Creativity
Starting with C for classroom culture, this programme takes an alphabetical journey through creativity as ten secondary teachers share their strategies for success.
What role does a supportive classroom culture play in generating creativity? When teachers are under such pressure to drill for exams, how can they take the time to allow students to be creative?
The teachers explain how plans for creativity have to be flexible, as a creative classroom doesn't necessarily follow a pattern. They give examples of interactive techniques that work for them, from the "exquisite corpse" to singing as a tool to learn German vocabulary.
This programme is part of a series where secondary teachers share their tried and tested strategies for success in the classroom, from group work to creativity and time management.
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FacebookJoe Slevin on 11 May 2009
Very good. Like the comments about what kills creativity. Sensible to end with that as it should make people think. ...
Go down to this comment about 'Creativity A-Z' made by 'Joe Slevin'
- Duration: 15:00 minutes
- Published: 22 April 2009
- Licence information for Creativity
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Creativity A-Z11 May 2009 - 15:14
Very good. Like the comments about what kills creativity. Sensible to end with that as it should make people think.
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Re : Creativity A-Z5 July 2010 - 10:29
Very interesting! Thanks
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provokes thinking28 February 2010 - 20:48
This video provokes thinking on bringing in creativity - but there are no REAL examples of creativity....examples of creative exercises and things to do. how to link them into the learning of the lesson....but nevertheless a good watch.
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Choreography17 December 2009 - 18:07
The choreography of this film is excellent. That in itself was a lesson for me (Maths ITT). I downloaded this, "started playing it to check it works, and ended up not only watching it all but having to load TTV again to post this!
Learning qustions rather than learning objectives: so you don't "pin down" the direction of the lesson too much - subtle, but clever change.
On the English teacher who talked about constructing a "surreal sentence" by writing down one word then passing it on (hiding the other words): I can see applications of that in maths, where students have to build up an argument/proof. You do a step, then you, then you, till we've solved it. Seeds of APP too.
In short, thank you very much for this feature.
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Very superficial. Nothing12 May 2009 - 19:01
Very superficial. Nothing new discussed. Easy to say "make your lessons creative", but how?
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