Creative Pedagogy.pptx

Creative Pedagogy.pptx

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  Creative Pedagogical Design forTeacher Education By Dr.S.JERSLIN, Guest/Part-Time Teacher, Gandhigram Rural Institute-Deemed to be University, Gandhigram
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  INTRODUCTION  Individuals whocan write excellent stories or create stunning artwork are considered special, creative ones in school. However, evidence demonstrates that everyone is creative. In actuality, one of the most crucial aspects of being human is creativity. (https://creativityworkshop.com/what-is-creativity.html).  Innovative Pedagogy is an imperative(authoritative) to ensure competent Professional Practice in higher education. Hence, an attempt to trace the innovative pedagogy for Higher education suits today’s Digital era.  This article describes about the objectives, conceptual frame work, research questions and model of creative pedagogy. Hence this article is named as “Creative Pedagogical Design in Teacher Education”.
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  Objectives of thestudy  The objectives of the studies are given here under  To trace and explore various innovative pedagogy in higher education.  To implement the innovative pedagogies cater to “learner centered paradigm” of education.  To excel the quality of higher education through creative Pedagogy  To assess the effect of creative pedagogy.  To evaluate the “creation of creative pedagogy”.
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  Methodology  Descriptive Methodology.This project contains four phases. Creative Pedagogy, Creative teaching, Creative Learning and Creating creative Pedagogy.
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  MODEL Creative Pedagogy Creative Teaching Creative Learning Creating Creative Pedagogy
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  Phase I  CreativePedagogy by Teacher Educators-This phase contain the creative pedagogy which was framed by the teacher educators using Blend space which contain word document, pdfs, ppts, videos, web pages, audios e-content and the like. The need for creative teaching is expected worldwide (Education for Scotland 2015, Ministry of Education Singapore 2015) In academic works like Publications by Fullan and Langworthy (2014), creativity is regarded as one of the "New Pedagogies" for instruction.
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  Phase II  CreativeTeaching- The teacher educator teaches through creative pedagogy which was prepared by them. Before that the creativity of the student teachers are measured by a standardized self evaluative creativity questionnaire for pre test. Lin (2011) pointed out that creative teaching arouse curiosity and motivation. According to Craft (2011), "exciting, original, engaging, and frequently unforgettable" pedagogy is the goal of creative teaching.
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  Phase III  CreativeLearning- In this phase III the student teachers learn their lessons Creative Pedagogy through Blend Space by Creative Teaching of the Teacher Educator. This kind of creative learning is measured through the same self evaluated creativity questionnaire for post test for measuring the enhancement of creativity of the student teachers.
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  Phase IV  CreatingCreative Pedagogy- This is the last phase of my module in which the student teachers are grouped into 4 or 5 groups and are asked to produce the same “Creative Pedagogy” for lesson they want to teach in the class. This model is valued using a model validated questionnaire which includes  • Results-driven responses  • Reactions that emphasize emotion  • Skill- and outcome-focused replies  • Inquiry-based responses
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  Conclusion  Creativity addsendless variety and pleasure to life. The ability to embrace novelty and discover unexpected connections between seemingly unrelated ideas is creativity. Living creatively is a journey into recognizing and expressing the extraordinary nature of even the most routine, everyday actions. The module's ultimate goal is to start a sustainable improvement process in teaching and learning in teacher education.
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  References  Stephanie Mailles-ViardMetza *, Huguette Albernhe-Giordana(2010),E-Portfolio: a pedagogical tool to enhance creativity in student’s project design, Procedia Social and Behavioral Sciences Vol. 2, Page No. 3563–3567  Craft, A. (2005). Creativity in schools: Tensions and dilemmas. London: Routledge.  Craft, A. (2011). Approaches to creativity in education in the United Kingdom. In J. Sefton- Green,  P. Thomson, K. Jones, & L. Bresler (Eds.), The Routledge international handbook of creative learning (pp. 129–139). Oxon: Routledge.  J. Sefton-Green, P. Thomson, L. Bresler, & K. Jones (Eds.), The Routledge international handbook of creative learning (pp. 264–272). Oxon: Routledge.  Education Scotland. (2015). About creativity. Retrieved from http://www.educationscotland.gov.uk/learningandteaching/approaches/creativity/about/index.as p  Fasko, D. (2006). Creative thinking and reasoning. In J. C. Kaufman & J. Baer (Eds.), Creativity and reason in cognitive development (pp. 159–176). New York, NY: Cambridge University Press.  Felstead, A., Fuller, A., Jewson, N., & Unwin, L. (2011). Working to learn, learning to work. Praxis, 7. Retrieved fromhttp://webarchive.nationalarchives.gov.uk/20140108090250/http://www.ukces.org.uk/asset s/ukces/docs/publications/praxis-7-working-to-learn-learning-to-work.pdf  Fenwick, T., Edwards, R., & Sawchuk, P. (2011). Emerging approaches to educational research: Tracing the socio-material. London: Routledge.  Fullan, M., & Langworthy, M. (2014). A rich seam: How new pedagogies find deep learning. London:  Pearson.Galton, M. (2008). Creative practitioners in schools and classrooms. Final report of the project: The pedagogy of creative practitioners in schools. Cambridge: Creative Partnerships Faculty of Education.  Jeffrey, B., & Craft, A. (2006). Creative learning and possibility thinking. In B. Jeffery (Ed.),
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  Con…  Lin, Y.-S.(2011). Fostering creativity through education – A conceptual framework of creative pedagogy.Creative Education, 2, 149–155. doi:10.4236/ce.2011.23021  Ministry of Education Singapore. (2015). Desired outcomes of education. Retrieved from http://www.moe.gov.sg/education/desired-outcomes/  Amabile, T. M. (1993/1996). Creativity in Context. Boulder: Westview Press.  Gardner, H. (2001). La inteligencia reformulada: las inteligencias múltiples en el siglo XXI. Barcelona: Paidós  Giglio, M. (2014). Five dimensions to study teacher education change for improving musical creative learning. Journal for Educators, Teachers & Trainers, 5(1), 80-89.  Giglio, M., & Perret-Clermont, A.-N. (2010). A teaching sequence granting space to the students’ collaborative creation in the music classroom: Some observations. In G. Mota & A. Yin (Eds.), Proceeding of the 23rd International Seminar on Research in Music Education (pp. 96-101). Changchun: North East Normal University.  John-Steiner, V. P., Connery, M. C., & Marjanovic-Shane, A. (2010). Dancing with the Muses: An Cultural-historical Approach To Play, Meaning Making and Creativity. In M. A. Connery, V. P. John-Steiner, & A. Marjanovic-Shane (Eds.), Vygotsky and Creativity. A Cultural-historical Approach to Play, Meaning Making, and the Arts (pp. 3-15). New York, NY: Lang.  .Miell, D., & Littleton, K. (2008). Musical collaboration outside school: Processes of negotiation in band rehearsals. International Journal of Educational Research, 47(1), 41-49.  Moran, S., & John-Steiner, V. (2004). How collaboration in creative work impacts identity and motivation. In D. Miell & K. Littleton (Eds.), Collaborative Creativity: Contemporary perspectives (pp. 11-25). London: Free Association Books.  Sawyer, R. K. (2008). Learning music from collaboration. International Journal of Educational Research, 47(1), 50-59.  Schwarz, B. B., Perret-Clermont, A.-N., Trognon, A., & Marro Clément, P. (2008). Emergent learning in successive activities: Learning in interaction in a laboratory context. Pragmatics and Cognition, 16(1), 57–91.  Vygotsky, L. S. (1925/1971). The psychology of art. Cambridge, MA: The MIT Press.  Vygotsky, L. S. (1930/2004). Imagination and creativity in childhood. Journal of Russian and East European Psychology, 42(1), 7-97.  Vygotsky, L. S. (1931/1994). Imagination and creativity of the adolescent. In R. Van Der Veer & J. Valsiner (Eds.), The Vygotsky Reader (pp. 266-288). Cambridge-Oxford: Blackwell.  Perret-Clermont, A.-N. (1980). Social interaction and cognitive development in children. New York, NY: Academic Press.  Doise, W., & Mugny, G. (1981). Le développement social de l’intelligence. Paris: Interéditions.