By Jonathan Savage, Martin Fautley
Creativity is more and more visible as primary to reliable studying and instructing through the curriculum. This ebook examines the political and academic context in the back of such advancements and appears at dilemmas confronted through trainee lecturers as they start their instructing perform. Demonstrating what creativity is, the way it evolves and the way it may be nurtured in a variety of instructing contexts, it allows trainees to enhance creativity of their educating function and of their scholars’ studying. all through, the publication hyperlinks basically to the recent expert criteria for QTS and provides routines, subject-based case reports and educating examples to have interaction and aid all secondary trainees
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Additional info for Creativity in Secondary Education
If you are inspiring then your students will be inspired; if you are knowledgeable and can impart that knowledge in an inspirational way they will be encouraged to learn. But as we will go on to see in Chapter 3, while just knowing about your subject is vital, creating opportunities for pupils to be actively involved in the knowledge associated with your subject is equally important. This will involve you in planning carefully and setting appropriate learning objectives that allow for and facilitate opportunities for pupils to be creative learners.
We have all experienced the flat teacher, the one who seems to no longer be there, whose energy has disappeared and whose presence is blurred. These are not the lessons you remember. (Salter, 2005) Pre-lesson rehearsals are a vital part of turning a lesson plan into a reality. Reading through, acting out or practising certain key parts of a lesson plan will be of benefit for all teachers as they seek to develop new strategies for learning to teach creatively. Structure explanatory dialogue or key questions and, if necessary, mentally script parts of the lesson plan ensuring that there is clarity and purpose in your words.
Devise a plan for keeping track of the advice you receive week by week from your mentors. Plan to act upon it as best you can within your own work and show a response (either through writing or your own teaching) to each issue raised. Privately, assess where your mentor’s advice is ‘coming from’ in light of your understanding of their ideas about teaching and learning. How do these compare to your own views and understanding of government frameworks as established above? Learning to teach creatively We suggest that learning to teach creatively is a life-long task.
Creativity in Secondary Education by Jonathan Savage, Martin Fautley