About: laurie

Self-employed education consultant, university visiting professor and future learning director.

Recent Posts by laurie

Creativity across Learning #9 – What kind of inspection, quality assurance and accountability regimes support creativity in learning?

This is the ninth post that draws on the unpublished Creativity across Learning report of 2011. This is the final chapter and, to my mind at least, covers a highly controversial area quite sensitively.  It genuinely reflects what practitioners, teachers and school leaders, were telling us. However in the end this was probably the section that killed off any chance of publication. The initial quote comes from Clayton Christensen's et al Disrupting Class - How Disruptive Innovation will change the way the World Learns 
... the current education system - the way it trains teachers, the way it groups.

Creativity across Learning #8 – What kind of assessment and qualifications would best support creativity in learning?

This is the eighth post in a series on Creativity across Learning with the content drawn from an unpublished report of 2011 as noted in previous chapters. It starts with a form of words from my former colleague Carolyn Hutchison. Carolyn had been the Scottish schools inspectorate's assessment specialist before working for the Scottish Government on assessment policy.
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. .

Creativity across Learning #7 – How can we promote creativity in professional learning?

Episode 7 looks at professional learning and as previous posts on Creativity across Learning the content is drawn from a draft of an unpublished 2011 report. The opening quote is from the Scottish Government's 2011 review of teacher eduction:
(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

Creativity across Learning #6 – How can leaders promote and support creativity?

This sixth post in the series comes again from the unpublished draft of 2011 as noted in the earlier posts. It asks how can leaders go about transforming the culture in their establishments so that everyone promotes creativity in learning, and how do we support them to do so?  Courage is the first of human virtues because it makes all others possible. (Aristotle) The conduct of schools, based upon a new order of conception, is so much more difficult than is the management of schools which walk the beaten path. (John Dewey) Whilst everyone appears to agree that effective school leadership is an essential pre-requisite.

Creativity across Learning #5 – How do we develop creative learners?

This 5th asks how do we respect and build on the ‘learner’s world’ in educational provision, and develop ‘creative learners’ who are motivated and take responsibility for their own learning? Once again the following text is drawn from the unpublished report of 2011.
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.

Creativity across Learning #4 – What does a creative learning environment look and feel like?

In this fourth post the idea of a 'creative learning environment' is explored. Again the source is the 2011 unpublished report Creativity across Learning. This section starts with a quote from the OECD's Centre for Educational Research and Innovation.
In recent decades, OECD economies have experienced a rapid transformation from industrial to knowledge-based systems in which lifelong learning and innovation are central. Individuals who become self-directed learners are able to acquire expert knowledge in various fields, to change careers, and to endow meaningful lives with creativity and variety. Developing these capacities is not only important for a successful economy, but also.

Creativity across Learning #3 – What is creativity?

Having set the context the next question is one of defining the concept in a way that makes sense and is useful from an educational perspective. Again the text below is taken from a 2011 unpublished draft of Creativity across Learning. It starts with one of my favourite definitions of creativity from Sir Ken Robinson:
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.

Creativity across Learning #2 – Why is creativity important?

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.

Creativity across Learning #1 – Introduction

[caption id="attachment_1502" align="aligncenter" width="486"] Creativity in Education[/caption]   A couple of weeks ago I attended another wonderful Creative Conversation organised by Linda Lees of  Edinburgh City Council. It was a session led by Paul Collard, CEO of the international foundation Creativity Culture and Education. The impact of CCE is really impressive and I really enjoyed the breadth and depth Paul brought to the conversation. On the way back north I got thinking about creativity and was reminded of the summer of 2001 when.

Our Big Box – Online Reminiscence


The Launch After a year of development Our Big Box was launched on 6 June, during Dementia Awareness Week, at the Alzheimer Scotland Innovation, Research & Technology conference. We received really encouraging feedback from a very experienced and grounded group of delegates that gave us even more confidence that we are on the right track. The System Our Big Box is an online system designed to facilitate conversation and the sharing of stories through reminiscence sessions. One key group of beneficiaries will be.

Recent Comments by laurie