Intellectual Output 2 How to teach creatively?
Descriription & Aims:
The handbook will consist of the following parts:
1. Theoretical introduction: the power of creative thinking, researchers about creativity.
2. Tips for teachers:
– how to understand creativity in education?
We understand creativity as the key to changing the theory of behavioral learning (dominant in some school systems of education – e.g. Polish or Portuguese) based on the transmission of knowledge, student’s passive attitude, reproduction, low level of creative thinking, no reference to experiences), to the cognitive theory (perceiving learning as an internal process), knowledge processing (combining experiences, with the active role of the student who learns how to learn) and constructivist.
Activities & Methodology:
1. Analysis of a variety of documents in order to gather preliminary data necessary for further works. Gathering data.
2. Content preparation
3. Graphic design, final version of the document, composition
4. Cross-reffering, testing.
5. Translation into national languages
Α Multilingual Handbook for Τeachers: Teaching Creatively in Secondary Education
In the framework of the project preparation, the SPACES consortium had been conducted a need analysis, which indicated that teachers are looking for creative teaching strategies in order to actively engage students in the learning process, stimulating their interest and giving them motivation, simultaneously. According to the Creative Learning Initiative evaluation report 2015-2016, “eighty-five percent of CLI teachers reported positive changes in their teaching practices that resulted in positive student outcomes. Teachers reported positive experiences with professional development activities and increased skills. The vast majority of teachers reported the changes in their teaching practice helped them actively engage student (92%), positively affect student achievement (88%) and positively affect student behavior (85%).”. Student engagement and attendance increased significantly as creative campus scores increased. Students whose teachers were highly competent in creative teaching had significantly better SEL skills (respect for self and others, interaction with adults and peers, and responsibility for their own actions).
SPACES consortium, by greatly recognizing creativity as the key to move from behavioral learning (perceiving learning as a passive process, with a low level of creative thinking) to cognitive (perceiving learning as an internal process), and constructivist learning (perceiving learning as an element of shaping one’s own identity, focuses on independence, voluntary work and democratic principles), has proceeded to the preparation of a didactic tool, an interactive handbook, which is addressed to teachers of secondary schools, educators and methodological centers’ staff under the title “How to teach creatively?”.
The handbook is based on the following 3 principles, as described in the Liberating Structures PL:
- Tell me and I will forget
- Show me and I will remember
- Involve me and I will understand
Stay tuned for more updates!