Identify Creative Learning
Approaches…….
…….for a learning Programme
Acknowledging 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.
Then a new captain and first mate
are flown in by helicopter
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Everything changes.
Crew morale is lifted
Service improves
The engine is fixed
The rudder is fixed
The lights stay on
Everything seems fine.
• But the ship is still headed in the
wrong direction
New 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
Benefits of Creative Learning
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Greater Learner Independence
Learner Centred Active Learning
Learner Involvement
Learner Motivation
Re-inforcement of Learning
Learner Autonomy
Self-directed Learner
Vintage of the clasical educational
model
• The Universities of Bologna ( Italy),
Paris ( France) and Oxford ( England) were all
created about 400 years before Gutenberg’s
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?
Saya, the robot teacher launched in
Japan
• Pupils in Japan have been given lessons by the
world’s first robot teacher.
• The humanoid named Saya is multilingual, can
do roll calls and set tasks from text books.
Saya, 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.
Waiting 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.
This is it….Saya
Service 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!
Some other interesting developments
• Digital Socrates
• Future Computers
Future PC’s ???
The future Desktop
This 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.
With Bluetooth technology... See the forthcoming computers
within our pockets
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Wearable computers
Smart 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
The web is just 5000 days old
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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
What could be happening in the next
5000 days ?
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Semantic web
Natural language processing
Gestures
Voice
Touch
Superior machine intelligence
Robots
What makes a teacher great ?
• Bill Gates on
www.ted.com
Our approach : Ostrich- like
• What affects the rest
of the world will not
impact us
• We are different
Encouraging 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.
12 Principles of Constructivist
teaching
1. "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.
2. "Learning engages the entire physiology". Teachers can't address
just the intellect.
3. "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.
Constructivist teaching
4. "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.
6. "The brain processes parts and wholes simultaneously". People
have difficulty learning when either parts or wholes are overlooked.
7. "Learning involves both focused attention and peripheral
perception". Learning is influenced by the environment, culture,
and climate.
Constructivist teaching
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"Learning always involves conscious and unconscious processes".
Students need time to process 'how' as well as 'what' they've learned.
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"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.
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Pedagogies 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.
Teacher'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.
Connectivism
“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.”
Some examples of Scientific Creativity:
• The periodic Table
• Models of the atomic structure
• The double helix model of the DNA
Moving 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?
• The answer is creative learning and teaching
Creating 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 wonderful…I never
knew this…isn’t it fascinating…...etc” in a spirit
similar to the Eureka moment of Archimedes
Multiple roles of a teacher
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must be content expert,
a diagnostician,
a rescuer,
a motivator,
a patient communicator,
a manager and leader,
a student of human behavior.
Learning Styles
• Verbal learners
• Visual learners
• Auditory learners
• Kinesthetic learners
The 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
The 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
The 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
The 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
The 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
The 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
The 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
Learning 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
Learning 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
Learning 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
Learning 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
Learning 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
Learning 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.
Learning 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
Learning 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.
The 5 fundamental Learning Styles
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Apprentice
Incidental
Discovery
Inductive
Deductive
Apprentice
• A “ building block” approach for presenting
concepts in a step by step procedural learning
styles
• Basically needs to be spoon fed
Incidental
• 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
Discovery
• An inquiry method of learning in which
students learn by doing, testing the
boundaries of their own knowledge
Inductive
• Learners are first introduced to a concept or a
target principle using specific examples that
pertain to a broader topic area
Deductive
• Based on the discernments of trends through
the presentation of data, simulations, graphs,
charts or other data
Creating 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
Managing a learning event
• A properly managed learning event comprises
a series of learning moments
Creative Learning Activities:
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Research activities
Games
Case studies
Discussion
Debates
Simulations
Investigations
Assignments
Projects
Group work
Other Practical activities
Personalisation of the learning
experience
• Each such learning moment is unique to each
learner and ICT enables its realisation
• Mindmaps
• Webquests
• Memes
• Mnemonics
Activities for a specific programme:
• Identify programme outcomes
• Matching activities to desired outcomes
• Applying above approach to activities listed
earlier to specific programmes
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