The topic I have chosen is to develop creativity.
Potentially all can achieve remarkable levels of creativity but we know Truer benefit both teachers and students. Human beings, by nature, tend to cling to routine habits that provide security and to save you having to consider their actions too often..
There are people who do not use the imagination to believe that it is logical to repeat what is already known. Confuse with reality than usual.
Breaking routines that stifle own intelligence, in the way we do things as conceived life is a challenge to succeed, yet a need to adapt to the changing world around us.
It is about having creative ideas, but to apply them to improve the quality of life, and defend them against the powerful force of social habits. This leads us to make a distinction between creating and innovating. A person can have an original thought but not put into practice we will never know if it can work or not.
The creative ability of the human being is not only linked to their ability to reason and intelligence practice, but it is fed and driven by feelings.
To increase creativity there are a number of techniques at a given time can help us to find creative answers facing a problem.
For example, they can exercise their imagination through brainstorming and brainstorming. It's down all ideas that come to mind, however remote the subject and that seems to judge them without a priori , then a second phase , try to evaluate them and seek their relation problem. The subsequent association of concepts we can provide original points of view with which to start working. This technique is used, for example, to counter the blockade creative writers or teams to implement projects.
Forming mental images or view in re...
... middle of paper ...
...ality, risk-taking and questions that arise at certain times cast doubt on the knowledge that you are working, among others.
Invite students to transcend the present with a future project. The creative teacher constantly anticipates what will be the next class. Still not finished the class and he is already seeing what teaching resources will be used for the following to be of better quality. Also accompanied by an optimistic way of looking at life. Learning to trust not only the potential and the real.
Overcoming fear of ridicule and make mistakes.
Students should gradually take responsibility for their own learning in so far as they develop an intrinsic motivation around this.
The teacher must mediate and facilitate opportunities for students to decide what they need to know and what tools to build and promote the exercise of strategies to achieve this.
Shaughnessy, M. F., & Wakefield, J. F. (2003). Creativity: Assessment. In N. Piotrowski & T. Irons-Georges (Eds.), Magill's encyclopedia of social science:Psychology (pp. 459-463). Pasadena, CA: Salem Press.
...would be further motivated to love and study their subjects, and not be just thinking only about grades. If all teachers dedicate their human potential to their students, then students wouldn’t be scared to participate in discussions in spite of many stumbling barriers. The issues Ernest Boyer discusses in “Creativity in the Classroom” are of current interest not only in American educational system, but in my country as well. So,I would recommend this article to be discussed at teachers’ meetings in different types of educational institutions because the criteria of successful and creative teaching the author identifies in his article are universal and simple at the same time: just be dedicated to your job, care about your students, and don’t be afraid to learn and use new ideas in your classroom. Hence, creativity in the classroom often begins with a good teacher.
Shaughnessy, M. F., & Wakefield, J. F. (2003). Creativity: Assessment. In N. Piotrowski & T. Irons-Georges (Eds.), Magill's encyclopedia of social science:Psychology (pp. 459-463). Pasadena, CA: Salem Press.
In their article, “The Creativity Crisis”, authors Po Bronson and Ashley Merryman explore the urgency of the downfall in the public’s “creativity quotient.” Bronson and Merryman emphasize the necessity for young children to be imaginative. Through an IBM poll, they verify that with the decrease of creativity in our society comes an array of consequences seen in the work field. The authors remind readers of another reason for the importance of creativity; they argue that creative ideas can solve national matters. Hence, Branson and Merryman believe that original ideas are key for a better world. Though I concede that creativity is a vital key to the solution of many national problems, I still insist that teaching creativity,
"The question really is how do you find a working method or a working, productive context within which ideas can be produced? And that's really the key." (Liam Gillick. Sotheby’s. Artdaily.org. MCA Chicago Show Three perspectives and a Short Scenario)
Often, creativity phase plays critical role in providing good opportunity to familiarize the client with the team work. Moreover, they share potential ideas and proposals to reduce cost; without affecting quality or functionality negatively. Accordingly, there will be a base of ranked and classified ideas and views.
Using creativity in the classroom will create strong students and help better them for the future. Now, students are just being taught to what is on the test. They do not learn how to be leaders, how to work in groups, people skills, or how to use their mind that is not just for memorizing the information. “The challenge now is to transform education systems into something better suited to the real needs of the 21st century. At the heart of this transformation there has to be a radically different view of human intelligence and of creativity” (Robinson K., 2011, p. 14). Using creativity and technology will allow the students to enjoy learning more. I noticed in my final project, that other students who weren’t education majors, saw this problem too. Many of them did not see creativity in a classroom, they felt that the school system was creating them into robots that taught them all how to think a certain way. Ken Robinson feels that, “we don’t grow into creativity; we grow out of it. Often we are educated out of it.” (2011, p. 49). Teachers should be teaching students how to be creative, and how to think on their own, so students will be able to go far in the future and succeed in any job they
NACCCE definition of creativity: ‘Imaginative activity fashioned so as to produce outcomes that are both original and of value’(NACCCE, 1999:94).Creativity can motivate children to learn new information through a creative outlook. One of the biggest issues teachers have is between teaching required content and integrating creativity into the daily sessions. The National Curriculum and state standard often create boundaries towards the teacher’s ability to develop the lesson, as the intention of including creativity sometimes resorts in a teacher centred learning environment. The teacher’s role should be to generate lessons and create activities that encourage students to be more open to their creative side. This is vital as it exposes children with varying learning styles to different ways of learning.
However, as we deal with novelty, we can use another mental process besides context and insight to help us with these issues. We can use creativity to as an additional mental process. Sternberg
Creativity is a complex process to be studied, however a lot of recent researchers in Neuroscience and Education have worked in this topic and have established interesting finding. Involving a great amount of the brain in networks, it is not totally clear the biologic process. However, it seems that the problem in the educative field is not the neurobiology but the neuromythology of creativity. In a first part, creativity will be defined following educative and neuroscientific point of views and limitations in experimentation. In a second part, the neurobiology of creativity will be presented and associated with its cognitive meaning.
Creativity is a key component of success in later adulthood for problem-solving and cognitive abilities (Plucker, 2010).
To begin with Sir Ken Robinson states that “creativity is the greatest gift of human intelligence” and therefore the education system should help children to realise their creative potential, unfortunately many are being displaced from their own true talents. Formal instructions and inquiry based learning are essential for creative education. There are some times when it is appropriate for the teacher to give formal instruction in skills a...
As I have earlier mentioned that our report is based on “CREATIVE IMAGINATION” so it necessary to know the concept of creativity.
... goal is for children to become productive citizens in the world. With this being said, it is easy to see why creativity in the classroom is essential to the development of the young child.
I think all students yearn to learn. We as future teachers need to motivate students with learning, exploring, investigating, discovering and inquiring. Together you will be learning and teaching.