The document discusses creativity in language teaching. It defines creativity as supporting student development in using language creatively in daily life. The document outlines qualities of creative teachers, including being knowledgeable, confident, committed to student success, and reflective. It also discusses how creative teachers apply techniques like using eclectic methods, flexible lessons, motivating activities, and technology. The conclusion states creative teachers and learners benefit schools by engaging and motivating students.
This presentation was given by David Waugh at the international conference “Fostering creativity in children and young people through education and culture” in Durham, United Kingdom on 4-5 September 2017.
Guided discovery learning is an instructional approach where the teacher guides students to explore information and concepts to construct new ideas and relationships. The teacher provides appropriate materials and environment, allows discovery time, and ensures students have background knowledge to make the desired discovery in 3 stages: exploration, invention, and discovery of new situations. It enhances student autonomy, problem solving, motivation and satisfaction but requires more time and training than traditional teaching.
A lesson plan is a teacher's detailed guide for presenting a lesson that outlines the objectives, procedures, and assessments for the lesson. It helps teachers maintain structure and focus in their lessons. An effective lesson plan engages students, taps prior knowledge, and builds new skills while working towards specific learning objectives. Lesson planning is important for both new and experienced teachers as it helps ensure lessons are well-organized, on track to meet learning goals, and can be adapted if needed.
Individualized instruction teaching methodSubhashini N
Individualized instruction is a teaching method that bases content, instructional methods, and pacing of learning on each student's abilities and interests. It requires assessing students' backgrounds and needs, selecting appropriate content, determining strategies to meet individual needs, constant progress monitoring, and maintaining qualitative and quantitative records. The key benefits are that it is student-centric and allows students to learn at their own pace and in a way that works for them, while recognizing their varying skills and preferences. However, it also poses challenges like time constraints, large class sizes, and teacher preparedness.
The document discusses the subject-centered curriculum model proposed by Ralph Tyler in 1949. It focuses on organizing education around specific subject matter like math or science rather than the individual student. Key aspects include selecting content based on the logic of the subject, teaching students in a traditional classroom setting, emphasizing skills practice and intellectual development, and assessing students based on how much of the predetermined subject content they have learned. While it can promote intellectual growth, critics argue it is not student-centered and may lack engagement if it does not consider individual learning styles.
Collaborative learning involves students working together in groups to solve problems, complete tasks, or create a product. It positions the teacher as a facilitator rather than expert transmitter of knowledge. Students work as a team to master materials, with rewards based on group performance. Collaborative learning develops problem-solving, critical thinking, social and communication skills while promoting diversity and self-management. It fosters intellectual and social involvement as well as teamwork, leadership and positive attitudes.
This document provides information on various tools and techniques used for classroom assessment, including observation, checklists, portfolios, anecdotal records, rating scales, questionnaires, and interviews. It describes each technique in 1-3 paragraphs, covering their purpose, characteristics, construction, analysis, advantages, and limitations. Observation involves actively acquiring visual information on student activities and behaviors. Checklists are lists of items to denote presence or absence of traits. Portfolios collect student work over time to represent academic development. Anecdotal records are narrative reports of teacher observations of students. Rating scales involve assigning numerical values to judgments of behavior. Questionnaires collect information through closed and open-ended questions. Interviews are formal meetings to obtain information through oral questions
1. The document provides teaching techniques and strategies for various language skills including listening, speaking, reading, and writing. It also discusses classroom management strategies and techniques for teaching grammar and vocabulary.
2. Specific techniques discussed include dictations, discussions of song lyrics, jigsaw puzzles, using pictures to teach grammar, drilling grammar patterns, and games to practice vocabulary.
3. The document emphasizes making language learning meaningful, memorable, and fun for students through using engaging activities and examples relevant to students' lives.
This document outlines the various roles of a teacher. It identifies 13 key roles: diagnostician, planner, manager, facilitator, monitor, assessor, counselor, role model, guide, developer, catalyst for change, mentor, and communicator. Additional roles discussed include provider of information, surrogate parent, resource provider, organizer, learner, school leader, and social skills/behavior counselor. The document emphasizes that teachers wear many hats and must be able to fulfill different functions to effectively educate students.
The document outlines best practices for classroom management according to Dr. Abey Thomas. It discusses establishing clear classroom rules, procedures, and routines to maximize instruction time and minimize disruptions. Effective classroom management involves preparing well-organized lesson plans, arranging the classroom space purposefully, using attention signals and proximity control, and emphasizing discipline through logical consequences rather than punishment. The document provides many examples and recommendations for teachers to consider as they develop their own classroom management strategies.
This document discusses various teaching methods and strategies. It outlines four main methods of presenting subject matter: telling, doing, visual, and mental. It then defines teaching strategies as generalized plans for lessons that include structure, objectives, and evaluation tactics. Strategies are distinguished from methods in considering objectives over content presentation. Autocratic and democratic strategies are described as either teacher-centered or student-centered. Specific strategies like storytelling, lecture, demonstration, and discussion methods are then outlined, along with their advantages and suggestions.
This document summarizes the role of a teacher as an agent of change. It states that a teacher can change students using various techniques and methods to make them better people. It describes the attitudes a teacher should have, such as being positive, caring, patient and passionate. It then explains how teachers can enact change through their thoughts, words, and actions. For thoughts, teachers should think positively about students and how to help them. For words, teachers should use inspiring language and constructive criticism. For actions, teachers should lead by example. The document concludes by listing some common problems teachers face in classrooms, such as overly dependent, aggressive, or unprepared students, and emphasizing the importance of teaching in a way that students can
This document discusses school subjects and academic disciplines. It defines school subjects as branches of knowledge taught in schools using simple concepts, while academic disciplines are more specialized fields taught at universities using complex theories. School subjects lay the foundation for academic disciplines and have the goal of developing basic skills, while disciplines focus on developing experts. The document also examines the relationship between subjects and disciplines and why studying subjects is important for students' development.
- Reflective teaching involves teachers thinking critically about their teaching practices, analyzing how lessons were taught and how they could be improved for better student outcomes.
- John Dewey introduced the concept of "reflective thought" in 1910 to encourage teachers to self-evaluate their methods.
- Reflective teaching helps teachers develop professionally by gaining a deeper understanding of their own styles and roles through self-observation and assessment of what works best for students.
- Common reflective teaching strategies include keeping a reflective diary, conducting peer observations, recording lessons, and gathering student feedback.
This document discusses classroom management strategies for teachers. It defines classroom management as creating an environment where learning can take place despite disruptive behaviors. Effective classroom management involves preventing disruptions, developing positive relationships with students, establishing clear rules and routines, and implementing engaging instruction. The document outlines various techniques for classroom management, including preventative approaches that focus on building community rather than punishment. It also discusses the importance of time management in the classroom to maximize engaged and academic learning time.
This document discusses classroom management for teachers. It defines classroom management as the methods teachers use to maintain an orderly learning environment and control behaviors that impede learning. It identifies key elements of effective classroom management like classroom design, rules, discipline, scheduling, organization, instructional techniques, and communication. It provides strategies for classroom management such as having a positive attitude, setting clear expectations, building rapport with students, defining consequences, and remaining consistent. The conclusion emphasizes that effective classroom management establishes order, increases learning, and decreases negative behaviors.
The document discusses various instructional approaches and methods, including direct/expositive instruction, deductive and inductive methods, demonstration method, inquiry/problem-solving method, project method, metacognitive approach, constructivist approach, cooperative learning approach, reflective teaching, peer tutoring/peer teaching, and partner learning. It provides details on the characteristics and strategies for each approach.
This document discusses creativity in the classroom and what defines a creative classroom. It addresses three key dimensions of a creative classroom: creative approaches to content, creative teaching and learning practices, and supporting students' creativity. The document outlines specific strategies teachers in creative classrooms employ, such as taking risks, celebrating ambiguity, and modeling a creative spirit. It also notes the benefits students gain, including increased motivation, development of social and thinking skills, and improved performance. Overall, the document suggests teachers can develop more creative classrooms by cultivating a passion for learning and a willingness to try new approaches.
This document discusses creativity in the classroom and what defines a creative classroom. It addresses three key dimensions of a creative classroom: creative approaches to content, creative teaching and learning practices, and supporting students' creativity. The document outlines specific strategies teachers in creative classrooms employ, such as taking risks, celebrating ambiguity, and modeling a creative spirit. It also notes the benefits students gain, including increased motivation, development of social and thinking skills, and improved performance. Overall, the document suggests teachers can develop more creative classrooms by cultivating a passion for learning and a willingness to try new approaches.
This document discusses creativity in the classroom and defines what makes a classroom creative. It begins by explaining that a creative classroom focuses on opportunities provided by the teacher rather than seeing creativity as a personality trait. It then outlines three dimensions that define a creative classroom: creative approaches to content, creative teaching and learning practices, and supporting student creativity. Several strategies creative teachers use are described, such as situating learning in a meaningful context. The document also discusses benefits students gain, such as increased motivation, development of thinking habits, and stronger understanding. It concludes by emphasizing that developing a creative classroom requires ongoing effort to incorporate new techniques and take risks.
This document outlines goals for teacher learning and development. It discusses 5 main goals: 1) Producing good teachers by focusing on interpersonal skills, 2) Developing good teaching by making appropriate instructional choices, 3) Producing teaching professionals through involvement in the field, 4) Producing reflective practitioners who think critically about their practice, and 5) Producing technicist teachers who implement prescribed methods. The document also examines views of teacher learning, the knowledge teachers need, and characteristics of effective language teachers, emphasizing the importance of understanding language and learners.
Flipped learning allows teachers to implement various methodologies in their classrooms by having students do "school work at home and home work at school." It is a learner-centered approach where class time is dedicated to exploring topics in greater depth through active learning opportunities. Teachers record video lessons and curate online content for students to learn foundational material outside of class, then provide feedback and assessments during class meetings to help students develop a deeper understanding of concepts.
Can't wait to see you guys ma klase si sir aral sea of the word that starts with a t Kay way to get the simple past tense of the word that starts with a t Kay way to get the simple past tense of the word that starts to gin pray for you all to the simple past tense and past the simple past few weeks ago and I mean sakit nga kalam a good morning 🌅🌅 a good 👍👍👍 a good morning bhe I can get the simple pasta sauce with a t Kay way to get the simple past tense of the word that starts with a t Kay way to get the simple past tense of the word of the day Kay and see if they have the same mo ka tunto ka karon maaaaa basi bala
This document discusses strategies for promoting creativity in the classroom. It begins by quoting Jean Piaget, who said the goal of education is to create inventive thinkers who can discover new things. Research shows that creative teaching strategies help increase student achievement and engagement. When students are creative in class, they are curious, question rules, make connections, envision possibilities, explore ideas, and critically reflect. The document provides examples of creative activities and techniques teachers can use, such as giving students time to work freely and providing an engaging classroom environment. It emphasizes that developing creativity in students requires teachers to also be role models of creative thinking.
8 principles of effective teaching and assessmentHylton Upshon
This document discusses principles of effective teaching and assessment. It covers several key areas including teaching models, assessment, reflection, and developing an understanding of effective teaching. Some specific topics covered include diverse learning contexts, instructional models, formative and summative assessment, lesson planning, and microteaching. The document also addresses the importance of reflection on teaching experiences and becoming an informed decision maker.
This document discusses teacher philosophy of education. It begins by explaining that teacher applicants in the Department of Education must write their philosophy of education, including their views on the nature of the learner, how the learner learns, and how the learner should live meaningfully. Based on these philosophical concepts, teachers describe how they will relate to learners, what to teach, and how to teach so that learners learn and live happily. The document then provides learning outcomes and objectives for understanding prevailing philosophies of education based on DepEd documents and the K-12 curriculum. It discusses how teachers' behaviors are founded on philosophies of education and articulating one's own teaching philosophy.
Constructive alignment in university teaching and curriculumSatu Öystilä
The document discusses constructive alignment in university teaching. It describes constructive alignment as aligning learning outcomes, teaching methods, and assessments. The key aspects of constructive alignment are:
1. Clearly defining intended learning outcomes.
2. Choosing teaching methods that will help students achieve the learning outcomes.
3. Using assessments that evaluate if students have achieved the intended learning outcomes.
It emphasizes the importance of student-centered learning over teacher-centered transmission of information. A reflective, student-focused approach to teaching is advocated to ensure learning outcomes are effectively achieved.
GROUP 3 REPORTING IN TEACHING MULTIGRADE IN ELEMENTARY PPT.pptxDequiaPrincessJaneC
In a multigrade classroom, teachers must be flexible and use various teaching strategies to address the wide range of student ages and abilities, such as grouping students, individualized instruction, independent study, team teaching, group projects, and peer tutoring. Effective strategies for multigrade classrooms include whole class teaching, group teaching, and self-directed learning. Common methods used are lecture-recitation, small group work, independent study, paired and peer tutoring, and direct instruction. Teachers must individualize instruction to meet student needs through diagnostic assessment, grouping, and independent study with teacher support and feedback.
Constructivism in Teaching discusses constructivist teaching methods. It defines constructivism as a learning theory where learners actively construct their own understanding and knowledge through experiences and reflection. In a constructivist classroom, the teacher acts as a facilitator by prompting discussion and asking questions rather than direct instruction, allowing students to develop their own conclusions. Key aspects of constructivist teaching include student-centered active learning activities, a democratic environment where students share responsibility, and the teacher taking on coaching and mentoring roles to support student learning.
Constructivism in Teaching discusses constructivist teaching methods. It defines constructivism as a learning theory where learners actively construct their own understanding and knowledge through experiences and reflection. In a constructivist classroom, the teacher acts as a facilitator by prompting discussion and asking questions rather than direct instruction, allowing students to develop their own conclusions. Key aspects of constructivist teaching include student-centered learning, collaborative learning experiences, and engaging students in real-world projects and problem-solving.
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The document discusses seven quality principles of learning:
1. Supportive learning environment where students feel valued and challenged.
2. Opportunity to learn through active engagement, practice, and application of new skills.
3. Connection and challenge by linking new knowledge to existing understanding and building beyond current skills.
4. Action and reflection through active learning and use of language to make sense of experiences.
5. Motivation and purpose by focusing on clear and relevant outcomes.
6. Inclusivity and difference by engaging with experiences respecting differences among learners.
7. Independence and collaboration by working individually and together to gain understanding.
This document provides an overview and comparison of different types of language syllabi, including structural, functional/notional, and situational syllabi. It defines each type and discusses their key characteristics, theoretical bases, considerations for sequencing content, positive and negative aspects. The structural syllabus focuses on grammatical forms, while the functional/notional syllabus emphasizes the communicative functions and notions expressed through language. The situational syllabus organizes content around real or imagined situations. No single syllabus type is appropriate for all contexts. An effective syllabus design considers insights from various approaches.
The document discusses the concept of the hidden curriculum. It begins by tracing the origin of the term to Phillip Jackson in 1968. It then provides several definitions of the hidden curriculum from various scholars that describe it as the unwritten and unintended lessons learned in school beyond the formal curriculum. The document also discusses theories around the hidden curriculum and implications, such as its role in socializing students and transmitting norms and values both intentionally and unintentionally. It concludes by stating that the hidden curriculum can be identified through social interactions in the school environment.
This document provides an overview of the history and components of Second Language Teacher Education (SLTE). It discusses how SLTE emerged in response to changes in theories of teaching and learning. The key components of SLTE include teaching skills, pedagogical theory, and professional skills. Several models of SLTE are described, including the craft, applied science, and reflective models as primary models, as well as program-based, skills-based, and site-based models as secondary models. Theories that influence SLTE, such as sociocultural theory and constructivism, are also outlined.
This document discusses language learning from an ecological and semiotic perspective. It outlines common views on second language learning, including triggers, input, negotiation of meaning, and affordances. An ecological approach views language as emerging from relationships between learners and their environment. Key aspects of this approach include viewing language learning as relational, contextual, emergent, and emphasizing quality over standards. An ecological perspective provides foreign language educators a framework for teaching meaning in its varied forms rather than just a linguistic code.
This document provides an overview of quantitative research designs that are frequently used in educational research, including experimental, correlational, and survey designs. It defines experimental design and describes different types of experimental designs such as true experiments, quasi-experiments, and factorial designs. It also discusses correlational research design, survey research design, and provides the objectives, characteristics, and steps for each design. Finally, it discusses some common ethical issues for each research design.
The document discusses 16 theories of first language acquisition:
1. Nature vs nurture theory explores whether language is innate or learned.
2. Imitation theory claims children learn language by imitating speech around them.
3. Behaviorism claims language is learned through habit formation and environmental reinforcement.
4. Nativism claims an innate language acquisition device in the brain enables quick language learning.
5. Cognitive theory links language development to cognitive development and social interaction.
The document provides overview and comparison of these major theories of first language acquisition.
Humanism is a paradigm that focuses on human freedom, dignity, and potential. It emerged in the 1960s. Learning occurs through observation of others' behaviors and the results. Abraham Maslow proposed a hierarchy of needs and believed human potential was an ultimate concern. Carl Rogers believed learning must include feelings and emotions. Constructivism posits that students actively construct their own knowledge rather than having it transferred from teachers. Learning involves social interactions and experiences. Piaget and Vygotsky viewed learning as a developmental process influenced by social and cultural factors.
This document provides an overview and comparison of Universal Grammar theory and Usage-Based theory of second language acquisition. It discusses key aspects of each theory, including Chomsky's idea of an innate Language Acquisition Device and principles and parameters approach under Universal Grammar. It also outlines the main tenets of Usage-Based theory, such as the idea that language learning is constructed based on input processing and that structure emerges from usage. The document notes debates around each theory and areas of common misunderstanding.
This document provides an overview of academic writing styles and conventions. It discusses features such as using evidence-based arguments, words of classical origin, cautious and impersonal language, nominalization, avoiding contracted forms, and being precise and detailed. It also covers punctuation, article use, paragraph structure, introducing literature, being critical, and describing methods. The document is a general resource for academic writers to assist with thinking about writing and to provide examples of academic phrasing.
This document discusses second language acquisition and universal grammar. It presents different theories on how universal grammar may apply to second language learning, including the direct accessibility hypothesis which claims that adult learners can fully access universal grammar when learning a second language. The indirect accessibility hypothesis argues that second language learners can only reset parameters based on their first language. Some challenges to applying universal grammar to second language acquisition are also outlined, such as differences between child and adult learning. The document examines various approaches to explaining second language acquisition processes.
Reflective teaching involves critical reflection on one's own teaching practices and styles. It has three levels: reflection-in-action during teaching, reflection-on-action after teaching through analysis of lessons, and reflection-for-action to decide on future actions. Effective reflection requires self-reflection through tools like teaching portfolios and journals. Teachers can also reflect through peer observation, action research, and developing critical friendships with colleagues to discuss practices and seek advice. The goal of reflection is to improve teaching and student outcomes by distinguishing effective methods from less successful ones.
Humanism is a paradigm that focuses on human freedom, dignity, and potential. It emerged in the 1960s. Key figures in humanistic models of learning include Abraham Maslow and Carl Rogers. Maslow proposed a hierarchy of needs and believed in human potential and dignity. Rogers believed that feelings and emotions should be included in education. Constructivism is a theory of learning where students actively construct their own knowledge rather than having it transferred from teachers. Key theorists include Piaget, Vygotsky, and Bruner. Piaget believed that learning is developmental while Vygotsky emphasized social interaction and the zone of proximal development. Constructivism sees the student as an active learner.
Quantitative research was the dominant research paradigm in education until the 1980s when debates increased between quantitative and qualitative approaches. Some researchers argued their approach was superior, with some purists arguing the approaches could not be combined due to differing worldviews. A research paradigm encompasses ontology, epistemology, and methodology. Quantitative research aims to quantify data, test theories through hypotheses, and use statistics to support or refute hypotheses. It emphasizes objectivity, generalizability, and identifying causal relationships through controlled experiments and standardized procedures.
The document discusses test specifications, which are written documents that provide essential background information to guide the test development process. Specifications are generative documents used to create equivalent test items. They make explicit the design decisions in the test and allow new versions to be created by others. Specifications should include a general description, prompt attributes, response attributes, sample items, and supplements if needed. Validity, reliability, practicality, washback, authenticity, transparency, and scorer reliability are important criteria for specifications. Scoring can be analytical by rating language components separately or holistic by an impressionistic method.
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1. Course: Second Language Acquisition
Creativity and language teaching
Instructor: Dr. Jila Naeini
Student: Zahra Bayani
Fall, 2017
2. Outline:
1. Definition of creativity
2. Different dimension of creativity
3. Creative teaching
4. The qualities creative teachers possess
5. Features of a creative teacher and elaborate on them
(bringing authentic examples)
6. How teachers apply creativity in their teaching: guidelines
to bring a creative class
7. Conclusion and references
3. As Jack C. Richards and Rodney H.
Jones mentioned in their book,
creativity is not necessarily about
writing poetry or imagining fantastical
scenarios, but rather it is the simple act
of supporting student development of
their ability to use language in creative
actions in their daily lives.
5. • It is a generative system within a domain of
thinking and it is also the ability to come up
with ideas that are new, surprising, and
valuable.
• Research shows that when students are
assessed in ways that recognize and value
their creative abilities, their academic
performance improves. Creative activity can. Creative activity can
rekindle the interest of students who haverekindle the interest of students who have
been turned off by school, and teachers whobeen turned off by school, and teachers who
may be turned off by teaching in a culture ofmay be turned off by teaching in a culture of
control and compliancecontrol and compliance (Fisher, 2004).
6. Creativity is usually described as having a
number of different dimensions:
• The ability to solve problems in original and
valuable ways that are relevant to goals,
• Seeing new meanings and relationships in things
and making connections,
• Having original and imaginative thoughts and ideas
about something,
• Using the imagination and past experience to create
new learning possibilities.
8. • Creative teaching is kind of teaching
style that increase levels of motivation
and self-esteem on the part of learners
and to prepare them with the flexible
skills they need for the future.
Developing the capacity to be creative
is believed to have the potential to
enrich lives and help contribute to a
better society.
9. The scope of creative teaching regards
following sections:
1. The qualities creative teachers possess:
First, we will explore some of the
personal qualities and attributes that
creative teachers possess.
2. How teachers apply creativity in their
teaching:
Next, we will look at some of the teaching
strategies employed by creative teachers.
11. • Creative people are a little different
from others because they draw on
different kinds of knowledge and make
use of different thinking processes.
Eight aspects of teacher ability and
cognition that characterize some of the
qualities of creative teachers:
12. 1. Creative teachers are knowledgeable
• Creative teachers have a solid
knowledge base. A knowledge base is
important because without knowledge,
imagination cannot be productive:
Drawing on knowledge of texts
Making use of sociolinguistic knowledge
13. 2. Creative teaching requires confidence
This attribute partly follows on from the preceding
one, since knowledge of subject matter can provide
a sense of confidence that enables the teacher to be
original and creative. Confidence is also a product
of experience of course. Creative teachers see their
input to the lesson as being decisive and so they
have a sense of personal responsibility for how
well learners learn:
14. Creating a personal learning space
Following one’s intuitions
15. 3. Creative teachers are committed to
helping their learners succeed
Conversations with creative teachers
confirm that they are very committed
to their learner’s success. The fact that
they are creative means they are
constantly adjusting their teaching in
order to better facilitate learning.
17. 4. Creative teachers are non-conformists
Conformity is the enemy of creativity. It
reduces the likelihood of creating fresh
points of view and new insights. Bruner,
1962 defined creativity as ‘an act that
produces effective surprise’. Fisher, 2004
comments:
18. It is originality that provides effective surprise.
To do the same things in the same way is not to
be creative, to do things differently adds
variation to mere habit, but when we do or
think things we have not done before, and they
are effective, we are being original and fully
creative. The creative teacher does not simply
present lessons from the book. He or she seeks
to create lessons that reflect his or her
individual teaching style.
20. 5. Creative teachers are familiar with a wide
range of strategies and techniques
Creativity in teaching means having a
wide repertoire of routines and strategies
which teachers can call upon, as well as
being ready to depart from established
procedures and to use one’s own
solutions.
22. 6. Creative teachers are risk-takers
The creative teacher is willing to
experiment, to innovate, and to take
risks. Risk-taking reflects the
flexible mindset of creative teachers
as well as their self-confidence.
24. 7. Creative teachers seek to achieve learner-
centered lessons
A trait that is reflected in several of the
comments about creative class is that of
learner-centeredness. An important feature
of learner-centered lessons is the extent to
which the lesson connects with the learners’
life experiences. How can we link the
content of a lesson more closely to our
students’ lives?
26. 8. Creative teachers are reflective
Lastly, a quality that creative teachers seem to
possess is what we can call critical reflectivity.
They review and reflect on their own practice, seek
to expand their knowledge and try to find new
ideas and practices that they can apply in their own
classrooms. They ask questions like these:
Do I vary the way I teach my lessons?
Do I try out new activities and assess their role
in my classes?
27. Here is how one teacher engages in this process of
critical reflection:
Reflecting through journal-writing
Getting feedback from learners
28. How teachers apply creativity in their
classrooms:
How does having some of the traits that
have described so far influence the way
a creative teacher teaches his or her
class? We see a creative disposition
reflected in several different dimensions
of creative teachers’ lessons.
29. 1. Creative teachers make use of an eclectic
choice of methods
Typically rather than being bound to a
particular method, creative teachers often
adopt an approach that might be called
‘principled eclecticism’. In other words, they
do not choose methods and procedures at
random but according to the needs of their
class. Instead of depending on a single method,
creativity is promoted by a mixture and
combination of styles.
30. Using a blend of methods
one methodology simply doesn’t cut the mustard:one methodology simply doesn’t cut the mustard:
Combining the best of process and product
activities
31. 2. Creative teachers use activities which have
creative dimensions
• Teaching creatively means assessing
activities and materials for their
potential to support creative teaching.
Researchers have identified different
dimensions of creative tasks. Some of
the features that Dornyei, (2001)
identifies as productive language
learning tasks can also be seen to
promote creative responses:
32. Challenge
Interesting content
The personal element
the novelty element
The intriguing element
Individual choice
Tasks that encourage risk taking
Tasks that encourage original
thought
The fantasy element
33. Making use of a personal element
Encouraging original thought
Making use of fantasy
34. 3. Creative teachers teach in a flexible way and often
adjust and modify their teaching during lessons
Flexibility in teaching means being
able to switch between different styles
and modes of teaching during the
lesson, for example, if necessary,
changing the pace of the lesson and
giving more space and time to learners.
36. 4. Creative teachers look for new ways of
doing things
There is a tendency for teaching to become
increasingly standardized - the ‘one size fits
all’ approach – particularly when teachers are
working within a prescribed curriculum and
teaching towards tests. This often results in a
teacher working from pre-packed materials
such as a textbook and “transmitting” it
efficiently.
38. 5. Creative teachers customize their lessons
Creative teachers develop custom-made
lessons that match their students’ needs
and interests or adapt and customize the
book to match their students’ interests.
While in many cases, a book may work
perfectly well without the need for much
adaptation, in some cases different levels
of adaptation may be needed.
39. Adapting the textbook
Personalizing activities from the textbook
Encouraging students to question the textbook
40. 6. Creative teachers make use of technology
Creative use of technology in the
classroom can support the development
of imagination, problem-solving,
risk-taking, and divergent thinking on
the part of teachers and students. How
do teachers use technology in this way?
42. 7. Creative teachers seek creative ways to
motivate students
Creative teachers express a desire to
motivate students, to challenge them,
to engage their curiosity, to encourage
deep learning rather than surface
learning. They try to develop a
classroom atmosphere that encourages
and motivates students in their
learning.
43. Using activities that showcase students’ talent
Using activities from the learners’ world
44. Conclusion:
There are many other important dimensions to effective
teaching. But adding the concept of creative teaching to our
understanding of what it means to be an effective language
teacher has benefits for teachers, for learners, as well as for
schools. For the teacher, it provides a source of ongoing
professional renewal and satisfaction – since when learners
are engaged, motivated, and successful, teaching is
motivating for the teacher. To summarize, creative learners
need creative teachers and ceative teachers need to work in
schools where creativity is valued and shared.
45. References
Bruner, J. (1962). The process of ducation. Harvard: Harvard University Press.
Burton, P. (2010). Creativity in Hong Kong schools. World Englishes, 29 (4), 493-507.
Cremion, T., Barnes, J., & Scoffham, S. (2009). Creative teaching for tomorrow: Fostering a
creative state of mind. Kent: Future Creative CIC.
Fisher, R. (2004). What is creativity? In R. Fisher & M. Williams (Eds.), Unlocking creativity:
Teaching across the curriculum (pp. 6-20). New York: Routledge.
Dornyei, Z. (2001). Motivational strategies in the language classroom. Cambridge: Cambridge
University Press.
Jones, R. (2012). Discourse and creativity. (Ed.). Harlow: Pearson.
Maley, A. (1997). Creativity with a small ‘c’. The Journal of the Imagination in Language
Learning and Teaching, 4. Retrieved from
http://www.njcu.edu/cill/journal-index.html
Richards, J. C. & Jones, R. H. (1999). Creativity in language teaching: Prospectives from
research and practice.(Ed.). Cambridge: Cambridge University Press.