Creative Teaching (eBook)

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.

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