UNLEASHING YOUR CREATIVITY

IN TEACHING

PROGRAM OBJECTIVES

1. Understand the principles and importance of creative teaching and learning

2. Compare and contrast traditional and creative delivery methods and how they can both enrich teaching and learning

3. Understand various learning styles of students and the concept of multiple intelligences

4. Apply new approaches to make teaching and learning interesting, fun and effective

OUR LEARNING MODULES:

• Module 1: Grounding yourself on Learning and Teaching Principles

• Module 2: Understanding Multiple Intelligences

• Module 3: Enriching Teaching and Learning by Moving “out-of-the-box”

• Module 4: Teaching Millennials

Module 1:

Grounding Yourself on Learning and Teaching Principles

10 LEARNING PRINCIPLES (PINE & HORNE)

1. Learning is an experience which occurs inside the learner and is activated by the learner

2. People learn what they want to learn

3. Learning is the discovery of the personal meaning and relevance of ideas

4. Behavioral change is a consequence of experience –people don’t change just because others tell them to do so

5. Learning is a collaborative and cooperative process

6. Learning is an evolutionary process – it takes time!

7. Learning is sometimes a painful process – we become uncomfortable as we change

8. One of the richest sources of learning is the learner himself

9. The process of learning is emotional as well as intellectual

10. The learning process is highly unique and “individual”

POINTS TO REMEMBER WHEN TEACHING OR FACILITATING LEARNING

• Learners prefer learning to be inter-active

• Learners have some experience, education & skill, previous learning -- often “motivating” when they feel they are able to contribute based on what they know

• Learning works well with participants when you can address the “WIIFM”

• Learners react based on how their minds understand what they hear

• Learners often have “short attention span”

• Our job is to make learning as conducive as possible to the learners

LEARNING STYLES

Auditory : absorbs or learns best by hearing and talking about it

Visual : absorbs or learns by seeing and association

Kinesthetic : absorbs or learns best by actually doing

Eclectic : absorbs or learns best by a combination of two or three styles

APPLICATIONS

Auditory

Oration

Lecture

Radio drama

Discussion

Debate

Visual

Photo language

Painting

Symbols

Signs

Chart/diagrams

Kinesthetic

Exercise

Skill practice

Hands-on; key-in

Test operation of

a mechanical unit

Eclectic: audio-visual presentation, field trips, movie analysis, song

reflections, case study, etc.

PEOPLE ARE ABLE TO RECALL:

20% of what they read

30% of what they hear

40% of what they see

50% of what they say

60% of what they do

90% of what they see, hear, say & do

AN OLD CHINESE PROVERB

“Tell me and I forget,

Show me and I remember,

Let me do and I understand.”

TEACHING IMPLICATIONS

Assess your students’ mix:• which learning style is more dominant?

• your methods should vary depending on the dominant learning style

• example: Teaching young student artists vs. Barangay officers on the topic of terrorism. How will your approach differ?

Adjust your teaching style with the learning style.

Tip: It is safer to do the eclectic approach

• Lecture

• Modeling/Demonstration

• Case Analysis

• Group Discussion

• Reading

What are Traditional Teaching

and Learning Methods?

As teachers, it is GIVEN that we should know how to use these methods well!

KEY POINTS

• We need to understand learning principles and learning styles to be able to effectively adapt our teaching to our students

• To effectively teach, we also need to master Traditional Teaching & Learning Methods.

• But these are not enough!

UNDERSTANDING MULTIPLE INTELLIGENCES

Module 2:

HOWARD GARDNER

Video

GARDNER’S THEORY OF MULTIPLE INTELLIGENCES

• According to Howard Gardner, M.I. represents the whole range of human intelligences and people have what he calls “dominant intelligences”.

• We should consider M.I. in Effective Teaching – they pave the way for “creative teaching” approaches.

SOME SPECIFIC TEACHING APPLICATIONS OF M.I.

Intelligence Type Incorporated Into Subject Matter Way of Demonstrating Understanding

Verbal-Linguistic Books, stories, poetry, speeches, author

visits

Writing stories, scripts, poems,

storytelling

Mathematical-

Logical

Exercises, drills, problem solving Counting, calculating, theorizing,

demonstrating, programming

computers

Musical Tapes, CD's, concert going Performing, singing, playing,

composing

Visual-Spatial Posters, art work, slides, charts, graphs,

video tapes, laser disks, CD-ROMs and

DVDs, museum visits

Drawing, painting, illustrating, graphic

design, collage making, poster making,

photography

Bodily-Kinesthetic Movies, animations, exercises, rhythm

exercises

Dance recital, athletic performance or

competition

Interpersonal Teams, group work Plays, debates, panel discussion,

group work

Intrapersonal Reflection time, meditation exercises Journals, memoirs, diaries, changing

behaviors, habits, personal growth

Naturalist Terrariums, aquariums, class pets, farm,

botanical garden and zoo visits, nature

walks, museum visits

Collecting, classifying, caring for

animals at nature centers

SEATWORK

• Think of a subject or topic you are going to teach

• Identify methods you can use to enhance learning/absorption of information

• Identify what MI’s these methods will HIT

• Share your output with your seatmates

M.I. IMPLICATIONS

• Your students posses MULTIPLE intelligences

• All intelligences need to be equally valued – not one better than the other

• All intelligences can be taught, nurtured and strengthened

• For teachers to be fully effective, they should focus on “hitting” the various intelligences and learning styles of students

• Not all students are well served by schools and

teachers that focus primarily on linguistic and logical

learning styles

• Everyone learns in different ways – so we should

teach in various ways also, RIGHT?

• Stronger intelligences may be used to awaken and

strengthen weaker ones

• In schools and in learning environments,

assessment should probably be on “HOW ARE YOU

SMART?” and not “HOW SMART ARE YOU?”

ENRICHING TEACHING AND LEARNING BY MOVING “OUT-OF-THE-BOX”

Module 3:

OUT-OF-THE-BOX METHODS

• Addresses the Multiple Intelligences and Different Learning Styles

• Goes beyond speech, lecture, assignment and seatwork

• Brings out creativity on the part of the teachers and facilitators

• Takes on a “Whole Brain Approach”

LEFT BRAIN - RIGHT BRAIN

Left Brain

- Analytical

- Linear

- Numbers

- Details

- Concrete

Right Brain

- Intuitive

- Images

- Non-Linear

- Big Picture

- Abstract

R U Left or Right Brained?

In order to ensure maximum learning effectiveness, we should try to take on a WHOLE BRAIN APPROACH – i.e., address both the left brain and the right brain when we teach

CREATIVITY MYTHS

• Only CREATIVE PEOPLE can be creative

• Creativity is RARE and WEIRD

• You don’t have TIME to be creative

A SIMPLE CREATIVITY EXERCISE

Think of as many creative ways you can use a…

1. Plate

2. Handkerchief

3. Ruler

WHY BE CREATIVE AND MOVE OUT-OF-THE BOX WHEN YOU TEACH?

• It benefits all kinds of learners

• It makes learning more exciting and creative

• You grow in terms of what you can do

• You reach a new dimension in teaching

• You and your students HAVE MORE FUN!

THE “OUT-OF-THE-BOX SPIRIT”

• Be curious – try to learn new things by observing a lot

• Be adventurous – don’t be afraid to try out new things

• Be experimental – don’t be contented with the old, tried and tested

• Be daring – don’t be timid and shy, let your hair down

• Be creative – draw out from your own interests and capabilities on how to teach old concepts in totally new ways

USING MUSIC AND SINGING

• Songs address musical intelligence

• Background music can enhance learning – “subliminal effect”

• Songs sink deep – they “stick in your mind” even after a long time

• Changing Lyrics of Songs – to facilitate memorization of concepts

• Use Songs to Energize or Warm-Up a Group

• The Song Reflection – hammers an idea or message in the mind

• Use music to relax yourself and your students

• Play an instrument or sing a song to start or close your teaching

• Play a “Name that Tune” game

• Manage the mood of the activity with appropriate music

Let’s Sing

USING MOVEMENT

• Move around – don’t stay on the podium all the time

• Let your participants Dance

• Ask your participants to change seats once in a while

• Ask a group to “Mime” a Topic assigned to them

USING FILM• Film can deliver a concept more

entertainingly than reading it – via a story unfolding on screen

• Rich source of learning which can be drawn out from participants – via “processing”

• You need to select the right film though to ensure effectiveness and impact

USING MNEMONIC AIDS

• Makes it easier for students to remember lists and concepts

• Examples:

• ROYGVIB

• SMART Goals

• JAPAN, ITALY

ALLITERATION

Example:

Project your voice

Pronounce words carefully

Pause frequently

Pace should be varied

USING PICTURES/CARTOONS

“A picture is worth a thousand words”

USING ART

• Ask students to draw or mindmap their ideas

• Collage of pictures re: topic

• Group Cooperative Painting

• Wall Mural

• Sculptures from everyday objects

USING THE SENSE OF SMELL

• To teach children different scents, bring to the classroom various products and let them classify the smells

• Use smell as a non-verbal introduction instead of handshake (e.g. with scent bags)

USING STORIES OR METAPHORS

• Stories and metaphors address the imagination of learners

• Comparison of Complex Concept with something more easily understandable makes learning concepts easier

PICK-UP LINES

ACTIVITY

Provide Appropriate Pick-Up Lines for the following:

• Leadership

• Teaching

• Creativity

• Learning

• Communication

• Anything related to education

USING PUZZLES

• Addresses the logical thinkers

• Keeps students thinking

• Prepares them for thinking/analytical work –a mental exercise

USING MAGIC TRICKS

• Quite unconventional but guaranteed to catch attention

• Requires some practice to be credible/good at

USING ENERGIZERS

• Breaks the monotony of lectures

• A good “motivation technique” -Keeps students awake and interested as they go through long lessons

• Can be used to introduce new topics – a good way to “segue”

A GAME is a COMPETITIVE ACTIVITY played

according to RULES WITHIN A GIVEN

CONTEXT, where players meet a challenge in

their attempt to ACCOMPLISH A GOAL and WIN.

USING GAMES

• WHAT HAPPENED?

• HOW DID YOU FEEL?

• WHAT DID YOU

LEARN?

• HOW WILL YOU USE

LEARNING?

Processing the Game

KEY POINTS

• Everyone can be a creative teacher

• Whole Brain approach to teaching and learning will significantly expand our reach

• Out-of-the-Box Learning methods bring out learning creativity and enhances teaching effectiveness

Module 4:

Teaching Millennials

GENERATIONAL DIFFERENCES NEED TO BE CONSIDERED IN EFFECTIVE TEACHING

Generations Years Born

GI Generation 1900-1924

Silent generation (Traditionalists) 1925-1945

Baby Boomers 1946-1964

Generation X 1965-1979

Millennials or Generation Y 1980-2000+

GENERATION Y LEARNERS

• Largest generation since baby boomers

• Many from separated, single parent homes

• Parents are extremely hands-on in raising kids (“decade of the child”)

• Overindulged, overprotected, self-absorbed

• Technologically savvy (digital natives)

GENERATION Y LEARNERS

• Self-confident, entitled

• Ambitious with high expectations

• Want to know process, rules, how to get ahead

• Expect to start at the top

• Want constant and immediate feedback

• Move quickly from one thing to another

• Not as independent as Gen X (due to parental back-up)

Video

OUR STUDENTS NOW…

• Surfers and scanners – not readers and digesters

• Expect constant and immediate feedback

• Technologically savvy but crave personal contact

• Want to collaborate with others

• Always hurried – because they know what they want to learn

THE 5 R’S OF ENGAGING MILLENNIAL LEARNERS

1. Research-based methods

• Millennials prefer a broad spectrum of learning strategies. They need “variety of methods”. Their ideal learning environment involves less lecture and more collaboration with peers. Group based projects that emulate the work environment are ideal for these learners.

2. Relevance

• Millennials are aces at “googling” and discovering information. They do not value a piece of information for its own sake, rather for its relevance to their lives. Teachers will find millennials engaged in hands-on or application-based case studies, where new knowledge is discovered and synthesized

3. Rationale

• Millennials were raised in a less authoritative environment – where decisions and actions were constantly justified. When instructors provide the rationale behind concepts, policies and regulations in a learning environment, these young learners are more likely to respond positively.

4. Relaxed

• Think “laid back” when you conduct your classes. Millennials prefer a relaxed learning environment, with minimum pressure, more freedom to complete assignments and also more freedom for personal expression and creativity.

5. Rapport

• Millennials strive on personal relationships. When being raised, they had complete attention from their parents. They are used to older adults showing more interest in their lives. They prefer and appreciate instructors showing a personal interest in them.

(Cristy Price, 2009)