... the current education system - the way it trains teachers, the way it groups.
Tag Archives: creativity across learning
Timely, formative feedback is the life-blood of learning and progress; it is also the lifeblood of creativity.A focus on what really matters in learning, an honest evaluation of the quality of thinking and its outcomes, shared with the learner, are critical factors in creativity. .
(The) most successful education systems do more than seek to attain particular standards of competence and to achieve change through prescription. They invest in developing their teachers as reflective, accomplished and enquiring professionals who have the capacity to engage fully with the complexities of education and to be key actors in shaping and leading educational change. (The Donaldson Report - more
The creation of something new is not accomplished by the intellect, but by the play instinct arising from inner necessity. The creative mind plays with the object it loves. (Carl Jung)Is it really feasible or practical to start off with what interests the learner and then build the curriculum from there? Can we find meaningful and motivating contexts for.
Imagination is not the same as creativity. Creativity takes the process of imagination to another level. My definition of creativity is ‘the process of having original ideas that have value.’ Imagination can be entirely internal. You could be imaginative all day long without anyone noticing. But.
In this second post I want to to set the context by returning to the unpublished Learning and Teaching Scotland Advisory Group document of 2011. The text below is all drawn from a draft of 'Creativity across Learning' and should be seen as the efforts of an 'expert' group rather than my own work.The introduction started off with a quote from the Scottish Government's Excellence Group on 'Higher Order Skills' [which I can't seem to find online anymore???]:
In a small developed country like Scotland with the aspiration to.