By Martin Fautley, Jonathan Savage
Creativity is more and more obvious as vital to stable studying and instructing during the curriculum. This ebook examines the political and academic context in the back of such advancements and appears at dilemmas confronted by means of trainee academics 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 allows trainees to improve creativity of their educating position and of their students studying. all through, the booklet hyperlinks truly to the hot expert criteria for QTS and offers routines, subject-based case reviews and instructing examples to interact and aid all secondary trainees.
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Extra info for Creativity in Secondary Education (Achieving QTS)
The notions of situated learning and distributed cognition are linked, as Salomon (1993, p 114) notes: ... if cognitions are distributed, then by necessity they are also situated ... In other words, learning is involved in both doing and participating. Fig. 7. Distributed creativity Implications for the classroom Sometimes it seems teachers use group activities in the classroom as pragmatic substitutes for individual work. The theoretical approaches we have been discussing here are not like this at all because they emphasise that group activity is not only an appropriate process in its own right, but that it is effective and desirable as a way of working.
Gardner, 1999, p101) To counter this problem, Gardner suggested that IQ testing alone is not a sufficient way to describe the achievements or potential of an individual and, instead, we should be considering that people have multiple intelligences (MI) in a number of domains. This is the origin of Gardner’s MI theory (Gardner, 1983). RESEARCH SUMMARY RESEARCH SUMMARY RESEARCH SUMMARY RESEARCH SUMMARY Gardner’s theory of multiple intelligences Gardner’s MI theory identifies a number of areas where individuals have specific abilities or intelligences.
What might capture a Year 7 student’s imagination? Are there any peculiarities or distinctive elements that you could use to engage them early on in their studies with you? Capturing and maintaining a student’s interest is a prerequisite for effective teaching and learning. We believe that the majority of children are naturally curious about new things and you should seek to build on this in your teaching. Additionally, do not fall into the trap of thinking that the only learning a student will do within your subject is within your classroom sessions.