Creativity in Secondary Education by Jonathan Savage, Martin Fautley

By Jonathan Savage, Martin Fautley

Creativity is more and more obvious as primary to strong studying and educating during the curriculum. This e-book examines the political and academic context in the back of such advancements and appears at dilemmas confronted by way 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 a number of educating contexts, it permits trainees to boost creativity of their educating position and of their students’ studying. all through, the publication hyperlinks in actual fact to the recent expert criteria for QTS and provides routines, subject-based case reports and educating examples to interact and aid all secondary trainees

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By Jonathan Savage, Martin Fautley

Creativity is more and more obvious as primary to strong studying and educating during the curriculum. This e-book examines the political and academic context in the back of such advancements and appears at dilemmas confronted by way 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 a number of educating contexts, it permits trainees to boost creativity of their educating position and of their students’ studying. all through, the publication hyperlinks in actual fact to the recent expert criteria for QTS and provides routines, subject-based case reports and educating examples to interact and aid all secondary trainees

Show description

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Work through the questions in order, thinking about what your students know and can do already, and what the learning and task outcomes will be. We will look at planning for creativity again later – Chapter 4 in particular picks up the thread, looking at the processes involved when planning for creative learning. 1 describe specific types of knowledge and activity. What you want to do in your lessons is to direct the pupils towards creative processes, and in order to do this you need to think about how you will enable pupils to make progress in their learning and doing.

The notion of learning outcomes (or objectives, or fulfilments, or however they are referred to in your documentation) is that you plan in advance for what the pupils will learn in the sessions you are teaching them. Note that this is distinct from ideas of task, doing or activity outcomes. These two types of outcome, learning and task, have a number of commonalities with two separate types of knowledge procedural and declarative. Procedural knowledge is knowledge about how to do something and is a sort of knowledge which may not be easily communicated in words.

Now that got my attention! I wish that Tim had been my physics teacher at school. He has a way of presenting the complicated facts of astrophysics in a way that even I can understand and get excited about. So, the first important point in this section is that we, as ‘experts’ in our curriculum fields, need to present the knowledge of that field in a way that inspires our students. 2. Knowing your subject inside out In order to be an inspiration to your students, you must be completely familiar with your own subject area.

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