If you ask a learner who owns the space they are learning in, the answer, so many times, is the teachers. If you ask teachers who owns the space they work in each day, they will say, moreover than not, it is theirs. Why is this? Why do we not here more often that the learning space is co-owned by the learner and the educator? In fact, why dont we here more often from the teacher that it is a space where they also come to learn every day?
A stimulating co-owned space by both teachers and learners not only brings fresh and up to date learning ideas but is also more often than not a second home. Good teachers that provide security and ownership often accidentally are refereed to by accident as Mom OR dad! Embarrassing perhaps but when you think about it what is it saying about how safe the learner feels to develop their personal learning without fear of making mistakes, a space where making mistakes is simply part of the learning process and more often leads to much deeper ideas. https://greatergood.berkeley.edu/article/item/why_we_should_embrace_mistakes_in_school
A case for less sterile empty learning spaces or eclectic seemingly chaotic spaces
Which is better? This is an educational argument that raises its academic head every year, with proposals for both arguments. It is true i believe and clearly stated in papers arguing for clean spaces that for some types of learning this is a better proposal. However when the aim of the the educator is to stimulate meta cognitive, self-regulated learning a more jointly ownership space which has the same familiars and constants suggests a far better environment.
Questions worth thinking about if you are a educator?
What is your vision for supporting creativity in education?
What do researchers have to offer the development of creativity in education?
What challenges do we face in trying to support creativity in education?
What might the benefits of teaching for creativity be for teachers?
Professor Todd Lubart UNI Paris
Creating a space for learning that encourages self-awareness, confidence, and ownership. Building confidence in creative education with pupil self-regulated learning and meta cognition is a possible research topic that relates to how students can enhance their creativity and learning outcomes by using strategies that help them plan, monitor, and evaluate their own learning processes. Some of the sources that might be useful for this topic are: Metacognition and Self-regulated Learning: This is a guidance report by the Education Endowment Foundation that offers seven practical recommendations for teachers to develop meta cognitive knowledge and skills in their pupils. It also provides examples of how to apply these strategies in different subjects and contexts. Teaching thinking: Promoting Metacognition and Self-Regulation in the Classroom: This is a blog post by Twinkl that explains the benefits of teaching meta cognitive and self-regulatory skills to students. It also suggests some activities and resources that can be used to foster these skills across the curriculum. Metacognition and self-regulated learning: This is a summary of the evidence on meta cognition and self-regulation by the Chartered College of Teaching. It outlines the key concepts, principles, and strategies of these approaches, as well as some challenges and implications for practice. These sources might help you understand the theoretical and practical aspects of building confidence in creative education with pupil self-regulated learning and metacognition. Creating a space for learning that encourages self-awareness, confidence and ownership is a valuable goal for educators who want to foster a positive and supportive learning environment for their students. Self-awareness, confidence, and ownership are important aspects of meta cognition, which is the ability to think about one’s own thinking and learning processes. Metacognition can help students improve their academic performance, motivation, and creativity. Some of the ways to create a space for learning that encourages self-awareness, confidence and ownership are: Providing a safe and respectful space where students can express their thoughts, feelings, and opinions without fear of judgment or ridicule. This can help students develop a sense of belonging, value, and identity. Encouraging students to ask questions, explore their own ideas, and pursue their own interests. This can help students develop a sense of curiosity, autonomy, and agency. Giving students feedback that is supportive, constructive, and specific. This can help students develop a sense of competence, growth, and achievement. Helping students set goals, monitor their progress, and reflect on their learning. This can help students develop a sense of responsibility, self-regulation, and self-evaluation. Exposing students to different perspectives, experiences, and cultures. This can help students develop a sense of empathy, diversity, and inclusion. By creating a space for learning that encourages self-awareness, confidence and ownership, educators can help students become more engaged, empowered, and creative learners. Providing stimulus in a creative education environment that is aware of contemporary research ideas. Providing stimulus in a creative education environment that is aware of contemporary research ideas is a challenge that many educators face. Creative education is an approach that aims to foster students’ imagination, innovation, and problem-solving skills by engaging them in meaningful and authentic learning experiences. Contemporary research ideas are the latest findings and insights from various disciplines and fields that can inform and inspire creative education. One possible way to provide stimulus in a creative education environment that is aware of contemporary research ideas is to use project-based learning (PBL). PBL is a pedagogical method that involves students working on a complex and real-world problem or challenge over an extended period. PBL can help students develop their creativity, critical thinking, collaboration, and communication skills, as well as their content knowledge and understanding. To use PBL effectively, educators need to design projects that are relevant, rigorous, and engaging for students. Some of the steps involved in designing a PBL project are: Identify a driving question or challenge that is open-ended, meaningful, and aligned with the learning objectives and standards. Plan the project scope and timeline, including the milestones, deliverables, and assessments. Provide students with access to various resources and tools, such as books, articles, websites, experts, mentors, or technology. Facilitate students’ inquiry and investigation process, by guiding their research questions, hypotheses, data collection, analysis, and synthesis. Support students’ collaboration and communication process, by establishing norms, roles, expectations, and feedback mechanisms. Encourage students’ reflection and revision process, by helping them evaluate their work, identify strengths and weaknesses, and make improvements. Celebrate students’ presentation and sharing process, by providing them with opportunities to showcase their work to authentic audiences. One example of a PBL project that is aware of contemporary research ideas is the Unleashing the creativity of teachers and students to combat climate change: An opportunity for global leadership project. This project challenges students to develop and implement climate action projects in their homes, schools, and communities. The project is based on the latest research on how education can help reduce carbon emissions and empower students to become climate leaders. The project also provides students with various resources and tools to support their learning and action. Another example of a PBL project that is aware of contemporary research ideas is the From Farm to Table project. This project asks students to compile lists of frequently eaten foods and then research their origin by analyzing food displays or speaking with the grocer. The project helps students understand the impact of their food choices on the environment, health, economy, and society. The project also exposes students to different perspectives, cultures, and experiences related to food production and consumption. These are just some of the ways to provide stimulus in a creative education environment that is aware of contemporary research ideas. Stimulating a sense of value, self-confidence, and freedom. Stimulating a sense of value, self-confidence, and freedom to confidently ask questions without fear of embarrassment in the creative classroom is a goal that many educators share. Creating a positive and supportive learning environment can help students develop their creativity, curiosity, and critical thinking skills. Here are some possible ways to achieve this goal: Encourage students to ask questions and explore their own ideas, rather than providing them with ready-made answers. Praise their efforts and curiosity, rather than their outcomes or intelligence. Model confidence and openness by sharing your own questions, challenges, and mistakes. Show students how you learn from feedback and overcome difficulties. Provide students with opportunities to express themselves in different ways, such as through art, music, drama, or writing. Celebrate their diversity and uniqueness. Create a safe and respectful space where students can share their thoughts and opinions without fear of judgment or ridicule. Establish clear rules and expectations for positive communication and collaboration. Help students develop self-awareness and self-regulation skills by teaching them how to set goals, monitor their progress, and reflect on their learning. Use questions to guide their meta cognition and self-evaluation. By following these suggestions, you might be able to stimulate a sense of value, self-confidence, and freedom to confidently ask questions without fear of embarrassment in the creative classroom.
This is this weeks study questions which we will pick up in next weeks session. Please take time to read the links and bring your thoughts to the next sessions development.
Oh! Before you go, could you put the following words in an arrangement, order, pattern as you feel is appropriate to your personal learning ideals. Cheers!
Values * independence * coaching * meta cognition * security * noticed * safe * pushed * encouraged * ownership * heard * self * noticed * shared * consistency * myself
MASSIVE SHOUT OUT IF YOU CAN PUT ALL OF HIGHLIGHTED WORDS INTO A PARAGRAPH ON WHAT LEARNING IDEALLY WOULD BE CATERED FOR YOU - POSITIVE OR NEGATIVE!
Finally a brilliant quote from the late Sir Ken Robinson
“The gardener does not make a plant grow. The job of a gardener is to create optimal conditions.”
Best, Neil
