Get Started. It's Free
or sign up with your email address
Rocket clouds
EDFD 460 by Mind Map: EDFD 460

1. Elements of Inquiry

1.1. Quantitative- Predetermined with true experiments

1.2. Qualitative- Still emerging through contextual response

1.3. Mixed Methods- A mix of both studies.

2. Sir Ken Robinson interview

2.1. QUESTION: How does one assess if the process of creativity is being taught?

2.2. ANSWER: Firstly, define creativity. From there the curriculum taught needs to be broad and balanced. The environment it is taught in has to be 'buzzing' and the attitudes of teachers and students needs to be exciting.

2.3. Creativity is: Original ideas that have value.

3. Progression in Creativity: Developing new forms of assessment (Spencer, Lucas & Claxton, 2012).

3.1. The project arouse because there is no single mode that is developed to assess creativity.

3.2. Assessing - Strength (do by self without teacher prompting) Breadth (new context or domain) Depth (level of sophistication)

3.3. Is there a contradiction in developing creativity and the way curriculum is being taught already??

3.4. This project is a 'proof of concept' study.

3.5. The project was done by: Research - literature, interviews, inquiry Conceptual development - CCE, CRL, research team and discussions

3.6. Creativity is 'ubiquitous.' Can be found everywhere

3.7. The research is aimed to develop creativity through the use of an assessment progression model. Providing a formative tool for both students and teachers.

3.8. All interviewees were positive about the value of creativity, but the schools views varied.

3.9. FIVE CREATIVE HABITS: Inquisitive Persistent Imaginative Collaborative Disciplined

4. Assignment Two

4.1. I believe that video I produced was fairly entertaining and the technology I used to produce it was unique.

4.2. I am concerned on criteria - I do not think I separated the teacher student minute as clearly as needed.

4.3. I do believe I was so concerned on doing the video and the presentation that I let the content slip. I don't think it showed exactly how much I had learnt from the weekly readings.

4.4. I have just received my feedback for this assignment. It is disappointing however I am determined to read and re-read the criteria for Assignment Three and not miss a single aspect.

5. Assessment

5.1. Definition: A framework of educational outcomes that is set Help to plan the next educational steps

5.2. Formative - forms an opinion. Assessment FOR learning Occurs through learning and helps teacher plan for future learning

5.3. Summative - sums up and presents as a grade. Assessment OF learning

5.4. Creative thinking cannot happen unless the thinker already processes knowledge of a rich and well structures kind. (Boden, 2001)

5.4.1. Maybe an imagine to go along that will have Reflection - Learning - Assessment

5.4.2. ASSESSMENT IN FRAMEWORK AS FOR AND OF with a twist of creative and imaginative behaviours Allow for personal ownership from students which will make more exciting - I did … rubric

5.5. Assessment is flexible and individualised for each student. AUTHENTICITY COMMITMENT UNIQUENESS

5.6. REFLECTION: I now believe that assessment in regards to C&I develops an understanding of a students authenticity, commitment and uniqueness of ideas. It helps to provide a more in depth and personal look at students achievements. Assessments should be flexible and individualised to each student. Formative assessment no longer means just a form of opinion of the students achievements but instead a learning journey that provides a teacher with specifically learning steps that develop into goals to achieve summative graded assessments.

6. The key to Teaching and Learning Online (Salmon, 2011).

6.1. Stage 1: Access and motivation Stage 2: Online socialisation Stage 3: Information exchange Stage 4:Knowledge construction Stage 5: Development

6.1.1. Stage 1: Expose participants to the platform - be successful using the technology and seeing the benefits.

6.1.2. Stage 2: Sharing small amounts about themselves online. Creating small groups to discuss and communicate with others dealing with the same tasks.

6.1.3. Stage 3: Participants need to strategies at this stage how to deal with the amount of information they are being presented through the large discussion groups. E-moderators to celebrate and acknowledge contributions to discussions.

6.1.4. Stage 4: Construction information that is relevant to the discussions happening and the content. E-moderators will try to direct the flow of information in the right path.

6.1.5. Stage 5: It is not just individual learning. The e-moderators will scaffold the entire learning journey. Participants will become responsible of their own learning and the process will be easier

7. Software

7.1. There are so many different softwares available. I think the best is to allow time to just open up each one, give it a trial and see if it works for you. Majority of them do the exact same thing. I found that some are simply more visually appealing to the individual.

7.2. Nearly every software has a free option, even if it is a 30 day trial.

7.3. In Week 4 we made a word collage. Adam suggest Tagxedo. I don't know what was wrong but it wouldn't work. So instead of getting frustrated, I did a search for a word collage and came across Word It Out. Was really easy to use and created the same look.

7.4. Uploading my video for the assignment I had started to use Vimeo. After it taking nearly and hour to upload 30% I decided to try something else. I used youtube and it uploaded within seconds. Did virtually the same thing, but one worked better.

7.5. Reflection: Have to be open and willing to try a range of softwares. Allowing time to trial different programs will make it less stressful and will guarantee success.

8. Curriculum

8.1. Curriculum is what is taught and CIE is how it is taught.

8.2. Curriculum is: a specific range of learning outcomes and objectives designed by a school, state or national government to ensure a range of skills are being taught in schools. As the content is specific it provides teachers with a set level to assess students learning on.

8.3. Applying CIE to a curriculum allows for freedom for teachers to engage students through the use of creativity and imaginative lessons. How they choose to incorporate C&I can depict if a lesson is engaging or flat. Adding arts to every subject can change the way a lesson is viewed or learnt by the students.

8.3.1. Curriculums in the state, nationally and internationally all have room for creativity and imagination. They are just basic standards that allow students to work at a level that sets them up for living in a community. If teachers can build an excitement for that learning through creativity and imagination than it should maximise their learning achievements.

9. Technology

9.1. The use of technology in any learning sense has become more and more popular. The use of ITC resources and online games that encourage learning through fast paced moving images are used more frequently in education.

9.2. However, through the reading by Nancy Carlsson-Paige, we are reminded that the basis of how children learn is through play. Games are 'playing' but not in a rich fundamental sense.

9.3. I found it so interesting that the second reading explored the idea that creativity in technology is just an illusion. It seems that children are building and creating imaginative worlds, but really they are only creating what is given to them in the game. They cannot use an object that is not there.

9.4. Technology has always had is strengths and weakness. I believe the important part is to decided which pieces to use and when to use it. If by playing outside has created the fundamental learning, technology can then be used to illuminate and present it.

10. Donald Schons - Educating the Reflective Practioner

10.1. Reflection ON action

10.1.1. "thinking on your feet"

10.1.2. Take time to explore WHY things happen and why it made you feel like this.

10.2. Reflection IN action

10.2.1. There is a connection between reflecting IN and ON action. People can draw upon process during action to reflect on after.

10.2.1.1. REFLECTION is SO important and every teacher and student should be doing it. The questionnaires I want to be very reflective, as they are formative and can be done regally. Make it somehow in the teacher one, do a questionnaire on each student and have a place where if you have done it before on that student you can reflect further than just if you haven't done it before.

10.2.2. ‘abstract conceptualization’

10.3. Looking at the interconnectedness of -experiences -feelings -theories

10.4. Practitioners must draw on their repertoire (images, metaphors, ideas, examples). This is central to reflection.

11. Taxonomy

11.1. 1.The Taxonomy of Reflection 2.The Reflective Student 3.The ReflectiveTeacher 4.The ReflectivePrinciple

11.1.1. Taxonomy of Lower to Higher order reflection - creating a parallel to Blooms Taxonomy

11.1.1.1. Remembering - What did I do?

11.1.1.2. Understanding - What was important about what I did? Did I meet goals?

11.1.1.3. Applying - When did I do this before? Where could I use it again?

11.1.1.4. Analysing- Do I see any pattern or relationships in what I did?

11.1.1.4.1. Particular Questions can be further developed depending on Student, teacher or Principle in regards to the content they are reflecting on.

11.1.1.4.2. All Information can be found at: http://www.peterpappas.com/2010/01/taxonomy-reflection-critical-thinking-students-teachers-principals-.html

11.1.1.5. Evaluating - How well did I do? What worked? What do I need to improve?

11.1.1.6. Creating - What should I do next? What's my plan/design?

11.2. Definition of Taxonomy: a scheme of classification