(2) How does student collaboration, foster creativity? (3) What are the challenges with collaborative activities? (4) What supports do students need to work collaboratively? Use the research questions as themes/sub-topics to present your findings from the review of the literature and your own past personal experiences. Conditions that are most effective in promoting creative skills in children and young people include the physical environment, availability of resources/materials, use of the outdoor environment, pedagogical environment, use of other environments beyond the school, play based learning, effective and flexible use of time, and relationships between teachers and learners (Davies, Jindal-Snape, Collier, Digby, Hay, & Howe, 2013).
It is mentioned that working in a group creates a comfortable and relaxing environment, so the students are provided more opportunities for face to face interaction, for negotiation, and for students to build social relationships. Ezeanyanike (2013) said that students working together are participated in the learning process instead of listening in a passive way to the teacher presenting or reading information for them. For example, in pair discussion, one is listening and the other is discussing questions given by their teacher. This encourages their interaction through discussing them, receiving feedback from their partner and responding to questions together. Interaction is well promoted in group learning activities.
In her opinion, creative thinking can be learned by training creativity and learning about creative methods. Bönsch and Kaiser (2002) defines three components of creative thinking: the intellectual aspect (ability to produce ideas), the motivational aspect (preparedness to think of something new and to articulate these thoughts) and the emotional aspect (courage to think out-of-the-box, to resist pressure to conform, to take
The idea of educators collaborating with the planning of lessons has already been discussed. With respect to students, learning through collaboration is an essential part of students socially constructing knowledge, skills and understanding. Collaborating while learning promotes the idea of socially constructed understanding. Integrating information technology into this process has become easier as the personal computer has progressed from the laboratory into the home and classroom. The addition of extremely powerful mobile phones also assists the collaborative process.
1) Compare and contrast three influential theoretical frameworks on team creativity/ innovation. Your review of each theory should a) provide a clear definition of team creativity, b) describe some similarities and key differences between these theories, and c) clearly explain major causal mechanisms. 1) Comparison and contrast of three frameworks According to the interactionist perspective of organizational creativity (Woodman, Sawyer, & Griffin, 1993), creativity results from interaction of the individual with the many levels of their organizational environment, namely the individual, team, and organizational levels. It is multilevel because it involves the individual, the team, and the organization. The causal mechanism of creativity is different at each of these levels (Anderson, Potocnik, & Zhou, 2014).
This assignment’s compilation serves the purpose of critically discussing the importance of primary school educators’ ability to understand theories of child development and their use within Intermediate phase education. Children perceive information in altered manners at particular stages of their development; this will be discussed further in this essay. Theories include Behaviourism, Constructivism and Cognitivism. It is imperative for educators to be aware of the theories that are applicable to the children they interact with, thus allowing them to provide information and activities for the learners in numerous manners to aid their development. The Behaviourists believed that our behaviour is shaped by the environment.
Factors that have hindered me historically over this degree has been my hesitation towards working in collaboration with others. This was a new experience and a learning curve which I admittedly took with quite some hesitation. I now see the logic in my future career of teaching that collaboration and learning through social constructivism is an essential part of academic development (Young, 2007). Since coming to this realisation, I have begun to actually enjoy communicating and sharing ideas and strategies with fellow students. Furthermore, there comes a personal gratification when you have helped another student overcome a problem through advice or research that you shared with them.
According to Blum (2005), students might feel disinterested to go to school when there is a lack of socializing and if they feel isolated by others. So in the collaborative writing activity, the students are indirectly forced to mingle with each other to complete the task given in a required time frame which encourages positive involvement among students. There is also cultural environment that can be overcome with using the Collaborative Writing strategy. Here, students from different cultural environment would be put into groups and they will be able to exchange their traditions from their ethnic group and vice versa to complete the task. For example, if the students are required to write about ‘wau’ (kite), the Malay students in the group will be able to enlighten the other ethnic group students on the facts.
There have been varying arguments about the differences in creativity of individuals and this has brought about the study of insights into cognitive processes that occur in people when generating ideas. All in all, there is a great need all over the world for people to develop various levels of creativity amongst themselves that will be able to help in improvement of various sectors of the whole world such as business
3.2. Possible Activities The connection between the educator and learner is somewhat like a negotiation that serves to produce a format or framework toward forming sociocultural construct and understanding of information which also fulfils a deeper level of synthesis of concepts (Glover et al, 2007; Hennessy et al, 2007). Hennessy et al (2007, p. 284) describe this as: Cognitive scaffolding process; our particular sociocultural perspective emphasises the importance of the social context of the classroom too in creating favourable conditions for learning. In focusing on whole class interaction we acknowledge that ‘teachers and children negotiate a mutual understanding of the social rules and expectations which underpin classroom order’. Binterova