‘The Enquiring Mind: Creative Approaches’
Sunday 11 May 2014
Mantle of the expert
What is Mantle of the Expert?
The Mantle of the Expert is
a dramatic-inquiry based approach to teaching and learning which was invented in
the 1980’s by Professor Dorothy Heathcote. She creatively came up with an
theory that children would learn curriculum through a dram based approach.
As the children are working through
the curriculum they are acting as if they are experts in particular path of
work. For example a manager of a store. Throughout this learning theory the
classroom dynamic changes from its original construction, children take a more
active role in their learning so the teacher is relying on the children instead
of the children relying on the teacher. The teachers’ role in this theory is
step back and guide the children through the given task stated.
Why use Mantle of the Expert?
When using the mantle
of the expert, by treating the pupils as experts it can raise their confidence
and engagement in learning. It can benefit the pupil by:
²
Increasing
communication skills
² Increasing
teamwork
²
Increasing
decision making
²
Increasing
critical thinking – independent thinking
² Encouraging
creativity
Overtime the children
learn responsibility, the appropriate language and social behaviour skills to
use, which helps them to adapt their role as an expert.
This technique can
allow schools to address problems and issues which currently happening outside
of the school environment, which will help pupils gain an understanding.
By using the
technique the teacher can incorporate more than one subject into the activity
rather than learning one subject at a time. It’s a creative way to blend more
than one aspect of the learning curriculum into one.
Experience
I got to experience
using this teaching and learning technique on as a part of one of the modules
on my university course. We were split up into 4 different groups, each were
running our own construction company and requested design and build a bridge for
the council. Within our groups we were
given individual roles and had to work together successfully to produce our end
product.
We chosen to
build a suspension bridge but on the day of building the bridge our end product
didn't turn out the way we planned.
Personally, I enjoyed
using this technique; however I didn't really like the task given. This could
suggest that there could be a gender difference in performance and involvement
when given a particular task using this technique.
In my experience, the boys
really got stuck into the task and enjoyed their role, upon the day of building
the bridge they really excelled and got creative; using the saws, hammer and
nails. However, if the scenario was different and we had to run our supermarket
I’m not quite sure they would've been as interested.
References and Links
Saturday 10 May 2014
Techniquest
About...
Know as one of the longest established science centres in the United Kingdom, techniquest offers a range of scientific exhibits to its visitors. It was first built/open in 1985 by Professor John BeetleStone from Cardiff University. Any exhibits the centre has used, is built at their own workshops and has also been known for building and selling exhibits to other science centres worldwide.
How do techniquest relate to education?
The centre offers a wide range of exhibits for the children to explore and experiment. Techniquest bases their exhibits on child centred learning which can support students through their education even secondary phase and now even visit schools. Exhibits and programmes are designed and advised particularly to appropriately suit the age of the students visiting. The centre ranges it's exhibits to offer students a unique experience in subjects such as science, technology, engineering and mathematics.
Secondary
Adapted to relate maths with the 21st century and technology being used by the youth of today. Looks into statistics and binary code, explores mathematics in ways you haven't thought about. As well as younger visitors, secondary students get to explore the planetarium and science theatre, these are adapted to suit an higher education. The science experiment would be based on chemistry, where as the planetarium would use higher level of understanding and knowledge.
Science Theatre
Viewers get a front row seat on a scientific or mathematical experiment which will get you thinking through the task or problem by producing ideas and solutions. Interaction, is main part of this show, the professor gets the viewers involved by discussion and participation. To show that viewers have fully understood what they just experienced, they are encouraged to reflect upon the knowledge their just achieved, by filling out question/information sheets and participating in a group summary discussion.
Planetarium
Modified to suit the ability, knowledge and age of the viewer, planetarium is a new feature at the centre which will educate students and young visitors on the stars, planet and galaxies. The video will intrigue its viewers as it gives an insight on astronomy and cosmology, learning about constellations and myths which are behind them, a subject which is not well know about.
Experience
As a child, at least one of my lower primary school trips a year were spent at Techniquest, I remember feeling as if I was in a giant playground with interesting yet sometimes confusing puzzles which left me amazed and intrigued. My favourite being the shadow box. On my last visit with the school, I got to experience the science theatre, I remember being given a questionnaire on the way in and feeling as if I had to listen intently to every word the professor said otherwise I wouldn't be able to answer it.
Returning now Im older, I still felt amazed by some of the exhibits but not so confused.
Techniquest is a great way of learning through exploration using thought processes, problem solving and ideas to understand the science behind the exhibits. whatever the age and no matter how old some of the exhibits Techniquest still excite and intrigue you despite how many times you visit.
References
http://www.techniquest.org
Creativity is being used in schools and education
Schools Climbing Wall
Teacher at Ashgrove school, a specialist provision school for children aged 3-19 years old with Autistic Spectrum Disorder (ASD).
How do the school create an
Environment that fosters creativity?
« Freedom
- to experiment and make mistakes
« Time to
think
« Space -
to make a mess and to able to move freely
« Opportunities
- debates and discussions
« Access to
a wealth of media on multitude subjects
« Access to
resources - ensure they are taught to use them effectively
« Relaxed
and friendly staff
The school uses creativity to create a fun and stimulating learning environment. One important point which Ben expressed numerous times throughout the presentation was the children were given the choice. E.g. Christmas concerts, choice of media. The children are given the authority to have a say in what they learn and how their work is presented, this degree of freedom of choice is one of the reason their choice of how to run a classroom is successful.
How do the school use technology creatively?
« Devote
the majority of lesson time to experimentation
« Use
technology which is an appropriate level for age
« Use
technology which is cheap and open source
« Use
technology which is engaging and fun
« Teach
skills - including teaching how to use these skills
One of the big things the school is known for is its use of technology with their education. The school uses a variation of technology and media to promote and put to test the children's creativity and imagination. The technology and media is not only used in the children's lesson time but can be used if chosen and deemed to be useful in the annual school Christmas concerts or events.
This is one of things I found interesting about the school is it's use of technology incorporated into every subject and it's use of new technology which I didn't know existed.
Scratch
Designed specially for 8-16 years but is being used by many around the world. Scratch is an online community where children can use their imagination to create stories, games and animations by programming. This programme helps children to "think creatively, work collaboratively, and reason systematically".
Makey Makey
Created by two graduate students, the Makey Makey can be used by anyone. An invention kit for the 21st century, which turns everyday objects (which can conduct electricity) into touch pads. The kits include a Makey Makey, alligator clips and an USB Cable and needs internet to work.
I believe the use of this level of technology in education is an fun and effective way of engaging children, and incorporating and promoting creativity into the curriculum. This can help implant the basis of skills and knowledge which will be needed by them in their future due to ever evolving world of technology.
References
scratch.mit.edu
www.makeymakey.com
Pic: http://illustrateproject.com/ashgrove-school-cardiff/
Friday 9 May 2014
Education Killing Creativity?
Ken Robinson
Well known as an education leader in the
development of education, creativity and innovation.
Here in
this video, Sir Ken Robinson, an creativity expert, argues that education today
is draining children of creativity.
He challenges the way in which Creativity is being approached through
the education system . ‘Creativity', in
which he defines as "the process of having original ideas that have value",
he believes is as important in education as literacy, and we should treat
it with the same status.
Does education and schools kill creativity?
We’re sent into education
and the
classroom so us individuals can learn and gain the essential knowledge and
skills for our development and to prepare us for later life. What kind of
education is needed for this to be possible? Is this possible?
Robinson argues that our education are limiting us, we
all born with creativity but our education suppress it, but it’s important culturally,
economically and personally that we fight this.
People and organizations everywhere can see that current systems of education are failing to meet the challenges we now all face and they're working furiously to create alternatives.- Sir Ken Robinson
Education is evolving and changing constantly but the curriculum and
schools are not. He believes the education system has a standard curriculum which
is set for all to abide by. He points out that they are missing the fact that
every individual is unique and ‘diverse’ so this standard curriculum could be ‘narrowing
their intelligence.’ They expect students to abide follow the guidelines which
deprives them from using imagination and creativity. So by adapting the system Robison believes is
essential for the pupils ‘personal fulfillment and the world we are creating’
Personally,
I found this argument quite interesting and can definitely relate to his views on the argument. Throughout primary school art and crafts was usually taught
in a afternoon, looking back you could say it was often used as a treat if
other subjects work was fully completed for that week. E.g. English, Maths or
History. For a long time and still today
education and schools focus on the core subjects such English, maths and
science which is classed as important for the child's future, and discard other
topics as they not seen as such as high priority. Is this right? Are these the
most important subjects?
Today
schools seem to be concentrating on adapting the curriculum so arts and craft
subjects, which is classed and based around creativity, are given more time.
However, schools should focus on how they can include creativity into their
classrooms and teaching no matter what subject is being taught.
References
http://sirkenrobinson.com/
http://www.huffingtonpost.com/sir-ken-robinson/do-schools-kill-creativity_b_2252942.html
http://www.ted.com/talks/ken_robinson_says_schools_kill_creativity?embed=true
Thursday 8 May 2014
What is creativity?
What is
creativity? Is creativity in everyone? Can creativity be taught?
What is Creativity?
“...to raise new questions, new possibilities, to regard
old problems from a new angle...”
Albert Einstein
“creativity takes courage”
Henri Matisse
“Creativity is
intelligence having fun”
Albert Einstein
What is
creativity for you?
It seems the
definition of creativity today is undefined and that its different for each
individual. Why is this? Could it be due to the fact that today creativity is
seen as an skill that can be learnt through education and instruction. To me, creativity involves two processes:
thinking and producing. Creativity is evolving a solution to a problem through
an open thought process by using our imagination to produce new possibilities.
Why is
creativity important?
It’s clear that
creativity is not only important to education but globally as well.
In education
creativity helps improve the pupils:
•
self
esteem
•
achievement
•
motivation
This helps pupils:
•
Gain
their own perspective of the world
•
problem solving
•
discovery through ; exploration, curiosity ,
play
Creativity
in Education
Is there enough creativity being used in the education
system today?
“…creative education involves a balance between teaching
knowledge, skills and encouraging innovation..”
NACCCE,1999
The release of the ‘Plowden Report’ in 1967 saw changes
in the perspective chidren were being taught. One of the most important of their
recommendations were how children were learning, they highlighted the
significance of children learning through discovery and children being an
active role in the curriculum. Play and exploration was then given a central
role to their education, as creativity was seen as an important step in their
development. However, is that the case today? Do children still have this
input?
References
Craft.A et al.(2001) Creativity
in Education. Bloomsbury Publishing
Craft.A(2002) Creativity
and Early Years Education: A Lifewide Foundation
Continuum Studies in Lifelong Learning Bloomsbury Publishing
Continuum Studies in Lifelong Learning Bloomsbury Publishing
National Advisory
Committee on Creative & Cultural Education (NACCCE), (1999) All Our Futures: Creativity, Culture and
Education. London: DfEE/DCMS.
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