The Creativity Cascade. Dr Ashley Compton Bishop Grosseteste University College Lincoln.
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The Creativity Cascade
Dr Ashley Compton
Bishop Grosseteste University College Lincoln
Were trying to get our students into a certain frame of mind. That they question, that theres no one right answer; that we can respond in a number of ways. If we can get them to be thinking like that then the likelihood is that theyre going to go into school and be creative and work with the structures that they have to work within in a creative way.
(Beth, tutor interview)
To understand the meanings of the word creativity for tutors and students on this programme
To explore the current practice and perceptions of creativity in summative assessment, from the viewpoints of both tutors and students
To explore the current practice and perceptions of creativity in school placement
I think its an extremely hard thing to say what it means. And I think that even when you say what it means there could be examples where youd say, I didnt mean it like that.
(Fiona, tutor interview)
making something new and valuable to society as a whole, working at the pinnacle of the field in skills, knowledge, understanding and vision
using skills, knowledge and imagination to make something new and valuable to the peer group / local community; challenging and engaging an audience; original thinking; innovating
making connections; relating; showing insight; synthesising; developing own style; independent thinking; solving problems; transforming; exercising judgement / evaluating; challenging; taking risks
noticing; taking an interest; observing; exploring; questioning; investigating; researching; expressing thoughts and feelings; imagining; making choices; creating; making
Shared Definition of Creativity
Tutors and Students
Investigations / Research
Choice and interpretation
Exams NOT seen as creative
In briefs, marking grids and tutor feedback:
Feedback also included comments related to creative teaching.
The thing that placement gives is more of a chance to restart or learn from experience and build very quickly. Where what the assignment does is make you wait for a month after hand in and then get feedback that may or may not be relevant to you. Life may have moved on to a degree and youre never going to do that assignment ever again. Whereas school practice, tomorrows another day, if today was a disaster we can try something different and just keep moving on, moving on, and the feedbacks pretty much instantaneous.
(Ian, tutor interview)
Once you know what youve got to teach you can always put your creative spin on it and how the children are going to learn in a creative way or how you can be creative to allow them to learn.
(Keith, Y2, December interview)
Its what teachings all about. Its designing opportunities that are creative, that allow children to be creative, that allow you to be creative.
(Emily, tutor interview)
High quality outcomes
Biggs, J. and Tang, C. (2007) Teaching for Quality Learning at University, 3rd edition, Maidenhead: Open University Press.
Balancing support / encouraging individuality
having the opportunity to be creative on this course has enabled me to be creative as a teacher because Ive had those experiences myself.
if youve been able to give your creativity you know how to provide opportunities for the children to be creative. So thats also how Ive been able to do what Ive been able to do on placement. From having those opportunities myself on this course.
(Julia, Y3, interview)