Creative Teaching Report
Professional Practice Module
Word Count: 2,811
It is noted by many well thought of theorists that challenging students learning by different learning strategies allows greater progress over time. Different strategies provided by Cowley (2005) are used by many teachers; although some teachers are sceptical about its results as a result of being stuck in their ways of teaching leaving them often reluctant to try new ideas. Whilst reviewing the different creative teaching methods used within the lesson it was found that creativity in the classroom can be a very useful tool to keep students actively engaged and enthusiastic throughout the lesson. This report identifies both positive and negative uses of creativity in the learning environment and how they can be used to enable independent learning, using independent learning allowed students within the lesson to make good progress and allow them to actively discuss the issues with each other confidently. Some students managed to pass information onto others in their group successfully and allowed them to make progress throughout the lesson. Varying teaching strategies will be consistently employed within the learning environment but will be constantly be evaluated on their effectiveness as strategies as some students may benefit more from certain strategies rather than others. Introduction
Many different theorists have identified different strategies to develop learner’s needs; within this report there will be a review of certain strategies that will be incorporated into my practice and evaluated. The first theory that has been used in the classroom to quite a positive effect would be Independent Learning. Being in a higher education establishment generally means that the students within the learning environment have the motivation to be there for themselves, this links well with independent learning because setting a well-structured task to a group of individuals can ensure that as a practitioner they can move freely around the learning environment to assist where needed. Merriam & Caffarella (1999) suggest ‘that learning is a process of constructing meaning; it is how people make sense of their experience’ in a learning environment this can be both positive and negative from a learners’ point of view. If the task is too challenging the learner may be put off from a lack of direction or support from their teacher, this will affect their performance on future based independent learning activities as they may feel that they cannot do it based on prior experiences. From a positive and engaging aspect, it can allow students to explore freely and discover the information for themselves and develop learning strategies that will enable them to succeed in the future. The only problem that can be identified is how the students are taught to become independent learners in the beginning. If they are just left to their own devices then there will more than likely be mistakes and the possibility of the wrong information being collected and analysed. Another area to cover is based around the behaviourism approach to learning; this is used quite a lot in the current classroom practice. It has been stated by Pavlov (1897) and Bandura (1963) that ‘Behavior is the result of stimulus – response (i.e. all behavior, no matter how complex, can be reduced to a simple stimulus – response association)’. Within a classroom based environment students will develop any type of strategy for the possibility of work avoidance based on the response of their teacher to given scenarios or stimuli. Staff must ensure that all students must remain on task and use positive reinforcement for clear observable positive behaviour. This has been identified by others observing that using positive reinforcement allows the learners to understand that they feel appreciated in the classroom. This links to the statement from Bandura (1963) that...
References: Bandura, A. (1963) "Social Leaning Theory and Personality development" which combines both cognitive and behavioral frameworks.
Cowley, S. (2005) Letting the Buggers be Creative. London: Continuum International Publishing Group.
Gilovich, Thomas; Keltner, Dacher; Nisbett, Richard E. (2006). Social psychology. W.W. Norton. p. 60. "The tendency to exert less effort when working on a group task in which individual contributions cannot be measured"
Merriam, S.B and Caffarella, R.S. (1999), Learning in Adulthood: A comprehensive guide. (2nd Edition) San Francisco: Jossey-Bass.
Pavlov, I. P. (1897/1902). The Work Of The Digestive Glands. London: Griffin.
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