Title: Identify Creative Learning Approaches
1Identify Creative Learning Approaches.
- .for a learning Programme
2Acknowledging de Bono
- Imagine a ship at sea that is in trouble. The
lights keep going out. - The engine is faltering. The rudder is
unreliable. The first mate is drunk. - The crew is very demoralised. The service is
appalling. - The passengers on the ship are very dissatisfied.
3Then a new captain and first mate are flown in by
helicopter
- Everything changes.
- Crew morale is lifted
- Service improves
- The engine is fixed
- The rudder is fixed
- The lights stay on
- Everything seems fine.
4- But the ship is still headed in the wrong
direction
5New directions driving creative teaching
- The movement towards constructivism
- An appreciation of learning styles ( sensory)
- An understanding that learners have different
information processing styles ( styles for
constructing learning) - Availability of technology to enable the overall
goal of personalization of the learning experience
6Benefits of Creative Learning
- Greater Learner Independence
- Learner Centred Active Learning
- Learner Involvement
- Learner Motivation
- Re-inforcement of Learning
- Learner Autonomy
- Self-directed Learner
7Vintage of the clasical educational model
- The Universities of Bologna ( Italy),
Paris ( France) and Oxford ( England) were all
created about 400 years before Gutenbergs
printing press was created. - Schools are seen largely as preparation platforms
for higher education - Is that a good model for a post internet post WTO
post mobile phone world?
8(No Transcript)
9Saya, the robot teacher launched in Japan
- Pupils in Japan have been given lessons by the
worlds first robot teacher. - The humanoid named Saya is multilingual, can do
roll calls and set tasks from text books.
10Saya, the robot teacher launched in Japan
- She has a latex face, modelled on a university
student, controlled by 18 motors to create
expressions including happiness, - surprise,
- fear,
- disgust,
- sadness and
- even anger.
11Waiting for recognition
- Saya will start teaching full-time after passing
a trial term at a Tokyo primary. - Her creator, science professor Hiroshi Kobayashi,
had been working on the robot for 15 years. - The original, named Pikarin, had a metal head
with exposed wires and levers.
12This is it.Saya
13Service conditions ?
- Salary, tenure and other benefits have yet to be
decided, but perhaps a special type of teachers
union may well be in the works!
14Some other interesting developments
- Digital Socrates
- Future Computers
15Future PCs ???
16The future Desktop
17(No Transcript)
18This pen sort of instrument produces both the
monitor as well as the keyboard on flat surfaces
from where you can just carry out the normal
operations you do on your desktop.
19With Bluetooth technology... See the forthcoming
computers within our pockets ..
20Wearable computers
21(No Transcript)
22Smart USB disks an alternative to laptops
- Long years ago we had floppy disks
- Then came CD-ROM
- DVD for more storage
- Universal Serial Bus (USB) stick
- Sandisk, Transcend, others
- 16GB for US 30
23The web is just 5000 days old
- 100 billion clicks per day
- 55 trillion links
- 2 million e-mails per second
- Uses 5 of the global electricity on the planet
- Total traffic about 7 Terrabytes per second
- 246 Hexabytes Storage
24What could be happening in the next 5000 days ?
- Semantic web
- Natural language processing
- Gestures
- Voice
- Touch
- Superior machine intelligence
- Robots
25What makes a teacher great ?
- Bill Gates on www.ted.com
26Our approach Ostrich- like
- What affects the rest of the world will not
impact us - We are different
27Encouraging constructivism
- Learners learn by fitting new information to what
they already know - Thus prior knowledge, beliefs and attitudes of
the learners plays an important role - Collaborative learning environments and contexts
for team-work must be created - The key notion in this new "constructivist
theory" is that people learn best by actively
constructing their own understanding.
2812 Principles of Constructivist teaching
- "The brain is a parallel processor". It
simultaneously processes many different types of
information, including thoughts, emotions, and
cultural knowledge. Effective teaching employs a
variety of learning strategies. - "Learning engages the entire physiology".
Teachers can't address just the intellect. - "The search for meaning is innate". Effective
teaching recognizes that meaning is personal and
unique, and that students' understandings are
based on their own unique experiences.
29Constructivist teaching
- "The search for meaning occurs through
'patterning' ". Effective teaching connects
isolated ideas and information with global
concepts and themes. - 5. "Emotions are critical to patterning".
Learning is influenced by emotions, feelings, and
attitudes. - "The brain processes parts and wholes
simultaneously". People have difficulty learning
when either parts or wholes are overlooked. - "Learning involves both focused attention and
peripheral perception". Learning is influenced by
the environment, culture, and climate.
30Constructivist teaching
- "Learning always involves conscious and
unconscious processes". Students need time to
process 'how' as well as 'what' they've learned. - "We have at least two different types of memory
a spatial memory system, and a set of systems for
rote learning". Teaching that heavily emphasizes
rote learning does not promote spatial,
experienced learning and can inhibit
understanding. - "We understand and remember best when facts and
skills are embedded in natural, spatial memory".
Experiential learning is most effective. - "Learning is enhanced by challenge and inhibited
by threat". The classroom climate should be
challenging but not threatening to students. - "Each brain is unique". Teaching must be
multifaceted to allow students to express
preferences.
31Pedagogies based on constructivism
- Learning is accomplished best using a hands-on
approach - Learners learn by experimentation, and not by
being told what will happen. They are left to
make their own inferences, discoveries and
conclusions. - It emphasizes that learning is not an "all or
nothing" process but that students learn the new
information that is presented to them by building
upon knowledge that they already possess. - It is therefore a process of continuous
improvement.
32Teacher's Role in Pedagogies based on
constructivism
- To not only observe and assess but also engage
with the students while they are completing
activities, wondering aloud and posing questions
to the students for promotion of reasoning. - To intervene when the conflicts arise however,
they simply facilitate the students' resolutions
and self-regulation, with an emphasis on the
conflict being the students' and that they must
figure things out for themselves. - To encourage the students to write or draw
stories of their own, or by having the students
reenact a story that they may know well both
activities encourage the students to conceive
themselves as reader and writers.
33Connectivism
-
- At its heart, connectivism is the thesis that
knowledge is distributed across a network of
connections, and therefore that learning consists
of the ability to construct and traverse those
networks.
34Some examples of Scientific Creativity
- The periodic Table
- Models of the atomic structure
- The double helix model of the DNA
35Moving from a mere lecture to the creation of a
learning event
- It is not enough that a lecture was taken
- The learning transactions are more important
- Did learning take place?
- Did an interest in more learning take place?
- Did the learner learn how to learn?
36- The answer is creative learning and teaching
37Creating the Eureka moments..
- Designed to lead to moments of enlightenment in
which the cognitive conflicts in the minds of the
learner are removed, and he exclaims wow, this
is wonderfulI never knew thisisnt it
fascinating...etc in a spirit similar to the
Eureka moment of Archimedes
38Multiple roles of a teacher
- must be content expert,
- a diagnostician,
- a rescuer,
- a motivator,
- a patient communicator,
- a manager and leader,
- a student of human behavior.
39Learning Styles
- Verbal learners
- Visual learners
- Auditory learners
- Kinesthetic learners
40The verbal Learner
- They learn best with help of written and spoken
explanation - They have sensitivity to the meaning, sounds of
words - They enjoy story telling and creative writing
- They love reading
41The verbal Learner..
- They are capable of convincing others for their
point of view - They tend to think in words
- They do well with written assignments
42The visual Learner
- They remember best with the help of pictures,
diagrams, flow-charts, time lines and
demonstrations - They enjoy creating visual patterns and need
visual stimulation - They are day dreamers
- They have talent for art
43The visual Learner
- They are more aware of objects, shapes and
colours in the environment around them - They are good in reading maps
- They tend to think in images and pictures
44The auditory Learner
- They enjoy playing instruments
- They learn easier if things are set to music
- They are able to discriminate between various
sounds - They enjoy talking to each other
- They require explanations of diagrams, graphs or
maps
45The kinesthetic Learner
- They enjoy creative dramatics and dancing
- They like expressing themselves with movement and
bodily actions - They use gestures and physical movements to learn
and solve problems
46The kinesthetic Learner
- They take frequent study breaks
- Though interacting with the space around them,
they are able to remember and process the
information - They have keen sense of body awareness
- They find it difficult to sit for long periods of
time
47Learning Strategies for verbal learners
- Take class notes on regular basis
- Learn the information in written form
- When information is presented in diagrams write
out explanations for the information - Write out key sentences and phrases to learn new
information
48Learning Strategies for verbal learners
- When a problem involves a sequence of steps,
write out in detail how to do each step - Try to summarise the information to be learned
- While revising, always try to write answers or
main points
49Learning Strategies for visual learners
- Use highlighter pens to highlight different kinds
of information (colour code) when studying new
information in your text-book - Make flash cards of vocabulary words and concepts
that need to be memorized. Limit the amount of
information per card so that your mind can take
the mental visual picture of the information
50Learning Strategies for visual learners
- Try to learn information with the help of
diagrams, illustrations and flow charts - Make and stick notes containing key words and
concepts and place them in highly visible places - Use computers to create tables and charts with
graphics that help you understand and retain
information
51Learning Strategies for auditory learners
- You learn best when information is presented in
auditory oral language format - When studying by yourself talk out loud to aid
recall - Tape record your lectures
- Create your own audio tapes by reading notebooks
and textbook information
52Learning Strategies for auditory learners
- Reason out by talking out loud to yourself or
with your study partner. - To learn sequence of steps write them out in
sentence form and then read them aloud. - You should also read out loud information to be
learned while standing in front of the mirror.
53Learning Strategies for kinesthetic learners
- They benefit from a laboratory setting where they
can manipulate materials to learn new
information. - They learn best when physically engaged in a
hands on activity. - They should be walking back and forth with
text-boks, notebooks or flash cards
54Learning Strategies for kinesthetic learners
- Participate in field visits to gain first hand
information - When reviewing new information copy or write key
points. This helps to keep your hands busy. - Make use of computers to re-inforce learning
through the sense of touch.
55The 5 fundamental Learning Styles
- Apprentice
- Incidental
- Discovery
- Inductive
- Deductive
56Apprentice
- A building block approach for presenting
concepts in a step by step procedural learning
styles - Basically needs to be spoon fed
57Incidental
- Based on events that trigger the learning
experience. - The events usually occur in a less formal
context, and often assume a story format. - Learners begin with an event that introduces a
concept and provokes questions
58Discovery
- An inquiry method of learning in which students
learn by doing, testing the boundaries of their
own knowledge
59Inductive
- Learners are first introduced to a concept or a
target principle using specific examples that
pertain to a broader topic area
60Deductive
- Based on the discernments of trends through the
presentation of data, simulations, graphs, charts
or other data
61Creating an engaged technology-enhanced learning
experience
- We are moving away from a mere (chalk and talk)
and (spray and pray) lecture format to the
creation of an interactive learning event
62Managing a learning event
- A properly managed learning event comprises a
series of learning moments
63Creative Learning Activities
- Research activities
- Games
- Case studies
- Discussion
- Debates
- Simulations
- Investigations
- Assignments
- Projects
- Group work
- Other Practical activities
64Personalisation of the learning experience
- Each such learning moment is unique to each
learner and ICT enables its realisation - Mindmaps
- Webquests
- Memes
- Mnemonics
65Activities for a specific programme
- Identify programme outcomes
- Matching activities to desired outcomes
- Applying above approach to activities listed
earlier to specific programmes
66 Thank You !!!!!!!!! www.mmpant.net