. Walking through the hallways one can tell what students were learning about in the different grades because of the artistic themes we could see hanging from the ceiling, on the walls, immersed in the decor. It is interesting to see all the student work IMG_1474displayed and I can only imagine that it gives the students a sense of pride to have their work shown off for the school to see. Even though there may be lots of obvious themes throughout the school, it becomes clear that students are able to use their own creative licenses. Art supplies, books and play based objects were easily accessible at all times, allowing students to ex
plore their interests and topics  freely. Class time may not be as regimented through schedules and sitting at desks, students were exploring, teachers were guiding

An alternatively designed school may be more likely to promote creativity and personalized learning which permeate the classroom, students will be engaged and excited to learn. There is nothing more empowering than being given the opportunity to take charge of your own learning while knowing that you have the support system available when you need it.

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