By Jonathan Savage, Martin Fautley
Creativity is more and more noticeable as primary to stable studying and instructing through the curriculum. This publication examines the political and academic context in the back of such advancements and appears at dilemmas confronted by means of trainee lecturers as they start their educating perform. Demonstrating what creativity is, the way it evolves and the way it may be nurtured in quite a few educating contexts, it permits trainees to strengthen creativity of their instructing position and of their scholars’ studying. all through, the e-book hyperlinks basically to the recent expert criteria for QTS and provides routines, subject-based case experiences and educating examples to have interaction and aid all secondary trainees
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Extra resources for Creativity in Secondary Education
Both of these concerns may be legitimate, but try and resist this kind of pressure. Teaching creativity must acknowledge that creativity itself is not limited to specific subject domains. In learning to teach creatively you will have to make connections across the curriculum in such a way that empowers you as a teacher to teach your subject in a new way, perhaps even in ways that you were not taught yourself! Incidentally, this will also create a more inclusive curriculum and educational environment for students, as we will consider in Chapter 6.
Low ability groupings rarely have the range of cognitive perspectives that will allow discussions to develop and that high ability groupings rarely share information. , 2005) An implication of this finding is that you need to think carefully before employing some form of ability-based grouping as to what possible and unintended effects might result. There are also issues with employing purposive mixed-gender groups: ... studies have demonstrated that whilst boys and girls can work in groups, whether in separate or mixed groups, girls’ style of interacting is different and tends to be more conflict-free, which is not necessarily positive from an educational point of view, particularly if it involves a disinclination to risk disrupting a group by exchanging contrasting views ...
To teach creatively, it will be important for you to maintain an active interest in your subject area and the current issues and concerns that are being raised within it. As an example, the QCA’s recent consultation (Futures – meeting the challenge) has many interesting points of departure and application for teachers. Not least, is the challenge to explore and utilise the potential of new technologies to link subject areas within the curriculum in new ways: In a technology-rich world we need to review and modernise what and how we learn.