Creative Teaching Methods Research Articles

A Creative teaching method for Music as a liberal art: Case study and analysis of effect

A Creative teaching method for Music as a liberal art: Case study and analysis of effect

Learning under time pressure: Learners who think positively achieve superior learning outcomes from creative teaching methods using picture books

This study aimed to verify the effectiveness of creative thinking-based teaching using picture books in elementary schools, and investigated the effects of positive emotions and time pressure on learners in a creative thinking-based teaching environment. A quasi pretest–posttest experimental design was employed for this study. The findings indicate that through the educational material set “E.T. Thinker,” an appropriate level of time pressure is exerted on learners, triggering positive emotions and improvements in creativity and imagination on the posttest relative to the pretest. The findings of this study illustrate that the positive effects engendered by positive emotions and time pressure can enhance the effectiveness of creative teaching for both the teacher and learners.

Understanding the Chinese approach to creative teaching in mathematics classrooms

Using Amabile’s componential theory of creativity as a framework, this paper analyzes how Chinese mathematics teachers achieve creative teaching through acquiring in-depth domain-specific knowledge in mathematics, developing creativity-related skills, as well as stimulating student interest in learning mathematics, through well-crafted, activity-enriched lessons. It argues that creative mathematics teaching in the Chinese context is reference-based. There is a standard on what good teaching should look like and there is a greater emphasis on appropriateness in addition to novelty. Chinese mathematics classrooms are also mostly teacher-led, and Chinese teachers often spend a great deal of time to harness their creative teaching methods through various levels of professional development. The mechanism of exemplary mathematics lesson contest fosters collaborations among teachers on course preparation to achieve more effective mathematics teaching. Both features are consistent with the Chinese view of creativity. Implications are discussed.

Pre‐twentieth century literature in the Year 9 classroom: student responses to different teaching approaches

This article arises from an action research investigation that sought to understand the ways in which different approaches to teaching pre‐twentieth century literature in Year 9 English lessons might influence students’ experiences of texts. It examines the proposition that some students need to have a secure understanding of the text before they can benefit from more creative approaches which require them to undertake independent and personal responses. Although creative methods of teaching are often posited as being superior to more teacher‐led approaches, student responses suggest that requiring them to participate in creative activities as a means of exploring an unfamiliar text without first ensuring they have a solid understanding of the overarching narrative and a good grasp of unknown language can lead to resistance and disengagement. In this case study, some students benefited from and appreciated a structured approach that included more ‘traditional’ methods of teaching pre‐twentieth century literature, which they said helped them to learn more effectively.

191: PEER TUTORING FOR EVIDENCE BASED PRACTICE FOR STUDENTS OF MEDICAL SCIENCES

Background and aims:Iranian Student Center for Evidence Based Medicine (ISCEBM) has been pioneer in using innovative and creative teaching methods to deliver and spread the concepts of evidence Based Practice...

The meaning of compassion fatigue to student nurses: an interpretive phenomenological study

BackgroundCompassion fatigue is a form of occupational stress which occurs when individuals are exposed to suffering and trauma on an ongoing basis. The purpose of this study was to explore the experiences of compassion fatigue among student nurses following their first clinical placement in a UK health care setting during 2015.MethodsThe aim of this study was to explore students’ thoughts and feelings about compassion fatigue using reflective poems as a source of data. An interpretive phenomenological approach was taken using a purposeful sampling strategy which aimed to explore in depth meaning of the concept as experienced by the students.ResultsFrom this study it is clear that students experience compassion fatigue and this has a psychological effect on their wellbeing and ability to learn in the clinical practice setting. Reflective poetry writing enabled articulation of feelings which were at times negative and linked to the student’s status as a novice nurse.ConclusionsStudents experience compassion fatigue and educators need to find ways to provide support in both clinical and university settings. Positive practices such as shared reflection and the use of creative teaching methods might be beneficial, to support exploration of feelings, build resilience and effective ways of coping.

Teaching in Automotive Practical Work: Three Major Themes from Experts View

This paper will discuss about an analysis based on interview session in teaching Automotive Practical Work for Vocational Colleges. Six teachers who are expert in Automotive were interviewed and the three major themes discussed to analyze teachers’ feedback. The interview was categorized into three major themes of teaching methods which are: introduction, body and conclusion. In discussion of how to start their teaching, teachers prefer to use demonstration, sketching and questioning technique in introduction. They chose demonstration, question and answer, hands-our and problem solving approach while teaching body or content of Automotive Practical Work. At the end of teaching session teachers prefer to summarize the topic and ask students to write a report. All teachers agreed that they cannot deliver in a variety of methods or creative teaching methods because of time constraints, as students have to complete the task within two hours. But from the answers in teaching the bodies of teaching practical work some teachers give students other problems and let students solve it with their creativity. To enhance students’ knowledge and give them the opportunity to explore current situations of automotive development in the reflection and conclusion session, respondents were asked how they encourage students in a particular way. In summary, teachers applied the method of teaching based on what the curriculum need and students need based on the level of difficulties in the task given.

The Effects of Creative Teaching and Learning Methods of Middle School Teachers on Students’ Creativity

The Effects of Creative Teaching and Learning Methods of Middle School Teachers on Students’ Creativity

Effects of Web-Based Creative Thinking Teaching On Students’ Creativity and Learning Outcome

Background:The development of the Internet and communication technology has revolutionarily changed the education contents and methods. Various governments and people with vision have promoted education to the highlight to determine the future of citizens in a nation. A teacher has to develop more creative teaching methods to teach new-generation students. Past research proved that cultivating students’ creative thinking could significantly affect students’ creativity and learning achievement.Material and methods:The approach of web-based era revolutionarily changed the media of creative thinking teaching. Applying design of experiment to the quasi-experimental research, total 186 universities and college students in Taiwan are preceded a 4-month teaching program in this study.Results:The research findings show 1.positively remarkable effects of web-based creative thinking teaching on creativity, 2.positively notable effects of creativity on learning outcome, and 3.positively significant effects of web-based creative thinking teaching on learning outcome.Conclusions:At the end, suggestions for teachers’ teaching methods are proposed, expecting to make up the theories related to web-based creative thinking teaching.

Innovative cardiopulmonary resuscitation and automated external defibrillator programs in schools: Results from the Student Program for Olympic Resuscitation Training in Schools (SPORTS) study

BackgroundBystander cardiopulmonary resuscitation (CPR) rates are low. Our study objective was to encourage Philadelphia high school students to develop CPR/AED (automated external defibrillator) training programs and to assess their efficacy. The focus was on developing innovative ways to learn the skills of CPR/AED use, increasing willingness to respond in an emergency, and retention of effective psychomotor resuscitation skills. Methods and resultsHealth education classes in 15 Philadelphia School District high schools were selected, with one Control and one Study Class per school. Both completed CPR/AED pre- and post-tests to assess cognitive knowledge and psychomotor skills. After pre-tests, both were taught CPR skills and AED use by their health teacher. Study Classes developed innovative programs to learn, teach, and retain CPR/AED skills. The study culminated with Study Classes competing in multiple CPR/AED skills events at the CPR/AED Olympic event. Outcomes included post-tests, Mock Code, and presentation scores. All students’ cognitive and psychomotor skills improved with standard classroom education (p<0.001). Competition with other schools at the CPR/AED Olympics and the development of their own student-directed education programs resulted in remarkable retention of psychomotor skill scores in the Study Class (88%) vs the Control Class (79%) (p<0.001). Olympic participants averaged 93.1% on the Mock Code with 10 of 12 schools ≥94%. ConclusionStudents who developed creative and novel methods of teaching and learning resuscitation skills showed outstanding application of these skills in a Mock Code with remarkable psychomotor skill retention, potentially empowering a new generation of effectively trained CPR bystanders.

Fluency First Guided Cultivation of Academic Communication Competence for Chinese Graduates Based on EAP

English for Academic Purposes (EAP), which is a branch of English for specific purposes (ESP), focuses instruction on skills required to perform in an English-speaking academic context across core subject areas. For Chinese graduates whose mother tongue is not English, EAP teaching consists of four parts, which are academic listening, academic reading, academic listening and academic writing. This paper takes EAP teaching for computer major graduates with professional master degree as an example to introduce our creative teaching methods such as games, memory competition, debates and international conference simulating, with purpose of cultivating graduates’ academic communication competence, broadening their academic fields and improving their job competitiveness. Key of these teaching methods is students centered and situation-based teaching, focusing on students’ competence of free expression in oral or written English. Our teaching design concentrates on encouraging graduates interests in EAP learning, which is guided by fluency first principle. This teaching reform is also one exploration for IT international talents cultivation for computer major graduates with professional master degree.

Creative teaching method as a learning strategy for student midwives: A qualitative study

Traditional ways of teaching in Higher Education are enhanced with adult-based approaches to learning within the curriculum. Adult-based learning enables students to take ownership of their own learning, working in independence using a holistic approach. Introducing creative activities promotes students to think in alternative ways to the traditional learning models. The study aimed to explore student midwives perceptions of a creative teaching method as a learning strategy. A qualitative design was used adopting a phenomenological approach to gain the lived experience of students within this learning culture. Purposive sampling was used to recruit student midwives (n=30). Individual interviews were conducted using semi-structured interviews with open-ended questions to gain subjective information. Data were transcribed and analyzed into useful and meaningful themes and emerging themes using Colaizzi's framework for analyzing qualitative data in a logical and systematic way. Over 500 meaningful statements were identified from the transcripts. Three key themes strongly emerged from the transcriptions. These included'meaningful learning','inspired to learn and achieve', and 'being connected'. A deep meaningful learning experience was found to be authentic in the context of theory and practice. Students were inspired to learn and achieve and positively highlighted the safe learning environment. The abilities of the facilitators were viewed positively in supporting student learning. This approach strengthened the relationships and social engagement with others in the peer group and the facilitators. On a less positive note, tensions and conflict were noted in group work and indirect negative comments about the approach from the teaching team. Incorporating creative teaching activities is a positive addition to the healthcare curriculum. Creativity is clearly an asset to the range of contemporary learning strategies. In doing so, higher education will continue to keep abreast of the needs of graduating students in a complex and rapidly changing professional environment.

APPLICATION OF CREATIVITY IN THE EDUCATIONAL PROCESS

Creativity is the engine, and motivation and hard work is the petrol on the road to success. The aim of this article was to present and demonstrate the crucial and important role of creativity in education. In this sense, the article explains the contents of important concepts such as creativity, creative teaching, motivational climate, and teaching methods for developing students' creativity in teaching. Attention is drawn in particular to the presence of creativity in education at the University of Žilina.

MOOCs에 기반한 대학이러닝의 융복합적 발전방안에 관한 연구

최근 대학이러닝 환경은 급변하고 있고, 특히 글로벌 유수 대학을 중심으로 한 MOOCs 서비스의 확산은 국내 대학이러닝에도 새로운 변화와 도전을 촉진하고 있다. 급변하는 이러닝 환경 속에서 대학이러닝은 MOOCs를 중심으로 어떻게 변화하고 발전해 나갈 것인지 융복합적인 관점에서 발전방안에 대한 탐색이 요구된다. 이에 본 연구에서는 MOOCs를 기반으로 대학이러닝의 융복합적인 발전방안을 개념적 틀과 함께 제안하였다. 본 연구를 위해 대학이러닝 및 MOOCs 관련 문헌 연구, 전문가 자문회의, 대학이러닝을 둘러싼 SWOT 분석, 대학이러닝지원센터 관련자 대상 설문 등을 실시하였다. 이러한 과정을 통해 MOOCs의 특성을 반영한 '개방형 고등교육 강좌 서비스', '교수학습 큐레이션 서비스', '교수학습 프랙티스 서비스', '창의적 교수학습 방법 개발 및 공유 서비스', '클라우드 기반의 교육용 플랫폼 지원 서비스' 등의 이슈를 융복합적으로 통합한 안을 도출하였고, MOOCs 기반으로 한 융복합적 발전방안을 마련하였다. 본 연구 결과를 통해 대학이러닝의 도약적 발전을 위한 방안이 제시되고, 아울러 국내 MOOCs의 도입과 적용에 대한 논의의 기초가 마련될 것으로 기대된다. Nowadays, within the paradigm shift of e-learning, MOOCs service has been expanded among a number of global leading universities and this has affected our domestic universities' e-learning to look for different possibilities and new challenges. In consideration of our domestic educational condition, it is required to contemplate how university e-learning can be changed and developed with focus on MOOCs from the perspective of convergence development. This study suggests plans for convergence development in university e-learning based on MOOCs with conceptual model. We conducted the studies on relevant literature of university e-learning and MOOCs, expert consultation, SWOT analysis, survey for those involved of e-learning centers, etc. Through this process, we developed a final plan which integrates 'open advanced education course service', 'teaching and learning curation service', 'teaching and learning practice service', 'creative teaching and instruction method development and sharing service', and 'cloud based educational platform support service', etc with the perspective of convergence development. Also we designed convergence development plan based on MOOCs. It is assumed that the result of this research provides advanced plans for development of university e-learning and the base for further discussion of introduction and application of MOOCs service in domestic university.

THE FUNDAMENTALS OF TEACHING CREATIVITY (BASED ON THE EXAMPLE OF GREAT BRITAIN)

The aim of the investigation is to find out the fundamentals of creative activity of pupils in a comprehensive school and reveal its main characteristics on the basis of analysis of the British system of education experience considering the original modern official educational documents devoted to optimization of education and its increased focus on the creative development of children and teenagers. Methods . Author uses the methods of theoretical analysis of original foreign materials; systematization and classification of the data from original foreign sources. Results . The main characteristics of creativity are purposefulness, aiming at search of a new idea or creation of worthy product, and also dependence on the environment that means search of sphere of educational activity for disclosing of individual creative potential of the pupil. Character of creative activity depends on personal characteristics of the performer, the high level of motivation and active use of imagination. Scientific novelty . The main characteristics of creative activity as seen by British educators are specified, particularly such feature as dependence on the environment is exposed, and the importance of using traditional teaching methods within the innovative ones is proved; the methods of teaching creativity used by British teachers are picked out and classified according to the levels of creative activity; practical recommendations for successful implementation of teaching creativity are described, such as taking advantage of spontaneous educational situations and the following changes in the work agenda. Practical significance . Analysis and systematization of the foreign researchers’ experience enriches Russian theory of education with understanding the fundamentals of teaching creativity. The singled out peculiarities of teaching creativity give perspectives for the scientific substantiation of adaption of the innovative components into Russian system of education and make it possible to predict the ways of developing the process of teaching creativity in Russia. The classification of creative teaching methods and practical recommendation for their implementation can be adapted to Russian system of education.

The Role of Interactive Visual Art Learning in Development of Young Children’s Creativity

Learning by interactive arts methods is a non-traditional approach to new creative teaching methods, in which young children are simultaneously engaged to feel and understand the original concept of core content areas in education, such as science, technology and math from a broad perspective. This article is an attempt to investigate the question of “how to keep young children’s creativity alive”. It focuses on the visual art and its interrelation between interactivity and creativity, and how the exploration of arts shapes new ways for our children to improve their practice and interaction in an increasingly intelligent setting. The article explores different digital platforms, tools, art-tech/software, and web-based applications that support the benefits of innovative active learning, and which differentiate teaching methods in traditional classes. The author confers that recently, integrated digital aesthetic learning has shifted the focus from not only fulfilling the existing education system, but also developing new interactive environmentally-friendly education, where educators are encouraged to design and build a creative digital curriculum to engage their students in a constructive way, both formally and informally. Furthermore, it discusses how arts and humanities-based initiatives are taking a prominent place in our integrated learning systems in private elementary schools in Alexandria. The paper then concludes with an emphasis on the crucial and efficient use of digital technologies through primary education as a tool to create and conduct art activities in order to help improve children learning in a creative process.

Development and Suggestions of Dance Creation Teaching-Learning Activities Based on Secondary School Physical Education Textbooks According to the 2009 Revised Curriculum Focusing on the Understanding of Aesthetic Expressions Section.

Korean curriculum follows frequent revision policy of revising it partially at any time when necessary according to the needs of the times and society. Upon revision of the curriculum, the compilation of a new textbook becomes inevitable. And textbooks are official teaching-learning materials helping implementation of the national curriculum in actual classroom situations. Therefore, it can be said that textbooks play very important functions for ensuring the quality of education. In this study, the researcher intends to propose dance creation teaching-learning activities based on PE textbooks that can embody the significance of dance education actually and can also reflect the educational goals of creative personnel training and learner-centered teaching methods which are emphasized in the current curriculum faithfully

The didactic aspect of foreign language creative teaching

This article considers the problem of foreign language creative teaching; its actualization and necessity of its introduction reflect the dynamic nature of modern society development, which requires the formation of the creative personality and the search of real mechanisms for providing creative education. In the process of experimental work the legitimate use of new creative educational technologies, innovative forms and methods of teaching, that contribute to the formation of creative language personality, possessing the high level communicative competence, has been proved.

Enhancing Self-Awareness Through Creative Experiential-Learning Play-Based Activities

This column is designed to underscore relationally-based creative teaching practices used by counselor educators in the classroom. Our intention is to provide examples of novel, innovative ways for counselor educators and students to deepen their learning while colloborating toward a spirit of connection and cooperation. If you have implemented a creative teaching method, or if you have adapted an existing method that you would like to share with readers, please follow submission guidelines in the author information packet available at http://www.creativecounselor.org/Journal.html.Self-awareness is a critical component of developing counselors-in-training, as greater self-awareness increases empathy, congruence, and understanding of the client experience (Rogers, 1957). Creative activities used within counseling courses, such as a play therapy course, provide a medium for increasing students’ self-awareness (Bar-On, 2007; Lennie, 2007; Luke & Kiweewa, 2010). The purpose of this article is to provide examples of experiential play-based activities used in a play therapy course to enhance counselor self-awareness through reflective practice. Additionally, the activities discussed may also support increased self-awareness in supervision, individual counseling, and group counseling. Finally, the article provides descriptive support (i.e., journal quotations) for these activities.

Creative Teaching Methods for Small Discussion Groups

Creative Teaching Methods for Small Discussion Groups