Visual Thinking. Schools are still killing creativity. Several posts this week noted how we are failing with the nurturing, facilitating, and direct teaching of creativity within school environments.
Adobe posted Universal Concern that Creativity is Suffering at Work and School New research reveals a global creativity gap in five of the world’s largest economies, according to the Adobe® State of Create global benchmark study. The research shows 8 in 10 people feel that unlocking creativity is critical to economic growth and nearly two-thirds of respondents feel creativity is valuable to society, yet a striking minority – only 1 in 4 people – believe they are living up to their own creative potential.
More than half of those surveyed feel that creativity is being stifled by their education systems, and many believe creativity is taken for granted (52% globally, 70% in the United States). David Brooks in his New York Times op-ed piece The Creative Monopoly notes the following: But none of this is new. Flipped Classroom: The Full Picture for Higher Education. The Flipped Classroom, as most know, has become quite the buzz in education.
Its use in higher education has been given a lot of press recently. The purpose of this post is to: Provide background for this model of learning with a focus on its use in higher education.Identify some problems with its use and implementation that if not addressed, could become just a fading fad.Propose a model for implementation based on an experiential cycle of learning model. Background About the Flipped Classroom This first section provides information from various articles that describe the flipped classroom, and how it is being discussed and used in educational settings.
In its simplest terms, the flipped classroom is about viewing and/or listening to lectures during one’s own time which frees up face-to-face class time for experiential exercises, group discussion, and question and answer sessions. It’s called “the flipped classroom.” Sal Khan, of the Khan Academy, states: Personal Experiences Basic Tenets. Revisiting Teacher Learning:Brain-Friendly Learning for Teachers. David A.
Sousa Think of those times you've left a professional development workshop saying to yourself, "Wow, that really made me think! " Now think of those grimmer occasions when you said, "What a waste of time! I'd have preferred a root canal. " Why did you learn in one situation but not in the other? During my four decades as an educator and educational consultant, I have seen professional development delivered in many formats, everything from "Choose three sessions from column A and two from column B" to programs individually designed for educators.
Motivation and Learning Recent brain research using imaging technologies suggests how both children and adults learn. The brain's biological mechanisms responsible for learning and remembering are roughly the same for learners of different ages. Imaging studies show that regions in the brain's emotional and cognitive processing areas are activated when an individual is motivated to perform learning behaviors.
Engaging the Whole Child (online only):The Neuroscience of Joyful Education. Most children can't wait to start kindergarten and approach the beginning of school with awe and anticipation.
Kindergartners and 1st graders often talk passionately about what they learn and do in school. Unfortunately, the current emphasis on standardized testing and rote learning encroaches upon many students' joy. In their zeal to raise test scores, too many policymakers wrongly assume that students who are laughing, interacting in groups, or being creative with art, music, or dance are not doing real academic work. The result is that some teachers feel pressure to preside over more sedate classrooms with students on the same page in the same book, sitting in straight rows, facing straight ahead. Supporting Good Teaching Practices with Neuroscience The truth is that when we scrub joy and comfort from the classroom, we distance our students from effective information processing and long-term memory storage. The Brain-Based Research RAD Lessons for the Classroom Make it relevant. Resource Collections - BioEd Online. Consciousness & Neurophilosophy (Gerald Edelman)