Interface Between Theory And Practice In Reflecting On Creative Essay

Interface Between Theory And Practice In Reflecting On Creative inform And Learning - Essay Example12). Even so, there has been a call for a relaxation of the ascendant prescriptive and policy saturated belief and information agenda (Jeffrey 2006, p. 399). Theory and experience both shew that creative thinking in teaching and learning is becoming more significant for progress and congruence in the knowledge society of the 21st century (Ferrari, Cachia and Punie 2009, p. iii).Be that as it may, the interface between the theory and reading relative to fanciful teaching and learning covet an uneasy co-existence. Sawyer (2011) informs that although creativity or extemporization is a necessary criteria for effective teaching and learning, prescriptive teaching as dictated by a statutory directed curriculum and the focus on public testing outcomes has given way to a culture of less creative teaching and learning (p. 2). This essay examines the theoretical basis of creativity in tea ching and learning and demonstrates how these theories can be put to practice. The first part of this essay critically analyses theories of creative teaching and learning and the second part will reflect on the experiences and observations of the author during creative week. abstractive Perspectives on Creative Teaching and LearningDefinition of Creative Teaching and Learning. ... 30). In this regard, creativity in teaching and learning is characterized by four factors. First it involves thinking or behaving inventively (NACCCE 1999, p. 30). Secondly, the imaginative thinking and behaving must have a purpose in that it must be directed at achieving goals or objectives. Thirdly, in thinking, acting and achieving, there must be many originality involved. Finally, the results must have some value to the goals or objectives (NACCCE 1999, p. 30). Creative teaching is thus defined as Teachers using imaginative approaches to hold up learning more interesting, exciting and effective (NA CCE 1990 p. 6). The emphasis appears to be on engagement in impairment of making learning more interesting. Perceptions are that students who are engaged are more likely to detain what they are being taught (Willms 2003, p. 3). It is therefore possible to argue, that by definition, creativity in teaching and learning is method for engaging students and therefore improving outcomes for individual learners. Theories of Creative Teaching and Learning Theories of creative teaching and learning embrace the twin concepts of teaching for creativity and teaching creatively. Teaching for creativity focuses on the learner taste of teaching and teaching creatively focuses on the teacher orientation of creativity teaching (Cremin 2009, p. 36). Cremin (2009) explains that creative teaching thus makes learning more interesting and effective (p. 36). Teachers also identify childrens creative strengths and hold dear their creativity (Cremin 2009, p. 36). Creative teaching practices are more ef fective when students find purpose in the lesson through with(predicate) practical exercises or through mental or personal