Sale Creative Teaching

An Evidence-Based Approach
1. Auflage 2015
ISBN: 978-981-287-534-1
Verlag: Springer Nature Singapore
Format: PDF
Kopierschutz: 1 - PDF Watermark

E-Book, Englisch, 197 Seiten

Reihe: Cognitive Science and Technology

This book contains an evidence-based pedagogic guide to enable any motivated teaching/training professional to be able to teach effectively and creatively. It firstly summarises the extensive research field on human psychological functioning relating to learning and how this can be fully utilised in the design and facilitation of quality learning experiences. It then demonstrates what creativity actually 'looks like' in terms of teaching practices, modelling the underpinning processes of creative learning design and how to apply these in lesson planning. The book, having established an evidence-based and pedagogically driven approach to creative learning design, extensively focuses on key challenges facing teaching professionals today. These include utilising information technologies in blended learning formats, differentiating instruction, and developing self-directed learners who can think well. The main purpose of the book is to demystify what it means to teach creatively, explicitly demonstrating the principles of good pedagogic design and communication strategies that underpin such activity. The message is clear - creative teaching competence is both a highly useful and a learnable capability.

Dennis Sale is presently Senior Education Advisor at Singapore Polytechnic. He has previously worked across all sectors of the British educational system. Over the past 20 years Dennis has been extensively involved in training, coaching and assessing teaching professionals in a variety of vocational and cultural contents. He has invented highly effective and practical models for promoting good thinking in the curriculum, creative teaching and blended learning, which have been implemented in many educational institutions in several countries. Dennis is the author of 'The Challenge of Reframing Engineering Education, the first book to fully document the implementation of the Conceive, Design, Implement, Operate (CDIO) Engineering Education Framework in an Asian context.

Autoren/Hrsg.

Sale, Dennis

Inhaltsverzeichnis

1;Preface;7
2;Acknowledgments;9
3;Contents;10
4;About the Author;13
5;Abstract;14
6;1 Making Sense of Teaching;15
6.1;1.1 What I Learned at School: The Good, the Bad and the Ugly;15
6.2;1.2 A Short Tour into Educational Jurassic Park;20
6.3;1.3 Moving Out of Educational Jurassic Park;24
6.4;1.4 Summary: Moving from Mystery to Heuristics;27
6.5;References;30
7;2 The Heuristics of Effective Teaching;32
7.1;2.1 Establishing a Useful Frame on Pedagogy: The Core Principles of Learning;32
7.1.1;2.1.1 Core Principle 1: Motivational Strategies Are Incorporated into the Design of Learning Experiences;34
7.1.2;2.1.2 Core Principle 2: Learning Goals, Objectives and Proficiency Expectations Are Clearly Visible to Learners;45
7.1.3;2.1.3 Core Principle 3: Learners Prior Knowledge Is Activated and Connected to New Learning;48
7.1.4;2.1.4 Core Principle 4: Content Is Organized Around Key Concepts and Principles that Are Fundamental to Understanding the Structure of a Subject;51
7.1.5;2.1.5 Core Principle 5: Good Thinking Promotes the Building of Understanding;56
7.1.6;2.1.6 Core Principle 6: Instructional Methods and Presentation Mediums Engage the Range of Human Senses;67
7.1.7;2.1.7 Core Principle 7: Learning Design Takes into Account the Working of Memory Systems;71
7.1.8;2.1.8 Core Principle 8: The Development of Expertise Requires Deliberate Practice;77
7.1.9;2.1.9 Core Principle 9: A Psychological Climate Is Created Which Is Both Success-Orientated and Fun;81
7.1.10;2.1.10 Core Principle 10: Assessment Practices Are Integrated into the Learning Design to Promote Desired Learning Outcomes and Provide Quality Feedback;87
7.2;2.2 Using the Core Principles Thoughtfully: The Fly Fishing Analogy;92
7.3;2.3 Summary;93
7.4;References;94
8;3 The Syntax of Creative Teaching;97
8.1;3.1 Understanding Creativity in the Context of Teaching;97
8.2;3.2 Teaching as a Systematic Approach with Rules Based on Evidence;99
8.3;3.3 Teaching as a Set of Contextualized Practices Constantly Adapting to Circumstances;100
8.4;3.4 Teaching as Skillful Creative Activity;102
8.5;3.5 Teaching Can Be Improved with Reflection and Scholarship;113
8.6;3.6 Summary;113
8.7;References;114
9;4 Developing Creative Teaching Competence: The SHAPE of Creative Teachers;116
9.1;4.1 The Magic of Expertise;116
9.2;4.2 Weaving Creative Russian Dolls;117
9.3;4.3 The Components of Creative Russian Dolls;125
9.3.1;4.3.1 Stories;126
9.3.2;4.3.2 Humour;128
9.3.3;4.3.3 Activities;133
9.3.4;4.3.4 Presentation Style;139
9.3.5;4.3.5 Examples;143
9.4;4.4 Summary: Getting into Great SHAPE;145
9.5;References;146
10;5 Getting into Great SHAPE with Blended Learning;148
10.1;5.1 My Early Scepticism Was not Unfounded;148
10.2;5.2 Framing the Genres of Information-Communication Technologies (ICTs);150
10.3;5.3 The What, the Why and How of Blended Learning;152
10.4;5.4 A Design Frame for Blended Learning;153
10.4.1;5.4.1 Good Learning Design Is Always Grounded on Evidence-Based Practice, Incorporating Core Principles of Learning;154
10.4.2;5.4.2 ICTs Are Used to Strategically and Creatively Enhance Aspects of the Learning Process;155
10.4.2.1;5.4.2.1 Rapid Content Development Software Tools;157
10.4.2.2;5.4.2.2 Communication and Collaboration Tools;160
10.4.2.3;5.4.2.3 Creating Presence in the Online Learning Environment;164
10.4.3;5.4.3 The Completed Blended Learning Design Maximizes the Affordances of a Range of Learning Modes and Mediums;167
10.5;5.5 Summary;167
10.6;References;168
11;6 Developing Creative Teachers: An Evidence-Based Frame on Professional Development;170
11.1;6.1 Closing the Gate on Educational Jurassic Park;170
11.2;6.2 Professional Development that Does Not Work Well;172
11.3;6.3 Professional Development that Does Work Well;175
11.3.1;6.3.1 The Goals and Content of Professional Learning;178
11.3.2;6.3.2 The Process of Professional Development;179
11.3.3;6.3.3 Deliberate Practice in Professional Development;182
11.4;6.4 A Practical Approach for the Professional Development of Teachers;184
11.4.1;6.4.1 Supported Experiments;185
11.4.2;6.4.2 Active Schemes of Work;190
11.4.3;6.4.3 Can Reflective Practice Enhance Creative Teaching?;192
11.5;6.5 Summary;196
11.6;References;197