One of the things that I am always tinkering away at is how to monitor student progress in class. I am but one in a sea of young learners and regrettably, I am not always able to pick up misconceptions or uncertainty from students during class. They are of course detected during checking and marking of work, but I am eager to refine this process.
Courtesy of Alice Keeler I tried using Google Slides during lessons. My students have access to laptop trolleys, and during this lesson, we were lucky enough to be in a 1:1 environment. My class were researching biomes, and I wanted to be sure that all were finding sources that were accessible to them. So many resources online are geared towards older students, and it is vital for me that I know my Year 5s are able to understand what they are finding.
I created a Google Slide doc with a single slide stating a question. I then altered the Master Slides and custom built a slide for the students to fill out. There was space for their name, as well as for an answer to the question on the cover slide – ‘What is one interesting thing you have learned during this session’.
I shared the document through Edmodo, and within two minutes all students had submitted a response and I had been able to review them. I immediately turned my attention to the students that either took a while to respond, or whose responses were a little ‘vague’.
The students then carried on with their task, seemingly renewed in their purpose by what was in their eyes a very minor distraction, and if truth be told, probably a useful little brain break for them.
This will now become a regular feature of my teaching practice.
This is a discussion paper I submitted for a uni course on Networked Learning. The brief was to “Identify relevant policies related to an educational networking issue, engage in dialogue with peers/stakeholders and produce a report discussing implications of these policies in the light of your reading.” This is what I submitted:
We live in an online world. Like it or not, the reality is that we all, to some extent, rely on some aspect of the internet as part of our lives. This discussion will look at how Social Media tools can be used in Primary Classrooms. Many issues stand in the way of full adoption by teachers, such as age restrictions, teacher fluency and privacy concerns. These roadblocks, if you will, largely make up the content of school policies concerning social media use. I will specifically here be looking at the Social Media Policy of my own school, and with a growth mindset, look at how the concerns that fuel this policy can be married to the benefits that lie with the use of social media in learning.
If we take as given the notion of 21st Century Learning Skills giving students real world experiences, then the use of the Internet as an integral part of the learning process is also a given. I also want to make the assumption here early that we are referring to quality integration of communication technologies to facilitate social networking.
Social Media Policy at St Andrew’s School
The social media policy at my school has an introduction that is well balanced in outlining the intent of the policy; Social Media should be used in a proper way.
However, in terms of encouraging the use of Social Media in learning, this policy does a lot to discourage teachers who may not have the digital fluency to easily incorporate this technology into their learning.
In the school policy, referrals to students needing to ‘learn appropriate skills’, as well as staff ‘responsibilities’, ‘obligations’, and ‘needs to facilitate’ represent an overwhelming barrier to adoption by staff not fluent with the technology. And understandably so – how can one teach something one does not understand? On this point, Mardis, ElBasri, Norton & Newsum (2012) present that Digital fluency is an obstacle to teachers implementing digitally based learning opportunities for their students, which naturally includes the use of social media.
My proposal here is that this policy, while protecting students from potential risks, in fact does a great deal to discourage the use of social media within the school. My solution? Staff education in not only the educational benefits of social media in teaching and learning but also skills in use of these technologies themselves. This discussion will go part of the way to address this, by looking now at possible, practical and succinct ways in which social media can be used, in accordance with this policy, within our school.
Interaction with my networks
In readiness for the writing of this discussion, I consulted my own learning networks, using one Social Media site, Facebook. Following are screen grabs of my posts in various teacher groups on the site, of which I am a member, including the responses I received.
Examples of use
In reference to the feedback I have received from my learning network, as well as my own experiences, what follows is a list of possible uses of Social Media within a primary classroom, that respect the policies discussed above. It is intended that this list constitute an inspirational resource for teachers both within my school and beyond (as they happen upon this post!)
There is a dichotomy that presents itself here between categorising the following discussion by tools, which can change, versus following the learning behaviours engaged in through using these tools. It seems to me that the latter is the more ingenuous approach. The resources sought through engagement in social networks and their alignment with what is mobilised through these networks represents a deeper understanding of educational practice and networking in education. However, as this extension of the policy being discussed here is aimed at teachers with limited digital fluency, a paramount concern is mitigating the feeling of being overwhelmed by the process. As such, I am choosing to present examples through individual social media tools.
Along with blogging, Twitter is perhaps the most accessible tool available for teachers to model positive online behaviours as well as facilitate genuine connected learning through collaboration. Teachers can create and manage an account on behalf of the class and can quite quickly establish connections with other class accounts around the world. It is a natural consequence of such accounts existing, that they are on the whole very willing to enter into dialogue with new classes.
My PYP students are able to connect, through this class account with other classes engaging in the same units of inquiry. The familiarity my class has with the content enables them to be active contributors to discussions as opposed to passive receivers of ideas and perspectives.
Through the #askareporter program with BTN students are able to practically put to use their questioning skills based on news stories. Submitting questions through the #askareporter hashtag, they can meaningfully interact with the news program as well as interact live during weekly live streams.
As suggested by a member of my network, Instagram has several uses in a classroom. Basically a photo sharing network tool, like Twitter, a teacher created class account may be used for documenting learning experiences. Jessica Ottewell posts these examples of using Instagram:
Documenting photos from excursions by using a hashtag that parents and other helpers can all contribute to.
Again with hashtags, for sharing student work in a digital portfolio
Using a video of yourself giving instructions for a task for both scaffolding and posterity.
Edmodo/Google Classroom/Learning Platform
These tools are lumped together into one as they represent the idea of a virtual classroom. These are places where students can gather together online in a secure environment. The way these are used are as varied as individual teachers but the basic tenets remain: teachers can share resources, students can access these resources, and a dialogue can take place through posts, replies and even ‘likes’. Sub groups can also be used to differentiate the distribution of resources and to provide secure ability based groupings of students.
This type of tool is an excellent entry point for teachers as it is entirely secure, satisfying privacy concerns and is a great platform for practicing digital citizenship practices. A straw poll of my current class revealed this tool as their favourite as it allows flexibility for them in their learning as they are able to access their learning whenever they like, as it is all cloud based.
This is primarily a classroom management tool that awards points to students based on achievements. What makes this a networking tool is that there is the capability of parents being part of the process and seeing what merits or deductions their children are experiencing. While this really just enhances already present parent teacher communication, there is a ‘live’ aspect to it that makes interactions more meaningful.
Blogging has enormous power in allowing students to have an authentic voice and an audience for their voice. A student blog can be an outlet for a digital portfolio they share with their families and can also be a vehicle for gaining a peer audience for their writing. For example, the 100 Word Challenge allows students to receive feedback on their writing from students around the world and to give feedback as well. This is a meaningful application of their commenting skills, a key aspect to digital citizenship.
You Tube as a tool in education is really one that facilitates sharing and communication. Students and teachers can create video based work/resources and distribute them to any audience using this tool. Vimeo and TeacherTube are other alternatives, depending on what features are sought after.
As discussed at the beginning of this section, viewing learning behaviours as options for integrating social media into learning is a deeper, more thorough approach and the following framework may be used alternatively. It would be vital using this approach, to ensure staff familiarisation with specific tools is provided prior to teachers engaging with the following. A summary of possible tools for each point is provided
Communicating with peers / affirmation / discussion of ideas to establish understanding – twitter, edmodo, blogs, messenger
Sharing work and inviting feedback blogs, twitter, edmodo, youtube, Instagram, seesaw
Interacting with each other as a meaningful part of the learning experience – discussion on edmodo, twitter
Collating resources through shared research pinterest, padlet, twitter, instagram
In summary, we know that networking supports learning and we know that there is often a divide between what is best from a networked learning perspective and what it is we are able to provide our students with (Evans & Mackey 2011). We also know that using technology for networking requires surrendering to the inherent risks associated with being online. As a result educational institutions require steadfast policy to mitigate potential risks. However, the restrictions often set out by such policy are a barrier to implementation by teachers who lack digital fluency (Mardis, et al, 2012). What educational policy surrounding social media needs is proactive, positive pathways for teachers to implement digital networking experiences for their students.
We say we shan’t leave any child behind, and the same goes for teachers. With an attitude towards the sharing of experience capital and a growth mindset, teachers within institutions truly can be greater than the sums of their parts.
As with Parts 1 and 2, this post constitutes my notes and reflections from a PD workshop, so don’t expect amazing prose!
The exhibition is like a puzzle where a lot of pieces need to fall into place to create an experience for the students. This is of course all within the context of the needs of the school and students and local curriculum. A key indicator is whether students are able to take action.
Our group investigation continued this morning and Jill and I have changed the current two rubrics (covering broad elements, one for the group and one for the individual) into 5 separate rubrics that cover a wider range of skills in more detail. We now have rubrics for Self Assessment, Written Report, Oral Presentation, Research Skills, and Personal Skills. While this is a drastic increase in the number of rubrics, we have made the assessment process for the exhibition as a whole much more transparent as the rubrics are less detailed in their own right, but when combined cover a broader range of achievements.
The oral and written rubrics were more or less replicated from oral and written rubrics that we have used through the year with the students already. This consistency (should) will help students fully understand what is expected of them in the exhibition. What we have discovered is that while the exhibition may seem a large undertaking, it is really just more of the same things that we are already doing. Through a regular unit, only certain aspects of student achievement are monitored and assessed, but with the exhibition nearly everything the students do is put under a microscope. So our thinking has been that we need to keep the day to day operations of the students as familiar as possible.
Watching all the other groups share their personal learning was very eye opening and inspiring. One group delved into the idea of Action, and the forms that it can take; others looked at developing calendars for the exhibition; one school created an exhibition website (Google Sites) from scratch and others like Jill and myself looked into assessment. This was a wonderful experience as I was immersed in a vibrant network of teacher learners, all experiencing relevant learning journeys. The workshop resource website will certainly be visited regularly by me in the future!
This was an eye opening example of action taken by a group of 11 year old girls in Tanzania and certainly puts things into perspective.
What are your feelings about the exhibition now?
I feel confident with it. Back to the day 1 analogy – I know what I don’t know, and that can really only be fixed with experience.
What have you gained from this process?
This workshop has been affirming. A lot of what I was unsure of, I had a hunch about and by and large, these hunches have turned out to be accurate.
How does an exhibition promote understanding?
It requires not only a deep level of learning, but also that learning needs to be made visible. These build each other up, too. The process of sharing learning is an extra step, part of the inquiry cycle, that requires learners to clarify their learning and in doing so, take it to a higher level.
How has your perspective changed?
Not a great deal. I am happy with my understanding of the exhibition as well as my place within the process.
Based on what you have learned about the exhibition, what will you do in the next
Five Days – go back to school next week and implement the new assessment rubrics with the students. These were not due to be distributed until now, so implementing them will be quite seamless.
Five Weeks – this will take me more or less up to the end of the exhibition. I don’t want to lose sight of observing the process by trying to do too much. This is only my first year as a facilitator, so I want to experience this first time for what it is – an opportunity to learn from Jill my Y5 colleague as well as from the systems that are in place around the exhibition.
Five Units – This workshop has served as a further PYP educational experience so I am hoping to inject a greater level of PYP language into my operations and teaching. Particularly, I would like to use Form and Function as base concepts that will inform students in creating their lines of inquiry independently.
Five Years – I’ve never really thought this far ahead, but likely not a Y5 teacher running the exhibition. Nothing against the exhibition or Y5, but six years is a bit too long to be in the same position in a school. That being said, my experience as an exhibition teacher will help build the culture of the exhibition at my school further.
As with Part 1, this post is a record of my notes and reflections from the PYP Exhibition Workshop.
What does the ‘right’ theme look like? This was hard for me to answer because I’ve not had experience with a variety of themes, and we generally do the same theme every year at my school. Discussion amongst the group led us towards the idea that any theme can be ‘right’ as long as it has an appropriate Central Idea that lends itself to students engaging with the topic or issue. The presence of the Australian Curriculum determining content was also a big discussion point – it becomes a fine balancing act. In the end the rightness or wrongness of the theme is a misnomer, because it’s more than just a ‘How the World Works’ unit. The concepts, content, attitudes etc all need to be arranged so that there is a ‘right fit’ for the school, and specifically the students undertaking the exhibition. Choosing the theme needs to be done whilst thinking about the students – what do they need to learn? What do they need as learners?
Again, a common theme from this workshop is emerging: So much of the exhibition depends on contextual issues specific to a school and it’s learners.
Doug took us through the way his school in Japan approach the Central Idea. A theme is chosen at the beginning of the year, and throughout the year, students bring in media stories concerning the theme (in this case, Sharing the Planet). With this constant exposure to the issue, come time for the exhibition, students were in a position to come up with phrases and ideas about the theme that went well beyond the obvious. Students were able to restate the theme in their own words and effectively explain it to audiences of different ages. This constant exposure to making connections within the theme led to students having a broad understanding of the theme and thus an ability to see how a Central Idea could apply to different issues. A good Central Idea in this theme could apply equally well to pollution, or conservation, or recycling.
This form of front loading the concepts as opposed to the content set the students up to be very autonomous in their research. In terms of how this works with our school, where the content is usually prescribed because of the Australian Curriculum is unclear. It is something that I certainly want to explore for the coming years.
Looking at how students unpack the theme, a process of brainstorming and rewording was used by students to establish their own interpretations of it. This produced possible issues that could be used by different groups. Examples are shown in these videos below.
Unpacking the theme at Seisen IS
Consulting with younger students:
Groups developing their lines of inquiry needed to begin by looking at the Form and Function concepts. The need was to understand what something was and how it worked before looking at other perspectives – they didn’t know what they didn’t know, and they needed to find this out. This meant research was encyclopedia based and did not require the Internet. This allowed teachers to monitor how well the groups understood the issue before they jumped in without knowing the background. Once this was done, they knew what they didn’t know and this became their lines of inquiry.
Action was the concept that I was most unsure about coming into this workshop. Can it be personal? Does it need to be a product? Can it be an idea? Much discussion ensued on this topic, so below are snippets of notes combined together:
I personally liked the idea of Action being evidence of a transformative experience by the students as a result of the learning. It is students responding to the knowledge they have gained throughout the unit.
Action can be inaction but it needs to be based on understanding. If the students don’t understand the problem, they can’t identify the need that needs to be filled. When they have the knowledge and know what the problem is (form and function) they can then situate themselves to act on that.
If you are exhibiting the attitudes, that is action. If you are demonstrating tolerance, that is taking action. If they are cooperating, that is also taking action.
Student initiated action is part of a cycle where children are reflecting and choosing on their own action –>
Choose – Act – Reflect.
Head Heart Hand – understanding it, feel it and then do something about it.
The different types of action – this slide summarises different types of action.
It doesn’t have to be student initiated – but as teachers we want to encourage this and provide support where it is needed. Designing the exhibition needs to be done so that it allows action to happen – it provides opportunities for student initiated action.
The real take away from this session was that the process is so much more important than the end product. Its the journey and not the destination, and as such ongoing assessment is vitally important. Student reflective journals, teacher anecdotal records as well as formal oral and written pieces must all contribute to final assessment for the exhibition. And again, its all up to the school to decide what works best.
A new assessment structure was shared by Doug, the SOLO Taxonomy. It’s not something I’m going to implement immediately, but I always like looking at things differently.
Our final task for the day was an individual investigation. We were all given the opportunity to break into school or interest groups and develop understanding or resources in our chosen areas. Jill and I liked the idea of adding an Oral Presentation component to the exhibition evening so started investigating that. This led us to the realisation that we would need to completely rejig our assessment rubrics – much more substantial than a scheduling change! This will carry on to tomorrow so I’ll post that then.
So I’m back at Prince Alfred College in the last week of the mid year break, doing my second PYP Workshop for the year. The Exhibition Category 2 workshop is giving me and my colleague Jill some formal training on how the exhibition fits into the PYP and ultimately, year 5 at St Andrew’s School. This post is intended to act as a record of my notes and take aways from the course.
Beginning the day I felt confident and exited about the exhibition. Despite not facilitating it before, I am familiar enough with it through observing it at the school over the past three years. As a mentor to exhibition students and a colleague to facilitators, I feel an association with the exhibition that gives me sufficient knowledge to know that there is still a lot I don’t know. Our workshop leader Doug shared this little gem with us to illustrate the concept
So what do I know I know and know I don’t know? I’m the red marker in the corner
So while I’m truly a novice at this, I’m a confident one!
IB standards and practices
The structure of this workshop has developed through examining aspects of the PYP itself and viewing the Exhibition in light of them. First up was the IB Standards and Practices. Looking at these through the lens of the Exhibition showed us that the Exhibition incorporates all the standards and practices, and that all the standards and practices are necessary in order for the Exhibition to run smoothly. A conclusion was drawn that the Exhibition acts like somewhat of an assessment for the school. If the school runs the PYP successfully, then the students will be able to successfully complete the Exhibition. This is obviously a very broad statement, but is one that reflects the links between the two ideas.
These guidelines refer to Organising the Exhibition, the Roles of various parties in the school, Collaboration of students, Staging the Exhibition and the use of ICT. The key word here is guidelines. A misconception I had about the Exhibition is that there were a lot of rules and ‘have tos’ surrounding it. The only thing in the standards and practices is that it happens in the final year, and that resources need to be allocated to it. Everything else is at the discretion of the school. That is, whatever works best for the school, given its context. So things like level of teacher guidance, method of grouping students, the time of the year it is held etc are all at the discretion of the school.
My big take away came from the Exhibition handbook, in the form of the following table, which outlines the manner in which the exhibition unit differs from regular units.
Exhibition Guidelines, p8
Curriculum for the future – reading comprehension, information search and retrieval, mechanism to believe. This ending from Sugata Mitra resonates with me. Information literacy is paramount for children. Without knowing future contexts of society, this core, stripped down skill will be needed by today’s children and will be shaped by them as necessary.
What does this mean for the children currently undertaking the exhibition? Students searching for and finding information independently and then organising that information in their own way is core to the process of the exhibition. Also the role of the teacher in the exhibition matched the idea of the teacher facilitating higher levels of learning, not focussing on discreet skills. I question though, the ability of students at this age being self motivated enough to persist with research without significant scaffolding by a teacher. In high school perhaps students will have a desire to become discerning with information, but in primary school, students still need to be guided through the process. So, the role of the teacher in the exhibition really seems to be one of supporting the students as necessary, givingq them the best chance of success as possible.
The PYP has 5 essential organising elements – knowledge, concepts, skills, attitudes and action. Discussion of how these relate to the exhibition brought up a burning question for me: How do we as a school treat the 5 elements equally?
When dovetailing the PYP and the Australian Curriculum, we fit content into the transmissible nary themes ( knowledge) then apply the concepts and then the skills and attitudes get ‘tacked on’ where they fit in. Ideally, skills and attitudes should be just as important as the concepts and the transdisciplinary themes. Our workshop leader remarked that it would be appropriate to let the students decide what concepts skills and attitudes they wanted to use in their exhibition. I agree with this as it would allow true autonomy over learning, as long as the students are equipped with the ability and knowledge of these to apply them appropriately. This speaks again to the school working towards the exhibition f rom reception. A year 2 teacher should be teaching confidence and thinking with the aim that the student will need to be fully versed in these skill and attitude by the time they get to the exhibition on year 5. Again, the exhibition truly is an assessment of how well the PYP works at a school.
So to make sure nothing is missed? Elements need to be spread evenly over the other 5 units to ensure students are able to select the ones that suit their inquiry, whilst ensuring everything is covered throughout the course of the year. This is one I’ll put on the shelf for now…
This year for the first time I am teaching the PYP and also guiding Year 5 students through the PYP Exhibition. It basically involves the students taking themselves through a unit of inquiry where they have full autonomy over the lines of inquiry and culminates with a public exhibition of their learning. I’ve regularly mentored groups as a non-Year5 staff member (which is part of the process) but have not been directly involved in planning and delivering the unit before.
Something that always stood out for me as I observed it from afar was that there seemed to be a lot of time and energy spent by the students in making or constructing something as a result of their inquiry. For example, an inquiry into waste and recycling would lead to students ‘Taking Action’ by creating and building a new type of bin. An inquiry into the needs of the elderly might lead to the design and mock-up of a new type of emergency pager. And so on. The reservation I have about this final construction phase is that there is a big potential for the students to lose sight of the learning and context for the product and get wrapped up in the fun and excitement of building. True, building is exciting and fun, but I think it compromises the learning and investigation that precedes it in the process.
Past Year 5 teachers have said that the kids ‘run out of time’ due to the construction phase. It seems to me that rushing an inquiry, for the sake of what is usually a tokenistic creation, is feeding the notion of ‘bells and whistles’ in learning at the expense of deep learning. Like any use of technology, physical building of something needs to enhance the learning outcomes. Since the exhibition primarily addresses research skills, I see no place for a construction element to be so prevalent, or lead to taking student focus away from their lines of inquiry.
This year we have changed the approach for the exhibition unit. We are deepening the scope of research the students are required to do, and are taking away the building part at the end. The ‘taking action’ aspect of the inquiry will take the form of the students presenting links between a piece of technology, the scientific principles that underlie it and the human need that it satisfies. Students may approach this from any of the three angles, but there is no creation of something new. This is quite a change in the culture of the unit, but one which I think will lead to deeper learning, and a better appreciation of how technology helps our society.
Yeah, not so much excitement at my end, I’m afraid. While I’ve got the inevitable opinion on NAPLAN and standardised testing in general (I’ve put some fun memes down below), I don’t want to soapbox (on this occasion), suffice it to say that my class and I are missing two Maths lessons, a Science lesson and an Inquiry session this week. And that means… well not much really. It’s not such a big deal given sports days, excursions et al that consistently push aside the ‘already overcrowded curriculum’ and add to the hidden curriculum that is so meaningful for students. Alongside things like life lessons learnt during schoolyard fights and social development and whatnot. The real parts of life that happen alongside formal education.
That’s what I’ve come to see NAPLAN as – an experience for the students. Like it or not, success in formal education means testing and ranking. If you do well in Year 12, you’ll get into uni and have options. Of course you can be extremely successful without a uni experience, it just gives you options. If that’s what you’re after.
We give our kids formative assessment before giving them summative ones – I see NAPLAN (in one way) as a formative experience for students, in preparation for the higher stakes tests, the ones that actually count, in high school. Sure they also provide valuable information to stakeholders about the standard achievement levels of students and schools, but we all know they are a snapshot, through a narrow lens, of just one part of the educational experience.
So with the talk around staff rooms this week on why NAPLAN is <insert opinion here> I like to think of it in a positive light and let my students enjoy the ride.
So this post title is a play on my jumping back into both integrated ICT use in my room as well as blogging but also a play on the name of the tool I am using – Studyladder.
First about me – after a hectic year of ICT use in 2014 involving a new 1:1 iPad program at my school, I’ve taken a real step back from ICT integration this year, and gotten back to the basics of teaching. I won’t lie, there were students in my new class disappointed about this, with my reputation as the techie teacher preceding me, but I’m a firm believer in tech use not being tech-centric. That is, the tech should support the learning and if it doesn’t , it shouldn’t be used. I felt with the iPads last year there was a pressure to show that they were worthwhile and some of what I did pushed into the ‘using tech for its own sake’ field and that made me uncomfortable. So this year I have consciously tried to use ICT only if there is a clear advantage for the students in doing so. Its been a bit of a reset, really.
So this study ladder thing. I am using it as a basis for Mathematics homework. I can set modules for different students and monitor their performance in those modules. I can see how many times they have attempted their work, and how their results have changed through these attempts. It certainly fits my criteria of tech use as it allows functionality that would not be possible without it.
I have also started developing individual blogs for my students and through those will start delving back into more regular tech enhancement.
As part of our 1:1 iPad program, our Year 6 team are constantly reviewing the best practices for running our learning environments. Today I have come up with the term DAFA (Digital Anecdotal Formative Assessments). I got the idea from Andy Peartree (@anderspearz) who was using the app Explain Everything in his Maths group. I saw the students using the app to demonstrate their learning. They were engaged with the process and the Maths itself was not being compromised.
I decided to adopt the practice myself, but thought that I could formalise it to provide me with legitimate formative assessment. My maths class has just finished looking at converting fractions, to varying levels of success. I created a task on Edmodo asking my students to create an Explain Everything showing their understanding. I was able to quickly see who really understood the process without the need to troll through all their workbooks to establish their competence.
This is not a new process by any means, and I must stress the role my colleagues Andy and Jade in beginning this process. However, by formalising DAFA as a formal part of our teaching strategy, we have actively used technology to enhance our teaching.
I have seen two different items on the Internet recently, and I have formed a link between the two. I’ll pop them here and let you see if you can find the link…
First, this image that turned up on my Facebook feed
very clever stuff, and certainly the type of thing I like seeing on my feed when I am desperately seeking distraction from reality. Second, this video that came up in my Twitter feed (via @SunnySouth12)
It’s amazing what kids can do if we give them the chance, isn’t it?
Can you think of the link? What connected these two things in my mind was the old maxim, less is more. Now, the Navy officer is hardly someone to idolise, but his laziness showed there is always more than one way to solve a problem. I would argue that the gross effort required to reroute a ship, as opposed to shifting oneself down the bench a little negates the creative effort, but it cannot be denied that creativity is present.
The clip involves children engaging in Art activities, and clearly demonstrates the nature of children to engage their creativity more freely when they feel there is no consequence for ‘getting it wrong’.
This got me thinking about my students – how much amazing material are they not producing, because they are afraid that it will be ‘wrong’? Hopefully very little, as I try to make my kids feel comfortable in that regard, but a lot can be said for task design. How can I design my instructions to students so that it maximises their inclination to be creative? Do I get too caught up in multiple curriculum considerations, that I lose sight of the forest through the trees? This is going to be a goal of mine, moving forward.
I’d love to hear from anyone who has given this extensive thought.