Transcript Slide 1
CREATIVE SCIENCE TAKING A RISK NAIGS CONFERENCE 2007 What will her science experience be over the next 16
CREATIVITY WHAT DO PUPILS THINK?
Do any of these apply to you?
‘BRAVE, DARING AND BRAINY’
OWNERSHIP AND PROFESSIONAL RISK TAKING
You must do the things you think you cannot do.
Eleanor Roosevelt
Is not about waiting for the next initiative or toolkit to hit. It is about taking ownership of, and responsibility for, the curriculum that your young people experience. It involves disciplined innovation, making informed decisions and taking intelligent risks. It means rejecting the notion of a ‘one-size fits all’ approach and tailoring the curriculum so that it meets the needs and interests of your learners.
QCA http://www.qca.org.uk/17179.html
Creative teachers: provide imaginative activities; vary methods of teaching; plan for pupils to use their own initiative; are flexible in pursuing ideas; respond to unplanned opportunities; challenge thinking; value the exchange of ideas.
Oliver, A. (2006) Creative Teaching – Science. Fultons.
Schools taking ownership of the science curriculum
Practical hands on activity
Problems solving – challenging contexts
Teachers as risk takers
Re-think of where science is being taught
Use of other people to support science teaching and learning e.g. science ambassadors
Involving school in projects, clubs, science days, science weeks.
Teachers involved in action research, funded projects.
Linking science to topical events and issues use of primary and secondary UPD8.
Working with pupil’s ideas.
Using stories, poems, videos etc. in science.
Identifying gifted and able pupils in science – offering special provision for them.
Creative approaches to transition.
What are we looking for in a school where creativity is embedded in science?
‘FREE THINKER’
DESIGN YOUR OWN SCIENCE
STORY AND POEM FOR INSULATION INVESTIGATIONS
My Dad said The new tank In the cupboard Needs a jacket So he went out and brought it back and put it on the tank.
I thought A jacket?
What does it need a jacket for?
It’s not going out.
It hasn’t got arms.
It hasn’t got Anything to put in pockets It didn’t have sleeves.
It didn’t have pockets.
The tank’s not going out.
What a waste of money.
Michael Rosen
My Dad said The new tank in the cupboard needs a jacket
Star and Reading A Resource for Teachers ASE – Science Technology
Razor-thin TV screen you can wear as a T-shirt
Last updated at 08:55am on 27th May 2007 Comments (4)
IN THE NEWS
In the race for ever thinner displays for TVs, cell phones and other gadgets, Sony may have developed one to beat them all - a razor-thin display that bends like paper while showing full-colour video.
SCIENCE STORIES
Baby robot that can walk, talk and feel
P
OSITIVES
M
INUSES
It is not quite as sophisticated as C-3PO from Star Wars or Data from Star Trek, but earth engineers have managed to create a young android that can move and speak...
I
NTERESTING
‘THINK THE UNTHINKABLE’ THE NEW CLASSROOM IS OUTDOORS
'We must challenge people to think: Why learn indoors?‘
Robert Brown MSP, Deputy Minister for Education and Young People http://www.ltscotland.org.uk/takinglearningoutdoors/index.asp
‘RUN WILD’ PUPILS IN CHARGE OF THEIR OWN LEARNING!
"The ability to think both critically and creatively and to develop personal and interpersonal skills and dispositions is essential for functioning effectively in a changing world.” Northern Ireland Curriculum website
Self Management
Communication
Teamwork
Creativity & Problem Solving
Think abstractly
Understanding of 'how' to learn
Personal responsibility when learning science SMART SCIENCE PROJECT
‘REACH NEW HEIGHTS’ QUALITY CREATIVE SCIENCE EXPERIENCE
Hands on science Developing subject knowledge Pupils taking responsibility – making decisions Taking intellectual risks Exploration Using skills and subject knowledge Encouraging curiosity Using scientific language Problem solving situations Relevant and interesting contexts Values children’s ideas Working with experts
ENCOURAGING AND JOYFUL CREATIVE TEACHERS
Creative schools encourage staff to participate in research and innovative projects.
D iscussion I n P rimary S cience
York University
EVIDENCE OF CREATIVE APPROACHES
INCREDIBLY MOTIVATED PUPILS
AWE AND WONDER
All grown up at 16 – what are her memories of science?
Will her science education have contributed to her creative potential?