Program Peningkatan

Profesionalisme Guru-Guru
Sekolah Berprestasi Tinggi
2010
20 – 22 April 2010
Creative Teaching in Science and
Mathematics

Tan Juat Ngoh, PhD

IPG Kampus Pendidikan Teknik
 Content Overview
• Creativity in science and
mathematics education
• Creative thinking
• Creative teaching and learning
resources
• Creative teaching and learning
strategies
 Activity
• Sign your name as creatively as
possible
• Walk around and look at your friend’s
signature.
• In what ways is it different from your
signature.
• What words do you associate with
the word “creativity”?

Edward de Bono
Edward de Bono sees creativity
as being about new ideas and
new ways of looking at things.
It involves going beyond the
obvious. However, he notes
that that ‘creativity’ is a vague
term. He invented the term
lateral thinking to characterize what he describes
as modes of thoughts that involve pattern
switching.
Anna Craft
Anna Craft draws on the
work of Howard Gardner
to remind us that creativity
is the ability to solve
problems, fashion products
or raise new questions. It is about
possibility thinking. Furthermore, creativity
is not a single entity but a multiple process
that involves looking into ourselves as well
as looking outwards.
All Our
Futures
Creativity always involves
• thinking and behaving
 imaginatively
• purposeful activity that is
 directed towards an objective
• processes that generate
 something that is original
• outcomes that are of value.
•
•
 Imaginative activity fashioned so as to
produce outcomes that are both original
and of value
 4 features of creativity
 Imagination
Imaginative activity is generating something original

that is alternative to what might be expected.

 Pursuing purposes
Creativity is aimed at meeting an overall objective or

problem-solving
 Being original
This could be original in relation to the individual and

previous work, or original in relation to their peer

group, or historically original, that is, unique in terms
of human endeavour
 Judging value
Value could be in terms of, for example, effectiveness,

usefulness or whether the output is enjoyable

(Definition of creativity given by the National Advisory

Committee on Creativity and Cultural Education

(NACCCE), Government in England
Creative teaching for
tomorrow: A research study
Professor Teresa Cremin
Jonathan Barnes,
Dr Stephen Scoffham
Research aims
•To explore the features which characterise
creative teaching and effective practice.
•
•To provide insights that might support
future work in this area.
•
 The creative teacher

Pe
da
go
gy
Creative
Practice
eP
osr
an
ql
au

School ethos
til
sei
Personal qualities
 The most creative
teachers show an
openness and
willingness to learn

She has a
happy
face all
the time

Commitment and
 He looks at
work from
the child’s
view

Relating to children
“She made connections to her own life throughout the lesson”
“I try to show children there “It’s all about letting them
are no boundaries to their take risks with their own
imagination” learning”

Flexibility
 Mutual respect and trust

I treat all
children as
equals. They
ARE equals

There was a real

sense of love in the
classroom, no other
word would describe
the atmosphere
 Sound Subject
knowledge

“The teacher was confident of her subject knowledge and

interested in the topic”
Pedagogy
 Diverse teaching methods

“The most creative

teachers I see are
constantly
questioning their
practice”

“I use role-play, not because that is my learning style but

because children enjoy it so much”
 Working with Creative
Partnerships has
Autumn Term
made me reconsider
the nature of learning

We took our map of London out on the field.

We lit the fire in the Bakery in Pudding Lane and watched our

Clear learning focus

houses burn.

“Pupils are given the opportunity to contribute to the planning

of the lesson”
Secure learning environment

I love this
school

“Creative teachers have the ability to ask questions that

make them seem slightly vulnerable”
 Access to resources
Access to appropriate
resources

Watching videos is
fascinating and
helps to explain
what is going on.
School ethos
 “Everything here is so
creatively based… we
are actively encouraged
to think of the bigger
picture”

Values
“Pupils are given the opportunity to contribute to the planning
of the lesson”
Common
Characteristic

s


• Curiosity and
questioning
• Connection
making
• Originality
• Autonomy and
ownership
A new model of creative
practice
school ethos
personal
pedag
qualities
Creat
ogy
ive
practi
ce
 The creative state of mind :

Connection making

Autonomy/ownership
Originality

Creative
practice

Curiosity/questioning
 Watch the video
on active engagement
of pupils
Characteristics of the creative
child in science
• What do you think are the
characteristics of the creative
child in science?
• What would you be looking for in
how children were thinking and
working?
• Make notes about your ideas.
 Characteristics of the creative
child in science
Characteristics of the creative child in % responses by teachers
science
Questioning/inquisitive/curious 21.8
Uses previous knowledge 18.2
Independent/lateral thinker 15.5
Interested/enthusiastic 12.7
Participates/gets involved 10.9
Verbal/communicates ideas 10.9
Originality 4.5
Perseverance 3.6
Determination 1.8
 Use strategies to develop the
creative child
 P.O.E. (Predict, Observe, Explain)
 Investigation
 Brainstorming
 Project
 Simulation
 Inquiry
 Singing
 Experiment
 Origami
 A creative classroom
ent that inspires, encourages, and
Teachers need to create
an environment where
 Pupils feel safe to try things
out, to take risks and to value
novel ideas
 Teachers are open-minded,
flexible and prepared to take a
few risks
The Right
Learning
environment
Teachers and
learners relax
and enjoy their
learning, are
curious and
questioning,
encourage and
support effort,
are intrinsically
motivated,
persistent and
spurred on by
challenge
 Indicators of a creative
classroom
 When pupils are thinking and behaving
creatively in the classrooms, you are
likely to see them:
Questioning and challenging

Making connections and seeing

relationships
Envisaging what might be

Exploring ideas, keeping options open

Reflecting critically on ideas, actions and

outcomes
(Qualifications and Curriculum Authority,
 Developing the creative
classroom
• The physical environment
• The social and emotional
environment
• The thinking environment
(National Advisory Committee on

Creativity and Cultural Education

(NACCCE), Government in England)
 Create an optimal
environment, both physically
and emotionally
 Furniture – type and arrangement
 Lighting
 Music
 Visuals – posters, pictures, bulletin board
 Placement of supplies
 Temperature
 Plants
 Comfort
 General mood/children’s needs
DePorter (1992)


 The physical environment-
safety factors
 Be sure all low window areas are safe
 Beware of and remove toxic, lead-based
paints and poisonous plants
 Be sure that commercial or teacher-
made materials are safe for children
 Make sure that adequate exits are
provided in the event of a fire
 Check to see that fire exits, fire alarms
and fire extinguishers are in working
order and placed appropriately in the
classroom
 The physical environment-
arrangement of space and
equipment
 According to children’s age and
developmental levels
 Easy supervision of that space
 Flexibility of the space so that it can
be adjusted as the child develops
 Space should be free as possible to
allow the traffic to low
 Personal space- plan space in such a
way that each child has a space of
his/her own.
 Positive statements hung on
the walls
Visual stimuli
 Goethe


• Quotes and snappy • Whatever you

slogans
can do, or
• Certificates and
awards earned dream you
by the students can do, begin
• Trophies it.
• Photographs of • Boldness has
competitions,
challenges genius,
power and
 The physical environment
 Use of science displays that support
thinking and working creatively would:
-Contain children’s ideas

-include materials to challenge ideas

-offer questions and problems to think about

-contain relevant scientific terminology

-encourage children to try activities out,

handle materials and make observations

- Allow children to register their response and
ideas
- Be fluid to change accordingly to children
responses
- Change to provide different areas of interest

and challenge
Bulletin Board Calendars

Classroom window clings

Cut out
Classroom education decorations
chart
 Use Music
 Using specific music allows pupils to do
strenuous mental work while
remaining relaxed and focused.
 Relaxation induced by specific music
leaves the mind alert and able to
concentrate
 Music most conducive to this state is
baroque music like Bach and Handel.
 Most baroque music is timed at sixty
beats per minute, which is the same
as an average heart rate.
Without
Strenuous Work
With appropriate


music music
• Pulse and • Pulse and
blood blood
pressure pressure
rise decrease
• Brain waves • Brain waves
speed up slow down
 The Social and Emotional
Environment
 Listen to each other
 Respect each other’s ideas
 Be independent
 Support and help each other
 Take risks
 Learn from mistakes
 Feel that they can inspire others and
can be inspired by their peers
 The Thinking Environment
• The creative environment is a
thinking environment where the
expectation is to:
THINK FOR YOURSELF
JOIN IN THINKING
 LISTEN TO THE IDEAS
(THINKING) OF OTHERS
Be prepared to think differently
TAKE RISKS IN THINKING
 ACTIVITY/INTEREST
CENTRES
• One approach to fostering creative
activities and use of materials is to
provide as part of the environment
activity or interest
centres and to identify activities
and materials for each, based on
the group of children in the class.
ACTIVITY/INTEREST CENTRE
• Is a defined space where materials
are organised in such a way that
children learn without the teacher’s
constant presence and direction.
• It is a place where children interact
with materials and other children to
develop certain skills and
knowledge.
 Encourage creative
thinking
Thinking relates to creativity


• generate ideas
• exploring
• make connections
• apply imagination
• evaluate outcomes
•
LE FT R IG H T
B R A IN B R A IN
-lo g ica l -emotive
- -artistic
ra tio n a
 8 in 1 lesson
Multiple Intelligences Activities
Verbal-Linguistic Defining key vocabulary words
Visual-Spatial Design posters and brochures, create pictures,
make flowcharts
Logical-Mathematical Reporting statistics, compare and contrast
Bodily-Kinesthetic Create role-play, dancing
Musical Creating a jingle, exploring rhythmic and
beat factors
Intrapersonal Writing reflective journals or diaries, doing
thinking logs
Interpersonal Doing think-pair-share, collaborativeteam
work, doing a group
Naturalist Making collages, dyes, paper from natural
investigation/experiment
elements, recording environmental sounds on
a audiocassette
EDWARD DE BONO
 Lateral Thinking
• Is a general attitude of the mind
• Is a method of using information
• Is concerned with changing patterns
• Is directly related to the information
handling behaviour of mind
Lateral Thinking Techniques
• The generation of alternatives/points
of view
• Challenging assumptions
• Brainstorming
• Suspended judgement
• The reversal method
• Using analogies
• Innovation
• Design
Link up the nine dots using only 4 straight
lines which must follow on without raising the
pencil from the paper
OUT OF THE BOX THINKING---
Break loose from established thinking
patterns
PARALLEL THINKING
SIX THINKING HATS
 Parallel Thinking
• Parallel thinking guides thought
processes in one direction at a
time so we can effectively
analyze issues, generate new
ideas, and make better
decisions.
• Each thinker puts forward his/her
thoughts in parallel with the
thoughts of others – not
 Six Thinking Hats
• White hat thinking focuses on the
information available and needed.
• Black hat thinking examines the difficulties
and problems associated with a topic.
• Yellow hat thinking focuses on benefits and
values.
• Red hat thinking looks at a topic from the
point of view of emotions, feelings and
hunches.
• Green hat thinking requires imaginative,
creative and lateral thinking about a topic.
• Blue hat thinking focuses on reflection,
metacognition (thinking about the
thinking that is required), and the need to
MIND-MAPS
 Mind Maps
• It is a visual tool that enables
teachers to help students to
assemble ideas, make and
represent connection between
ideas, concepts and information
aided by colours, symbols,
numbers, lines and arrows in a very
creative and interesting way.
• Mind maps are tools that help us
think and remember better,
 Characteristics of mind
maps
• According to Buzan (2000:55-56) mind
maps have 4 essential characteristics:
• (1)The subject of attention is crystallised in
a central image
• (2)The main themes of the subject radiate
from the central image as branches
• (3) Branches comprise a key image or key
word printed on an associated line.
• (4) Topics of lesser importance are also
represented as branches attached to
higher-level branches. The branches form
a connected nodal structure.
•
 Advantages of mind maps
• Mind maps help students to see gaps
in their thinking in terms of ideas
that is connected ideas for the
development of writing. They allow
students to see how they can
associate and expand ideas.
• Mind maps encourage creativity and
flexibility. They help to avoid
thinking linearly. They naturally
hook into your right brain, where
creativity and intuition can help
you.
 How to do a mind map
• Using an unlined piece of paper, start with the central idea
in the middle. Write it down in the middle.
• Then think up new ideas, action points and strategies that
relate to it. Let these radiate out from the central idea.
Focus on the key ideas, using your own words and then
look for branches.
• Use lines, colours, arrows or branches to complete the idea.
• Turn your piece of paper landscape style. This gives you the
maximum amount of room to work with. Leave lots of
space so you can go back and add to them. You may
want to highlight something, add information or
questions later on.
• Work quickly without pausing, judging or editing. If you
pause, judge or edit, you’re encouraging linear thinking
and analysis and the idea that things are to be prefect
before you can begin.
Teaching with multimedia and internet
Teaching with basic software tools Teaching with instructional courseware
 Web Quests
• A web quest is a discovery project
that requires the use of internet
resources
• To make a web quest go to
http://www.kn.pacbell.com/wired/fil/
• To explore some web quests
• http://www.kn.pacbell.com.wired/China/
• http://www.koshland-science-museum.or
•
VERSUS
 Creative Learning
Creativity is a mode of learning driven by the need
to find or construct something new
Generative thought needs to be free from im
Thoughtful playfulness

Willingness to challenge
assumptions in order to learn
new Consolidated
things thought needs to be subject to critica

Innovation and new learning/

discovery
After NACCCE (1999)
Creativity involves pupils in
• Questioning and challenging
• Making connections, seeing
relationships
• Envisaging what might be
• Exploring ideas, keeping options
open
• Reflecting critically on ideas,
outcomes
(Qualifications and Curriculum

Authority, England, 2005)

Always tell,


rather than
read stories,
for maximum
effect.
 Stories will help
create a setting for
both open and
closed questions d p
lace
r an
 acte
r
Cha
CL PROPS
I

M
AX 

 SOLUTION
 Encourage and accept Learning Process is
student’s effort and as important as the
autonomy product

Encourage student’s Promotes

inquiry cooperative
Characteris learning
tics
Researches on Of
How students learn Constructivi
st Belief and attitudes
learning Of students

Encourage student’s
questions and Students construct their knowledge
interactions through active participation in real life
situation
Using student’s
question or idea to
plan instruction
 Teaching models
• Needham’s five phases
• Interactive model (Faire & Cosgrove)
• Generative model (Osborne)
• Five E- engage, explore, explain,
elaborate, evaluate
• Seven E
Needham’s five phases
Orientation

Generation of
ideas

Restructuring of
ideas

Application of ideas

Reflection
 Needham’s Five Phases
PHASE PURPOSE METHODS
Orientation To attract students attention and Experiment, video and film show,
interest. demonstration, problem solving.
Eliciting of ideas To be aware of the student’s prior Experiment, small group discussion,
knowledge. concept mapping and presentation.

Restructuring of ideas To realize the existence of alternative Small group discussion and
ideas , ideas needs to be improved, to presentation.
be developed or to be replaced with Discussion, reading, and teacher’s
scientific ideas. input.
Explanation and exchanging ideas- Experiment, project and demonstration.
To determine the alternative ideas and
critically assess the present ideas.
Exposure to conflict ideas- To test the
validity of the present ideas.
Development of new ideas- To
improvise, develop or to replace with
new ideas.
Evaluation-To test the validity of the
new ideas.

Application of ideas To apply the new ideas to a different Problem-solving, project work, uses in
situation. daily life
Reflection Compare between the thinking at the Writing of reflective journals, self-
start of the lesson and thinking at the reflection , group discussion of
end. outcomes of lesson .
.
 5E
Stimulate learner’s curiosity
ENGAGE

EXPLORE

To satisfy curiosity
EXPLAIN
The concept and define the
terms
ELABORATE
Extend the concept into
other content area
EVALUATE

Examine the learner’s

understanding
 Salient Behaviors of Inquiry --
The teacher:
• encourages thinking, questioning, and discussing
• engenders debate and discussion
• provides a variety of levels and paths of
investigation
• works as a fellow investigator
• promotes an active interest in student and
promotes an active quest for new information
and ideas
• avoids appeals to authority
• maintains an atmosphere conducive to inquiry
• places emphasis on “How do I known the
material of this course?” rather than “What
must I know in this course?”
 Salient Behaviors of Inquiry --
The students:
• make observations and collect and
interpret data
• formulate hypotheses and create and
conduct experiments to test
• work out relationships of cause and
effect
• relate independent and dependent
variables
• use reasoning ability
• draw conclusions on the basis of data
OUTDOOR LEARNING
 O u td o o r le a rn in g ce n tre

Activities- treasure hunt, science trail, nature discovery walks, games,

environmental activities
INDIVIDUALISED LEARNING
 Individualised Learning
• Learning styles –visual, auditory,
kinesthetic
• Study skills – doing, reflecting,
linking, planning
• Time management skills
• Reading skills
• Note taking skills
• Gathering information skills
• Writing reports/essays/assignments
• Examination skills
 Project-Based Learning
• Is an in-depth investigation of a real-
world topic worthy of children’s
attention and effort
• Sample activities include field-trips,
experiments, model building,
posters and the creation of
multimedia presentation
 Project-Based Learning
• G - Goal
• R - Role
• A - Audience
• S - Set of tasks
• P - Product
• E - Evaluation



Project- Based Learning
 PBL:What
• A learning/teaching methodology based on the
principle of using problems as a starting
point for the acquisition of new knowledge
• A learning/teaching methodology designed to
create learning through experience and the
reinforcement of existing knowledge
•
 Problem Based Learning
• G - Goal
• R - Role
• A - Audience
• S - Situation/set of tasks
• P - Product/solution
• E - Evaluation



 Present the solution
 Students present the solution to an
audience.
 The form of presentation may be a
written report, an oral presentation or
a group paper
 In the presentation, the solution is
made public and the reasoning behind
the solution is made apparent in order
to support the selection of this
particular solution.
 The presentation may be assessed by
the students, peers or by the teacher.
 Student self-evaluations are also
 Debrief the experience
• The final step is to
evaluate the solution and
its effect on the problem.
• The debriefing is in two
stages:
•
Problem-solving in science
Instruction comes before
problem-presentation
Problems in the form of an
exercise or in the form of
experiments which illustrate a
scientific principle
There is usually a “right” answer The problems have more than one
for such problems
Students are evaluated on the
accuracy of their responses, that
is, how well their responses
match an expert’s answers
Problem-based learning in
science
Students are presented with a
problem before any instruction on
the focus area is given
The problem is meant to engage
the student as an active
participant in the learning
process. The problem serves as a
focal point for knowledge
acquisition and application and
drives the instruction
correct answer
Students are not judged on how
well their answers match an
expert, but on the viability of the
solution
 Some thoughts…
• Creativity in science and
mathematics is an important
element and the teacher should
plan creative and imaginative
experiences for children
• If there is to be a creative future
for science and mathematics,
then teachers must not rein in
their creative approach to
teaching and learning and
 Learning highlights and
action plan
• What have you learned from this
session?
• Jot down 4 key learning points
and action plans that will help
you apply this learning

What I learnt How can I apply it
 References
• http://www.cre8ng.com
• http://www.creativitypool.com
• http://www.creax,net
• http://www.enchantedmind.com
• http://www.odysseyofthemind.org
• http://www.pbli.org
• http://www.udel.edu/pbl/
• http://www.imsa.edu/
• Kain,D.L. (2003). Problem-based
learning for teachers, grades 6 – 12.
Boston: Pearson Education.
Bunga Kayu, Daun Selasih
Thank You, Terima Kasih