For this week's participation opportunity, I thought I'd have you ponder WHY I've crafted the Heart of Darkness presentation/project in the way that I have.
First, read the following article: http://www.ascd.org/publications/educational-leadership/feb13/vol70/num05/Learning-from-Creative-Teachers.aspx
Then, craft a 3E response in which you consider how creative learning experiences like my short story project help enhance the learning experience. How/where/when have you had similar experiences? Tell us about them and what made them special or memorable. Why do you think I place such value on having a balance of fun and fundamentals? Use the article to back up your points.
I think it's important to note that I'm not looking for you to heap praise on me for the methods I use in the classroom. :) Rather, I want you to consider the pedagogical implications behind this style of teaching and try to understand and appreciate it...even though said pedagogy might take you a bit out of your educational comfort zone.
Seven in the morning. Zero period. I’m at the edge of an abyss, between consciousness and sweet, serendipitous sleep. I’m barely awake. But right when the teacher clicking through slides and droning on about Jimmy Neutrons or saucy Cephalochordata, I fall into a deep, vegetative state (I swear, I’m still listening). Now, we’ve all had experiences when a teacher reads from the textbook or a powerpoint (if they want to be fancy, a Prezi), an task one can do independently.
ReplyDeleteUnengaged teaching equates unengaged students.
Danah Henriksen and Punya Mishra, both researchers at Michigan State University, advocate for creativity in the classroom, where teachers actively engage their audience and promote discourse among students. In a collaborative effort, Henriksen, Mishra, and other researchers have been able to support, through empirical evidence, stark benefits of “embedding creative approaches within disciplinary contexts” (Henriksen, et. al). Various studies conducted by these psychologists strongly link s “ability to... look outside the frames of that field to come up with new ideas” with student achievement in that subject. Perhaps the notable strategy discussed in Henriksen’s paper was cross-disciplinary study, where teachers combine use elements from other subject (such as music, dance, et. cetera) to demonstrate or solidify a topic. Such interdisciplinary study occurs quite frequently in your class, whether it be creating a musical parody for Heart of Darkness or filming a movie trailer for Frankenstein. These activities not only offer a new an engaging way for students to approach a particular subject but also encourages teamwork and other valuable skills that are pertinent today’s workforce. Henrikson and Mishra note that “the most accomplished, innovative people in any field are also highly creative in areas outside their professional lives” and draw inspiration from their interests to improve their business, practice, or other professions. In fact, in an increasingly complex and interconnected world, research strongly supports “the social, cognitive, and professional benefits of possessing creative abilities” in today’s economy (Sternberg, 2006). Having to have grappled with a topic more personally, students offer different interpretations to address a prompt or ways to solve a conflict, which only strengthens both their individuality in thought and their ability to make compromises with others. Through Smart Squads, we learn to work efficiently and effectively with each other, playing to our talents rather than focusing on weaknesses. However, balancing both the fun and fundamentals is perhaps what separates effective from ineffective teaching. If one focuses too much on the playfulness of an activity, the activity loses its power in subliminally weaving the topic into the very fabric of the students’ minds. Likewise, only honing in on fundamentals produces similar results as students feel less inclined to remember information. Thus, a healthy, equal marriage between fun and fundamental is most effective in teaching students. And, although creative teachers are quite rare, these invaluable experiences certainly traverse the classroom and into reality.
Applying a creative approach to teaching plays a key role in cultivating a successful classroom environment. Not only does it make the class more enjoyable, but it also enables the students to form valuable memories that enhance their learning. I’ve had numerous opportunities in the classroom throughout high school to tap into my more creative side through projects given in various different courses; as a result, I’ve been able to better retain information learned through these creative teaching methods. These educational yet creative experiences exist in the mind as happy, fond memories. When people have a positive association with an experience, they tend to remember this experience better. The majority of people don’t care to recall the boring lectures, the mathematical formulas from textbooks, or the dreadfully dull projects; however, when these uncreative activities are substituted with equally educational experiences that allow students to have fun and harness their creativity, this greatly enhances their minds. In “Learning from Creative Teachers,” the authors note that even “education researchers and psychologists tout the social, emotional, cognitive, and professional benefits” of increasing one’s creative experiences (Henriksen, Mishra).
ReplyDeleteAforementioned, I’ve been fortunate enough to have had teachers who allow me to explore the creative side of learning. I remember freshman year, Mrs. Kurt would often teach us how to remember basic algebraic concepts through song. In the tune of “Pop Goes the Weasel,” it was the quadratic formula. In the tune of “Turkey in the Straw,” it was the rules for multiplying and dividing exponents. Without this creative approach to teaching, I probably would have to think a lot harder and longer every time I have to recall these rules and formulas – if, that is, I were able to remember them at all. But thankfully instead, I instantly hear these songs in the voice of Mrs. Kurt to help me remember. In this creative teaching of math, there was a tremendous cognitive benefit.
There was, of course, the seemingly endless (and fun) number of creative opportunities in English 2 Honors. From reenacting Macbeth via the parody MacTrump to creating a Tinder profile for Stradlater of Catcher in the Rye, these are the memories that stick in my mind. The creativity required in doing these projects made them all the more memorable; without the creativeness, I probably wouldn’t even be able to remember who Stradlater is. I wouldn’t remember the key scene in Macbeth in which Macbeth sees a dagger before his eyes (thanks, Erika), nor would I remember that the Wife of Bath is a saucy character of dubious moral integrity (Period 2 had Allen to thank for that visual). We associated positivity with learning and resultingly were able to better retain key points of literary works taken from these presentations. There was a balance between the fun and fundamentals of learning, and it succeeded in making these experiences both memorable and extremely helpful in understanding core materials. Additionally, from these collaborative projects we “[have] the opportunity to talk through existing ideas and get new ones from others,” thus facilitating creative and social benefits (Hendriksen, Mishra).
Fun without fundamental learning isn’t beneficial, nor is fundamental learning without any fun. The balance between the two exists so that people are able to enjoy the process of learning and continue to want to learn; and through this enjoyment comes tremendous “social, emotional, cognitive, and professional benefits.”
(part 1)
ReplyDeleteTo be completely honest, creativity has never been (and will likely never be) my strong suit. It has never meshed well with my personality- being forced to act way out of my comfort zone. While others thrive on dramatic acting, I’m the type of person that would much rather sit at my desk the entire period and read the textbook. While others cheer at doing art projects, I’m the type of person that wishes we could do notes instead. Unfortunately, I realize how boring and dull that makes me sound, but those are the type of things that I feel comfortable with. So when it comes to the realm of creativity, I’m not one to cheer for joy. But that doesn’t mean I don’t see the benefits of incorporating it into teaching and daily life. So while my personal feelings toward creativity are ambivalent at best, I do have utmost respect for how versatile and effective it is towards education and memory.
The reason why creative learning experiences, such as the one we’ve been recently assigned, are extremely helpful in enhancement is because of how memorable they are. Like the article mentioned, “connect with your interests”. With creative opportunities, students are allowed to make a much broader range of choices compared to a more standard assignment like an essay. This allows them to create something from scratch with as much creative leeway as possible, also allowing for individuals to draw upon different interests as inspiration. By being able to incorporate the activities they love into educational assignments, students find it easier to connect with and remember the purpose of the assignment.
Another big aspect of creative learning just happens to be the thing many people struggle with- teamwork. While humans are social creatures, it isn’t in our nature to rely on others especially if something valuable (like grades) is at stake. The purpose of “building a collaborative community” is to be able to work well and efficiently with others, not only for real life application, but also just to be more understanding of others. As such, allowing teamwork to build creativity (using the concept “two brains are better than one”) is a way to enhance learning. Students use each other as sounding boards for new ideas and learn not to be afraid to share their opinions with one another.
(part 2)
ReplyDeleteI think Ms. Dibble places such emphasis on having both fun and fundamentals because she understands that learning becomes all the more effective when it is taught in a way that students will always remember. As a returning student from her sophomore English class, I’ve encountered my fair share of these assignments. While I didn’t always feel comfortable with them, I can vividly remember them, which does go to prove that associating a significant moment with content does help in remembering what the assignment was all about. As the article mentions repeatedly, creativity is about taking risks. It’s not just teachers taking risks in adding unorthodox assignments into the curriculum, but it’s also up to the students to take the risk and accomplish these tasks to the best of their abilities. Ms. Dibble understands that as a class, we are willing to step out of our comfort zones to do what needs to be done and this is part of reason why she gives us assignments such as this one.
The most important thing we should take away from creative learning experiences is that they are designed with the purpose of helping us get the most out of the lesson. Contrary to what some students (like me) think, they aren’t there to humiliate or torture us. Such importance is made on having a balance of fun and fundamentals is there because time and time again, this method has proven to work. To quote the article word for word: “Creativity in learning is often highlighted as a skill essential for success.” It is a tried and true method that incorporates content with fun that makes students more engaged in learning. Not only does it make the material more absorbable, but it also allows for high energy and excitement that will likely make the experience more enjoyable. I for one enjoy watching creative presentations and have a much better memory of these events. The ones that are particularly memorable all have one thing in common: free spirit and confidence. And while I will never be the biggest fan of creative learning experiences, I do see and understand why teachers including Ms. D find it a beneficial method for students.
As many students can attest, insipid and inept teaching methods occur consistently over the school year and aren’t often amended to reap the full benefits of student potential. Teachers droning on and on about certain topics during lectures in an attempt to ingrain knowledge and concepts into the minds of children and young adults alike have been shown to not have the same pedagogical benefits as lessons incorporating activities, discussions, and creativity. Ms. Dibble’s projects and learning style, for example, utilize student participation and initiative to ensure that not only is information remembered, but it is thoroughly understood and applied when needed. This type of inclusive and mentally stimulating teaching method focuses on being able to retain skills and information needed for real life situations and professions, instead of other methods that focus on ensuring a student’s ability to regurgitate information onto a piece of paper for a letter grade. Not only does this type of creative teaching make material memorable and significant, but it also generates an exciting learning environment which in turn increases students interest in learning and student’s intrinsic motivation to continue learning. The unvaried and monotonous classroom atmosphere we as twenty-first century students are accustomed to are thankfully transformed with this type of teaching. We are actually able to facilitate our own learning with the guidance of a teacher, as it’s meant to be. Ms. Dibble’s teaching style of creative projects and meaningful discussions almost exactly emulates the values reported in the article given by the prompt. The article’s main points are to “connect your interests with your teaching, [to] link lessons to real-world learning, [to] cultivate a creative mindset, and [to] value collaboration,” all of which are catered to with Ms. Dibble’s teaching style.
ReplyDeleteI’ve had recent similar experiences with our school’s Breaking Down the Walls workshop. This full-day event focuses on creating lasting lessons surrounding social situations and social support. This learning is facilitated and made memorable due to it’s inclusive, applicable, and enjoyable activities. This workshop mirrors aspects of the article as well, such as linking lessons to real-world learning and valuing collaboration. During the event, students often worked in groups to problem solve certain activities and discuss methods of support. As stated by the article, “…having the opportunity to talk through existing ideas and get new ones from others is an excellent creative catalyst,”. This furthers the amount of ideas and material students are able to absorb and process, something that could possibly be surpassed if collaboration isn’t utilized. The magic of these techniques is being able to set up a fun environment while also promoting learning. This concept highlights the importance of fun and fundamentals. Lessons we’re often presented with in Ms. Dibble’s class incorporate both of these characteristics. These two parts of a lesson are what make them so effective. While we also learn new concepts and meanings of literary works, we’re also able to enjoy ourselves and remember the material by imaging the common practice of dressing in drag and performance of musical numbers that are a part of our projects.
Creative learning experiences no doubtedly elevate the enjoyability of otherwise bland learning experiences. Most students revel in the idea that creative projects are somehow easier than traditional assignments. This is not the case. Creative projects are not inherently easier, but because students revel in the potential inventiveness that their creativity can grant. These experiences connect the concepts and ideas gleaned from the assignment to the memory of students through humor, creativity, and entertainment, allowing students to recall the lessons due to association with positive things.
ReplyDeleteEvery since preschool, creative projects were integral during my time at school. However, once I entered middle school, those projects were replaced by essays, presentations, and classroom discussion. Even though I liked those assignments at the time, for the life of me, I could not remember what those essays, presentations, and discussion were about and what I ultimately gained out of it. It was not until freshman year at Peninsula when I finally had a creative project. I remember that I was working on a Romeo and Juliet reenactment with Eric Soh and Lenny pertaining to Capulet talking to Tybalt at the dance. I recall this project solely because of how humorously Eric said “Saucy Boy.” From personal experience, I have learned that my best recollection of events is often linked to the simultaneously goofy and insightful projects that allowed me to enjoy the concepts I was taking in.
In Danah Henriksen and Punya Mishra’s ASCD article “Learning from Creative Teachers”, they give considerable credence in support of the notion that creative activities promulgate an active classroom. From the article, they note that “creativity was not a generic or detached skill, but a mind-set that affects how they see the world.” Ultimately, by injecting creativity into the classroom, the students’ own individual creativity should not bound by their intellect or their skills, but by their mind-set about the world and how they interpret works into memorable vessels they can appreciate in the future.
I think that the balance of fun and the FUNdamentals afford students a stability between meaningful understanding of the material students absorb and enjoyment that promotes further learning. Throughout my years of high school, I have found actual enjoyment only during my senior year, and it has only been 5 weeks since school started. Due to the laughter-filled atmosphere of my AP Literature class, I can simultaneously enjoy my experiences in the classroom itself and fully understand the concepts being described because I am not constantly waiting for class to end. In my AP Language class, my teacher allows my class to goof around as we read aloud objectively serious parts of Hamlet, and I can confidently attribute my ability to recognize quotes solely due to how much I laughed in and around that specific scene. Being able to integrate creativity in the classroom optimizes the potential for students to truly appreciate the opportunities they are given and fully understand the concepts they learn through that creativity.
Engaging classroom experiences can result in lifelong memories and learning. I know this, not only from personal experience but also from hearing my parents recount their high school memories of singing “O Tannenbaum” (“O Christmas Tree”) for German class, cooking escargot for French club, and painting the map of the U.S. on the blacktop in elementary school. Oftentimes, teachers allow very little room for creativity in their classes; each day can seem like a mundane routine of rote memorization, “busy work”, and endless Powerpoint slides. Inspirational poet and rapper Prince EA even goes as far as to refer to school as “Six Cruel Hours Of Our Lives” in his video/poem “What is School For?” (side note: great video to check out!). Teachers that are able to bring the curriculum to life, show its real applications, and help students to make real connections with material are true gems; they not only enhance our learning but also the rest of our lives as they teach us, not what, but how to think.
ReplyDeleteEvery student encounters dozens of teachers throughout their schooling career. I recall teachers standing on desks while lecturing, doing live cornstarch fireball demonstrations, and even salting raw meat into jerky just as American colonists did (though slightly modifying the process, in that said meat was stored in a school cabinet). While I have many fond memories of making ice cream in bags of salted ice, watching “Amadeus” to learn about the classical era, growing radish plants in an empty 2-liter bottle, singing song parodies to teach about literary analysis, and learning about division through a 7-Eleven slurpee anecdote, one class in particular stands out in the forefront of my memory. My seventh grade social studies teacher Ms. Kim was one of my favorite teachers of all time. She referred to each test as a “celebration of learning” and would dance around the classroom, handing out scantrons and blasting Kool & the Gang’s “Celebration” from her colorful fanny pack with an in-built speaker. Whenever we did well, we would be rewarded with a huge Mickey Mouse glove high-five or specially-minted “Kim cash”, which could be redeemed for prizes. However, the greatest part of Ms. Kim’s class was her “guest speakers”. Ms. Kim would disappear behind a room divider and “descend the staircase into the underground time machine”; before we knew it, a “guest speaker” would emerge from behind the room divider. In full warrior garb or Chinese dress, a Roman soldier or Wu Zetian herself would appear before us to tell us about their life and their good friend Ms. Kim. (Someone once commented on Wu Zetian’s light-up ring, asking if it was authentic; she answered that it was truly made in China.) After their message, they would depart and disappear behind the room divider, only to bring back Ms. Kim, who unfortunately was left waiting in the time machine during each guest speaker appearance. Ms. Kim went above and beyond for her job, truly bringing history to life and making historical figures like Wu Zetian memorable to me even several years later.
While many teachers simply focus on the fundamentals, it takes a special person to put the fun in fundamentals. By making learning scintillating, involved, and engaging, students gain more from the experience and tend to learn not only more but also better. Yes, it is important that students meet the “learning targets” and know the key concepts of the state-mandated curriculum; however, it is also important that teachers educate students in the principles of creativity, communication, open-mindedness, the importance of taking risks, and collaboration. In extension, students should learn how to act as good citizens and well-adjusted people throughout the school experience, in preparation for the “real world” beyond high school and college.
ReplyDeleteOne of the greatest mistakes in life is continually fearing you will make one. Students in school should learn in an environment that is as free of judgment as possible and an open area to take risks and try new things; we must learn by doing and overcome our personal inhibitions to take advantage of our education and utilize it to its fullest. With great learning experiences that bring forth self-confidence and our talents, there is no telling what we can achieve.
Link to Prince EA’s “What is School For?” video:
https://www.youtube.com/watch?v=_PsLRgEYf9E
There is something special about breaking free from the traditional classroom mold and being told to think outside the box and try something new. Too often we as students are conducted to be carbon copies of one another, mindlessly copying notes and memorizing facts. These old school forms of learning have become defunct. When we follow them, seldom are we actually absorbing any information or growing as people. But once creative learning experiences are introduced, suddenly, growth and understanding can be seen.
ReplyDeleteCreative learning as a whole has become essential to the modern learning experience because it helps break the detachment between student and subject. It is very easy to command students to read, take notes, and analyze but it is very difficult to have students fully submerged in what they are doing. Unless they are submerged, it is unlikely that they will every fully retain or enjoy what they are learning. Creative experiences help students link specific memories to points of information, thus strengthening the recollection of the information. They also ensure that we think beyond what is given and explore all possible paths to any given question. By doing this, we become better thinkers and learn how to do work for meaning, not just for the action of doing it.
While I have many memories of various creative learning experiences, I believe the one that represents what I stated above was the song project we had to do for the Canterbury Tales. In this project, each group was assigned a character from the story and had to analyze their traits and discuss what their role within the story and with other characters were. Then, a song parody had to be made that explicated these traits. Because each character was so layered, it was hard to get who was who straight just by reading the story. But because of the songs, we as a class were able to remember the differing characteristics to each character. There have been many studies that prove that music helps with memory. This is why it is hard to memorize the preamble of the constitution but easy to sing the preamble song from School House Rock. To this day, I can still recall everything about the Pardoner from the Canterbury Tales because of the song my group had to do. Most creative learning experience memories I have are from my sophomore English class because of how integrated they were into our curriculum. I think that they were memorable because they created “moments” and not just lessons. By remembering the time someone cross-dressed or the time another person did a dance, we are able to then remember what that moment was about and thus remember the lessons.
I think that you put such value on the balance of fun and fundamentals is because you want us to not just learn for the test but instead to learn for life. For that to be possible, you have to find ways for all of us to be interested in what you are teaching. As stated in the article, the most accomplished and innovative people draw on outside interests to improve their professional practice. In other words, we are drawn to doing things we like to do, so if we can do something we enjoy while completing an assignment, then we will be more likely to do it with an open mind. Along with this, having us do creative projects helps mimic what would happen in the real world. In the workforce, we will never be given a straightforward task with all the instructions laid out. We will need to think creatively and collaborate with others to make a final product. In points three and four in the article, the author writes that cultivating a creative mind set leads to greater open-mindedness and considering other people’s perspectives while collaboration helps us talk through existing ideas and get new ones. By doing these things, we not only become better students but also better people. We learn how to expand our world viewpoint while also expanding our intellectual space.
(1/2)
ReplyDeleteCreative learning helps enhance the learning experience because it makes the material relevant. It is way harder to learn in a class where the information is relayed through copying notes off of the projector. Honestly, I can’t remember many of these classes because I immediately fall asleep. As the article says, “taking knowledge out of a vacuum and infusing it into an authentic experience ensures that creativity is grounded in relevant learning”. Real life is not a vacuum, and education should reflect that. In real life, I have to draw upon different skills to problem solve, and these skills come from practice. Students get the opportunity to practice skills when they are edged out of their comfort zone, and be able to apply what they have learned. Creative learning is dynamic and constantly challenging students. Challenges set goals for students to reach, and effectively pushes students out of their academic comfort zone. And creative learning creates an environment safe for students to take, “intellectual risks”. Over and over again, I hear the phrase, “it’s okay to make mistakes”. But rarely does it actually seem like it will be okay. And I understand how for many teachers, “‘there's so much pressure right now to keep achievement high’”. With such heavy expectations, the gravity of the situation seems so more threatening. There is no room for experimenting or taking time to have discussions. The pressure to keep achievement high consumes the learning experience.
I have had similar experiences in sophomore English 2H, of course. But I also experienced creative learning in AP environmental science. For the final project, the assignment was to read a novel that relates to environmental science and draw a poster incorporating the themes and memorable moments of the novel. This is not a “direct match with the subject matter”, and shows why that is a strength of creative learning. I read Pilgrim at Tinker Creek by Annie Dillard. Pilgrim at Tinker Creek follows the author’s year of living in Roanoke Valley in Virginia. Her observations and musing about nature were an interesting way to end the course. In the months leading up to the AP, the focus had been on passing tests and absorbing as much information as possible before the AP. But with the final project, we were given independence and I felt it creatively recapped the importance of the class. With the previous months, we learned the material but had not had a chance to attach meaning. Personally, with Pilgrim at Tinker Creek, I was reminded the simple beauty and mystery of nature that makes nature so valuable. I can learn the facts about ecosystem services, economic benefit of wetlands, and public health importance of clean air. And yet the why has to be answered, why conservation is important and why the course puts such an emphasis on humans. The why is, nature is simply beautiful and essential for the human experience.
(2/2)
ReplyDeleteThis is a concept that is harder to teach from a dry textbook. This is where creative learning shines, to learn from a more unconventional method. I considered this project as an experience, not a lesson because I was able to personally connect to a fundamental principle of the course. And my peers who chose different books, they too were able to see fundamental themes of the course through their books. For example, I saw students reading about environmental activism, human population, and more. This immersive technique of learning greatly improves the efficacy of delivering and processing concepts and information.
Next, having fun fosters a community good for learning and growth. Working with others on group projects not only teaches communication and interpersonal skills, but also cultivates creativity. In a group, everyone will “bring to the table something new”. Seeing new perspectives and learning from others expands the limits of my imagination. My smart squads always amaze me with new perspectives in our discussions of poems or quotes. I am also amazed with the creativity and talents of my group mates, and sometimes I borrow their great ideas in the future. In conclusion, I think such a value is placed on having a balance of fun and fundamentals because it pushes students to improve, inspires creativity, and increases ability to retain information. And when cohesion is achieved as a group and as a class, being able to laugh and have fun puts learning in the positive light it deserves. Learning is something that should be enjoyed and celebrated because it is the beautiful declaration of utilizing human consciousness.
I have always believed that stepping out of your comfort zone is the key to getting better at everything. One will not understand more of or improve at anything if one only practices the same things over and over and over. The creative projects you pose to us allow us to take new angles on things and gain a much more thorough understanding of the subject. They allow us a lot of room to explore the work and be creative, but the gravity of the core meaning of the work ensures that we stay true to the fundamentals of literary analysis.
ReplyDeleteI believe that one reason you structured this project the way you did was that you want us to really dig deep into the story. You want us to find deeper philosophical meaning within the book than we would just by visually analyzing it. By making us dissect one aspect of the book completely, you make our project an “authentic experience.” After I really began to envision myself sitting on the steamboat with Marlow, every little detail in Heart of Darkness became so vivid. I found myself feeling the humidity of the jungle air as the steamboat rides deeper into the continent. I felt the characters’ apprehension at every twist and bend of the river. I could hear the crickets chirping at night. I could hear the rush of the river and the screams of the savages. You wanted us to explore how setting impedes the the progress of the characters. And through their struggles, we as readers begin to see what really lies within the hearts of these men. The philosopher Thomas Hobbes believed that man is born evil, and Joseph Conrad attempted to convey that same point through his novel. Heart of Darkness strips mankind down to its most primal form to highlight its evils. Putting myself on that steamboat made that primitive part of me stir in its slumber. When I became aware of the darkness’ presence, the story suddenly seemed so raw and so real. No book had ever hit me the same way before.
All literature stems from experience and creativity, so we ought to take the same approach when we appreciate such art. The authors of these great books would not have wanted the thoughts of their readers to be limited to what the text presents on a superficial level. They would have wanted the readers to really envision and feel the the story. They would have wanted their works to be taken to higher levels intellectually and creatively. Putting us in groups to do these projects exponentiates the projects’ creative potential. A solitary mind can only accomplish so much, but members of a motivated group will push each other and break the boundaries of thinking. I believe that the greatest benefit of such projects within such a class is the opportunities they allow us to think outside the box, to break free of the constraints of society’s consciousness. The dynamic that you have established within your classroom eliminates the fear that people may have of judgement or being wrong, which is critical to the facilitation of truly free thought. Your classroom really is “the kind of environment where students feel able to make mistakes and know that making mistakes is part of [the] process.”
Lastly but perhaps most importantly, the content of these projects interests us as students and really encourages to have fun while we do it. No matter what, people’s performance at a task is always enhanced when they are having fun with it. You see it in art and in sports -- when a basketball team is having fun you can easily tell. The way teammates interact with each other changes completely when they enjoy the way they are playing. The same concept applies here. The fundamentals are quite important, but fun is what facilitates creativity, and creativity is what makes a good project great.
By encouraging passion kindled by creative learning activities, students and teachers alike may better understand and perform greater desire to learn, acceptance of others’ ideas, and collaborative skills.
ReplyDeleteThe first step of learning a new concept is being taught. The teacher’s enthusiasm towards the subject plays a key part in whether or not the student will be interested enough to learn. Through creative learning activities, teachers can express their own passion and love for a subject, therefore making it contagious. It’s been proven that “creative thinking is increasingly necessary to accomplish goals,” so by using this technique, teachers are setting up students for success (Henriksen and Mishra). Activities such as singing or dancing, video making, and group presentations not only allow students to express themselves, but also help them better understand one another.
Without constant exposure to others’ opinions, we would never break free of stubborn self-entitlement. We can also use others’ information to get a better understanding of a much larger picture. Accepting others’ ideas respectfully is one of the greatest skill one can have, and through group interaction, this skill can be achieved. Students can grow as more mature individuals by “considering other people's perspectives” (Henriksen and Mishra).
The quality of being able to accept one’s ideas goes hand in hand with learning collaborative skills. The more time we spend with others different from us is more time to adapt to other personalities and construct a work ethic that’s strong no matter whom we work with. Due to the encouragement these enriching exercises provide, students can further “develop their creativity through collaborative effort” (Henriksen and Mishra).
Creative freedom is a main driving force in the ignition that fuels passion. Without passion provided by creative learning, educational breakthroughs and successes would be lackluster; however, with certain tools “the curriculum becomes unique and interwoven with personal interests” (Henriksen and Mishra). Mutually beneficial relationships between student and teacher are built upon a plethora of skill-constructive activities, all of which are necessary to have when considering the best possible learning experience.
Learning in a creative environment not only allows students to engage actively, but it also makes the knowledge content extremely memorable. Mnemonic devices help students remember key concepts through a play of words, and creative teaching has similar long-term effects in which both the experience and the academic content itself stays engraved within students’ minds. When the teacher carries the burden of teaching difficult material, the utilization of creativity makes the learning of the material significantly easier because students would be able to attribute that difficult concept to a joyful and memorable class experience. The effects of not employing creative teaching are the sleeping, uninterested students, more distant relationships between students and teacher, and the forceful memorization of difficult topics at home. Moreover, I believe that the article’s suggestion of cultivating a creative mindset is extremely important when it comes to teaching effectively. The idea that creativity is not a skill, but a chosen mindset is truly motivating. Cultivating creativity appears to be develop from a simple habit of being observant of the possible applications in the real world and the teachers’ hobbies to the learning experience of the students. The article argues that there are numerous ways in which creative learning can be nurtured. The five steps encourage teacher collaboration and peer influence which is inarguably in itself a learning experience. The five steps article also allows teachers to be in students’ shoes as it instructs them of what they can do at school for students with a lack of motivation to learn.
ReplyDeleteIn terms of my own experience in “creative learning,” I had the opportunity of being part of creative teachers who made difficult class concepts memorable particularly in Ms. Dibble’s English 2 Honors class. In Ms. Dibble’s class, every day was unique and exciting. The material she taught us was infinitely better through her teaching methods. Acting, presenting, video-making, singing, dancing, and discussing were all mixed up in her schedule, and these activities were all suggested in the article as creative teaching can utilize musical experiences and the arts. The variety in her class prevented me from expecting or predicting what would happen the next day. This variety kept me engaged in her class and excited to participate. Most English teachers would bore their students with the same material Ms. Dibble taught. All my classmates in period 2 English 2 Honors were all paying attention to Ms. Dibble’s lectures despite full length EHAP timelines they pulled all-nighters for. Ms. Dibble is able to effectively employ creative teaching as she transforms her material into something that all her students pay attention to. Her teaching methods have transcended beyond school work and have even influenced my SAT essays (and they truly helped). Going beyond comfort zones and acting out Macbeth’s awkward intimacy scenes, ripping up a shirt and smothering it in mud and wearing glasses to look like Piggy, or even dressing up as the opposite gender to impersonate the Wife of Bath while dancing along to Justin Timberlake’s “Sexy back” all contribute to an effective learning experience as memorable moments serve to make the physical and character attributes of the Canterbury Tales characters more memorable. I have never learned more from an English class than Ms. Dibble’s English 2 Honors class primarily because her class was indeed challenging but at the same time creative.
All that was just a general overview of Ms. Dibble’s English 2 Honors class.
Furthermore, I truly advocate teachers to utilize creative teaching because I believe I myself have utilized it in an unintentional yet beneficial learning experience and I have seen the effects. To be more specific, I have allowed students in Ms. Dibble’s class to fully understand the definition of dyspepsia. The word Dyspepsia was the 60th word on the list of many memorable words. The playboy part of the nickname (Dyspeptic Playboy Allen) would come later in the year when I addressed Jack and his clan as “playboys” from Lord of the Flies. During a Tuesday morning in Ms. Dibble’s 2nd period class, we were previewing vocabulary before the third dibble diction test. During that time, I was feeling an uncomfortable pain in the bottom right part of my stomach. I’m no doctor, but I knew the causes of these symptoms. They were the result of eating an extremely rushed breakfast of bagels and a bowl of cereal after waking up fifteen minutes right before zero period started. My digestive system probably got messed up as the speeding car hit potholes and speed bumps along the way. The pain didn’t emerge until 2nd period began. I started feeling uncomfortable as I sat down in my seat. We began to go over the dibble diction words one by one, creating example sentences for each of them to help us better understand the words. The pain in my stomach rose each time we passed a word, somewhat like the difficulty of levels in a video game. Once we arrived at the word “dyspepsia”, Ms. Dibble defined it as indigestion or basically a stomachache. How appropriate that term was in my situation. I related to that definition so much that I had to raise my hand in eagerness to apply that word. “Yes Allen?” Ms. Dibble asked. Now I don’t quite remember the example sentence I made but it went something like this: “I am currently experiencing very painful dyspepsia.” From then on started a year of mockery against me towards that one incident. How could anyone be proud of such an embarrassing story? Although I faced ridicule and became a victim of jocular attacks throughout the school year, I saw that moment as an opportunity to benefit the learning experience for everyone in the class. I willingly sacrificed my integrity for the sake of better understanding the learning material offered by Ms. Dibble. Sometimes, throwing away one’s dignity and just doing something for the sake of having fun and doing crazy things is worth it for the overall experience.
ReplyDeleteWhen we nurture creativity, we create generations of innovators and creative leaders who challenge ideas and change our world. However, often times the freedom to be creative happens once in a blue moon and when the opportunity does arise, a non-supportive environment matches it. “‘Students [should] be able to make mistakes and know that making mistakes is part of our work and our process,’” Sandra said (Learning from Creative Teachers); yet fear of failure and other variables such as self doubt, fear of criticism and fear of embarrassment plagues learning environments and holds students back from self expression. Creativity within education allows a plethora of benefits and opportunities to form. For starters, our ability to remember something is heightened when attributed to moments that make us laugh or feel good, especially in classroom settings where humor and happiness can oftentimes be fleeting. From catchy parodies and hilarious skits to moving discussions and real world applications, the “authentic experience[s] ensure that creativity is grounded in relevant learning,” said Danah Henriksen and Punya Mishra (Learning from Creative Teachers). Additionally, the power of creativity and adaptability go hand in hand. Success is no longer determined by just the content we remember but by our capability to think divergently and creatively.
ReplyDeleteIn my seventh grade life science class, we were reviewing the eukaryotic and prokaryotic cells and their organelles. Ms.Jones saw that her classes were struggling and decided to show us a song that I still remember to this day: Cells Cells- Parts of the Rap Cell. Another catchy song she introduced to us was a parody of Katy Perry’s Teenage Dream: The Photosynthesis Song. Although I do not remember this song as well as the aforementioned one, I do remember the chorus and the flash mob singing and dancing she made us learn and perform during lunch. The thought of public humiliation for little ole 7th grade me who believes in the spotlight effect more than anyone should, did NOT want to mess up in front of a huge group. So I learned the moves and the lyrics to the best of my ability and ended up doing fairly well in my performance and exam. To this day because of Ms.Jones's creative teaching style, I am able to use what I had learned in the songs to help me solve some basic AP biology questions.
In recent years, I have been able to make use of my own creativity. Earlier this week in my AP Physics class, my teacher told us that we have to make up our own lab using what we have learned in his class so far, a tennis ball, a meter stick, and any other materials we desired. By mentioning in the beginning that we cannot make any mistakes, if we try our best we will receive full credit, and that we can try to prove anything we want even if we know the answer to-- acceleration of gravity is 9.8m/s^2. This lab reassured the class that we can be creative without our usual fears and it allowed the students to have fun and learn through a hands on experience.
When we nurture creativity, we create generations of innovators and creative leaders who challenge ideas and change our world. However, often times the freedom to be creative happens once in a blue moon; and when the opportunity does arise, a non-supportive environment matches it. “‘Students [should] be able to make mistakes and know that making mistakes is part of our work and our process,’” Sandra said (Learning from Creative Teachers). Yet, fear of failure and other variables such as self doubt, fear of criticism and fear of embarrassment plagues learning environments and holds students back from self expression. Creativity within education allows a plethora of benefits and opportunities to form. For starters, our ability to remember something is heightened when attributed to moments that make us laugh or feel good, specifically in classroom settings where humor and happiness can oftentimes be occasional. From catchy parodies and hilarious skits to moving discussions and real world applications, the “authentic experience[s] ensure that creativity is grounded in relevant learning,” said Danah Henriksen and Punya Mishra (Learning from Creative Teachers). Additionally, the power of creativity and adaptability go hand in hand. Success is no longer determined by just the content we remember but by our capability to think in a divergent and creative lens.
ReplyDeleteIn my seventh grade life science class, we were reviewing the eukaryotic and prokaryotic cells and their organelles. Ms.Jones saw that her classes were struggling and decided to show us a song that I still remember to this day: Cells Cells- Parts of the Rap Cell. Another catchy song she introduced to us was a parody of Katy Perry’s Teenage Dream: The Photosynthesis Song. Although I do not remember this song as well as the aforementioned one, I do remember the chorus and the flash mob singing and dancing she made us learn and perform during lunch. The thought of public humiliation for seventh grade me who believed in the spotlight effect more than anyone should, did NOT want to mess up in front of a huge group. My motivation to not humiliate myself was met with memorized dance moves and lyrics that helped me do well in my performance and exam. To this day because of Ms.Jones's creative teaching style, I am able to use what I had learned in the songs to help me solve some basic biology questions.
Earlier this week in my physics class, my teacher told us that we have to make up our own lab using what we have learned in his class so far, a tennis ball, a meter stick, and any other materials we desired. This process was to make us feel comfortable with the FRQ style since it will show up on our AP exam. By mentioning at the beginning that making honest mistakes were okay, trying our best will receive full credit, and proving something we already know such as acceleration of gravity is 9.8m/s^2 is allowed, reassured us. We were able to have fun and creatively learn through a hands on experience without the usual fears that arise when creativity is usually granted.