Tag: Creativity

Books for 2017

During 2016 I had set myself a target of reading 1 book per month.   Despite a number of other pressures and priorities I managed to meet this target with the below photo being of my bookshelf and some of the books I have read during 2016.

As the new year approaches my thoughts move to equipping my bookshelf with books for reading during 2017.   At the moment the first few books have been purchased and added and are as below:

  • Essentialism, Greg McKeown (2014)
  • The power of habit, Charles Duhigg (2012)
  • Predictably irrational, Dan Ariely (2008)
  • Herd, Mark Earls (2007)

The first set of books very much focus on behaviourism and on human habit which is a particular area of interest for me at the moment.

In addition I am also considering:

  • Bounce, Matthew Syed
  • Chaos Monkeys, Antonio Garcia Martinez
  • Pebbles of Perception, Laurence Endersen
  • Meditations, Marcus Aurelius
  • Mindfulness, Gill Hansen
  • The Chimp Paradox, Prof. Steve Peters
  • Being Brilliant, Andrew Cope
  • The Obstacle is the way, Ryan Holiday

From the above all are new to me except for The Obstacle is the way which I listened to as an audio book during 2015.    These books cover perception which is another area of interest for me, plus introduce mindfulness which I find to be an interesting area and also creativity.

Should I go with all of the above this would form my initial 12 books for the year however I suspect that as I read through them additional books might be added.

I would welcome any suggestions or recommendations plus any reviews or comments on the above books.

 

Hacking the classroom

Today over lunch I discussed hacking the classroom with a number of colleagues following on from the recent Microsoft #hacktheclassroom event.

It was very enjoyable to be able to bat around varied ideas and thoughts in a safe environment where the others involved were open and non-judgmental.   I had a good debate with one colleague in particular when I fielded the prompt question:

“Do we really need big display screens in class if every student has a tablet device on which they can view the same content”

My prompt question came from my own questioning of the need for a centralized classroom screen, and the resulting focus and perceived “front” to the classroom.   My colleagues perception was that the screen was an important focal point at times plus that it overcame the issue of where students turn up without devices.   We openly bounced arguments and counter-arguments back and forth, but in an open way in search of a new solution or eureka moment.

To me this was a very positive experience with colleagues all searching potential changes which could bring about improvement.   No ideas were excluded or considered too silly.   No contribution was disregarded or belittled.    The prospect of change was embraced as a potential for improvement.   The fear of something new or the love for “the way we do things around here” was pushed to the side.    It was all about creativity and sharing in the hope of finding something better.   Ideas were limited to just improving current practices, instead totally new practices unlike anything current done were considered.

We need to have more events like this!

 

Seeking creativity

Posting number 10 of #29daysofwriting and todays post is a musing on creativity in schools.

Today I attended an IT event at my school where colleagues explained the EdTech journey the school has been on.   I am not long in the school hence have largely came in late in the day.   Within part of the presentation a colleague identified the pedagogical reasons behind the selection of the core apps to be used across the school, citing a number of areas which largely corresponded to the 4 Cs (Collaboration, communication, creativity and critical thinking) plus a few other points.

This got me thinking about creativity and how we might go about developing creativity in our students.

Makerspaces might be one opportunity to develop creativity in that this puts students in a position where they have various resources available to them to solve a problem or to create something.    Taken as a single event a makerspace session largely taps into a students inherent creativity rather than further developing what they have.   If they are not very creative then they will struggle.   That said, students generally have the potential for creativity especially in their younger years.    The opportunity to work in teams, collaboratively, may impact on creativity possibly as they gain access to new ideas through working together.   Also the repeated use of makerspaces may help in developing a students tendency towards being creative however I am not sure how it might help in making students “more” creative.

I wonder about the act of teaching creativity, or more accurately of teaching about how we think and therefore how ideas which may be considered to be “creative” might be hidden from us due to the way we think.      I have read De Bonos book on divergent thinking and I wonder about how some of the example activities contained within might be used with students.   I believe building an awareness of how we think and how we learn might help students in developing their ability to think creatively, and outside of the box.

We talk about developing creative students however can we put our finger on where we are doing this, how we are teaching or facilitating learning which develops creativity?

 

 

BETT 2016…..Some Pre-Event thoughts

The BETT conference is now only two days away.  Now I won’t actually be going on day 1 however I do plan to be visiting with some colleagues on Thursday.    I haven’t attended the BETT conference in over 8 years having been out of the UK for that period of time although I have attended similar events in the UAE including BETT and BFE, before they were discontinued, and then GESS and GEF following that.

As I prepare to visit BETT I would like to summarize some of my predictions and hopes for the event.

Interactive display technology including the humble Interactive Whiteboard is likely to still occupy a significant number of the vendor stands on display.   I am unhappy with this given that IWB technology is now around 25year old however equally I can understand why this might be the case:  IWB technology is interactive plus can be demonstrated without any real preparation and where visitors are not required to have any pre-requisite skills, experience or learning.   In a class this lack of need for pre-requisite skills is useful at the start of the year when students are new however students don’t remain new for very long.

I expect to see a number of content vendors on show selling interactive content designed for various subjects.   Again this is not something I am particularly fond off mainly due to the wealth of free content available on the internet plus the ease with which content can either be created or adjusted by teachers as needed.

I have noticed an increasing number of learning platforms, especially cloud hosted systems, making appearance.   I would suspect this trend will continue at BETT.

I expect to see most vendors offering solutions which are incremental improvements on what they previously have offered.    I accept that this incremental approach may result in improvements although I question the magnitude of the improvements.    I doubt we could consider the improvements to be innovative and it is something innovative I am seeking.   I also question whether rather than seeking to be slightly better we should be seeking to do something different, something creative and to bring about disruptive innovation.

My hope is to see some vendors with something truly creative and original.   I know of one vendor who will be in attendance who will be demonstrating something which at least partially fits my criteria.   They will be demonstrating giant dice like devices which students can sit on but also which students can interact with as part of the lesson, passing and throwing around, answering questions by orientating the dice in various ways.  Student interactions with the devices can then be communicated back to a teacher device via Bluetooth allowing for assessment of learning to take place.    As such learning becomes both a physical and mental activity while providing teachers with data as to student learning.

I observed another example of what I consider innovative at an event in the UAE.   It was a School Management System styled like a social media site with the system making predictions as to what information and users may be useful much in the same way Amazon or similar shopping site predict what other items we may wish to consider buying.   The system also made use of a very visual user interface.   Sadly since the demo I have been unable to locate this solution so either it never went beyond demo stage or it went out of business at some point.     Although the fact it doesn’t exist now is hardly a great selling point, I think the underlying idea had lots of merit and was in a number of ways, innovative.

I hope that BETT will include a number of creative and new solutions for use in learning and that my visit to BETT on Thursday fulfills my expectations!   Only time will tell!!

 

 

Body and mind

We think with both our body and our mind.   Daniel Kahneman outlines the experiment where individuals are made to smile or frown through putting a pencil in their mouth.   They are asked to either put a pencil length ways in their mouth or pointing forward from their mouth, however not explanation is given for this.  They are then asked about how they feel.   Those with the pencil length ways indicate a greater tendency towards happiness whereas those with the pencil pointing outwards tend towards unhappiness.   No explanation is given to participants as to the reasoning for pencil.  The actual reasoning for the pencil is to cause participants to either smile, as a pencil lengthwise in your mouth will cause, or frown as a pencil pointing outwards and therefore held in place by pursed lips will cause.    This suggests that physical attributes or events can result in mental changes, in this case changes in emotional state.    If we take this idea and consider how we might make use of it in education it seems to suggest that the physical position, etc of students could have an impact on their learning.    This could have implications for students being seated for periods of time. or for classroom movement.   It seems to link to the use of brain gym in class which although evidence suggests it doesn’t have a direct impact on learning, it does energize students and in my experience puts them in a better frame of mind ahead of or during learning.   Basically the physical activity changes the mental conditions which impact on learning including emotional state.

Linked to this is cognitive loading and its impact on simple activities such as movement.   We might make students move round a classroom doing group activities however where cognitive load is high, such as where students are having to engage in critical thinking on a topic, they will find the simple activity such as movement difficult.    Kahneman discussed how, if you ask someone a complex maths question while walking, there is a high likelihood the person will stop at least momentarily in order to think through the problem prior to answering.    This raises some questions with regards higher order thinking activities combined with movement.

Cognitive loading very much relies on what Kahneman described as Agent 2 or the analytical part of the mind as opposed to Agent 1 which is the intuitive part of the mind.    This again could have interesting implications within education especially with regards to examinations as the mind will often present what appear to be intuitively correct answers in an effort to avoid the effort of having to analyse the problem in hand.   In some cases these intuitive answers will be correct however they can also be misleading.    As teachers we therefore have a duty to prepare students to deal with these intuitive answers such that the avoid being mislead.

As teachers we also need to look at how we can use mental priming to best effect.   Priming is where a visual, auditory or other cue has a direct mental of physical effect.   As I mentioned earlier a smile can result in feelings of happiness.    We could use images in our classroom to try to encourage students to smile.  Maybe a picture of a smile or a picture of a class of students working together will all participants smiling.   This second example might also serve to set the tone and have an impact on the ability to get students to work collaboratively within class.

Students are human beings and as human beings they think as other human beings do.   As we strive to make better education systems I think a key step is to encourage teachers to dive into the rich texts that exist with regards how humans think and behave.   The more I read from different authors on the brain, thinking, creativity, etc the more I realize how much I don’t know about learning and the more I want to know.   Through such reading we can generate ideas, test them in class and draw conclusions as to the potential for such ideas to impact on the quality of learning;  We can become better teachers of the small thinking human beings which join us every day in our classrooms.

Connected Educator Month

It was 2012 when I first created my twitter account however at the time I wasn’t sure why I had created an account or how I might use the account.    Some months later it was a colleague who planted the idea of using twitter for professional development.   This resulted in my logging back in to my, at that stage, dormant account and beginning to search for people discussing education and edtech in particular.   It wasn’t long before I was hooked on the access to a multitude of new ideas, opinions and resources.     Twitter proved to be a quick an easy way for me to dip in and out of professional development as and when I had the time and felt like it.    I found myself stealing 5 or 10, or if very lucky 30, minutes of time during which I could quickly scan through twitter on my phone for interesting posts regarding educational research, edtech apps and software and other educational resources.

I quickly found that I was finding more articles than I had time to read in the limited time I had managed to put aside to access twitter.   At this point I came across a number of twitter posts and through them blogs discussing how Evernote could be used.   So I started filing the tweets and blogs I found in the few minutes I managed to steal using Evernote so that I could then access them at a later stage when I had more time.

I have grown to be an avid fan of twitter and its potential to help teachers grow as professionals.    Personally twitter has allowed me to communicate with people I wouldn’t normally have been able to communicate with.   It has allowed me to access new creative ideas, which in turn has helped and encouraged me to be creative in my work.    Twitter has led me to work with others in sharing ideas, in discussing topics and in solving problems;  I have worked collaboratively.    It has also allowed me to see and discuss other viewpoints and ideas, often requiring a critical response.     Basically twitter has helped and encouraged me to use the 21st century skills we often talk about in terms of students.

Twitter has supported me to develop my 21st century skills and in doing so model for students the traits we wish them to develop.   It has also allowed me to access resources and ideas.

Tomorrow begins Connected Educator Month 2015 so I hope you will join me in sharing and in developing the teaching profession as a whole.     I also hope you will share and promote Connected Educator Month with those colleagues who have yet to experience the potential of twitter so that we can increase the number of educators sharing and collaborating to ensure  our students receive the best learning opportunities possible.

I look forward to connecting!

 

Learning like its Christmas.

My son is getting ever more excited by the day as we get closer and closer to Christmas Day and the promise of opening the currently unopened presents to find out what is inside.   His excitement is built up of the expectation of receiving plentiful (and often expensive) gifts but also of finding out that which is currently unknown; what is inside the currently wrapped boxes?

What if learning could be about finding out the unknown, about a learning journey as opposed to a fixed set of outcomes determined by a curriculum document.

Now previously I believed in the need for three things within learning:

1)      That students know where they have been in their learning journey.   What have they learned so far and how does it relate to what they are learning now?

2)      That students know where they are in that journey.  What are they learning now and why?

3)      The students know where they going in the journey.    What will they be learning next and how does it relate to current and previous learning?

I believed that the above provided students with an appreciation of the big picture and that this was important to successful learning.

Considering my sons enthusiasm for Christmas, I wonder whether the application of the above rules may actually be limiting and may result in potential learning opportunities being missed.    My son is excited because of what might be in those presents, and because of the upcoming act of opening the presents and finding out what is inside.

If we created learning opportunities built around investigation and experimentation where students work with teachers to find out new things; is this likely to be more engaging and result in better learning?

I think my key thinking is that there isn’t a single magic recipe for learning and that different approaches work at different time and with different students.    Unlike Christmas, learning does not benefit from an adherence to tradition and tried and tested methods but instead benefits from dynamic teaching and learning constantly changing to meet the needs of the learners, available resources and the content being taught.    Now I am referring to those “but that’s the way we have always done things around here” methods as opposed to up to date research based methodologies however I also accept that today’s current research may be tomorrows debunked research and as such the comments may stand for both.   Effective student learning benefits from teachers who are reflective of their own practice and who are constantly engaged in seeking out new and alternative approaches to try in their own classrooms.   Like Christmas, learning does benefit from true engagement of students where they are excited and involved, and where there is passion focussed on new learning and discovery.   I think everyone will agree that learning is more effective where students are enjoying and excited about what they are doing.

Considering again the theme of Christmas, what better gift can we provide students than the gift of new learning.     I think the key thing is that there isn’t a standard approach or strategy that will result in this gift, we as teachers need to breath a little bit of teacher magic into things, whether its Christmas or not.

Twitter: Shifting Paradigms

Was working with teachers today in a school during which time we were looking at lesson planning using the 5 minute lesson plan from @teachertoolkit.    During the session I used my usual prompt for ideas as shown below:

Now a couple of teachers raised some issues with regards student behaviour and suggested that they had already exhausted their 26 available letters.   My response to this was to suggest that as a group of teachers, together we may be able to share ideas.   If each of us has 26 ideas, corresponding to the 26 letters in the alphabet, then there must be a high likelihood that as a group we will be able to collectively generate more than the 26 ideas which we can generate individually.   It was at this point I realised that “if plan A doesn’t work” quote is only the first part of the process.   The second part is if Plan A to Z fail, widen your pool of ideas.    So at this point we seek the advice of our immediate colleagues for more ideas.   I would suggest that this group of teachers would increase the available number of ideas however on reflection I would suggest that the increase would not be significant.   All teachers in the group are most likely working in the same school and as such will have a shared perception of the issue at hand.   As such they are likely to have approached the problem in similar manners meaning that the ideas generated will generally show high levels of similarity with only a small number of new ideas being generated by enlarging from an individual teacher to a group of teachers within the same school.   Enlarging the group further to encompass local schools or teachers still within easy communication, or geographical distance would result in still further ideas however again if teachers are within the same national educational context, curriculum context, etc, there are likely to be shared perceptions which again will limit the ideas which will become apparent.

Enter twitter.   Twitter allows teachers to contact and seek ideas from teachers across the world from totally different contexts.   This means that there is a higher likelihood of original ideas which may not have been considered among the groups previously discussed.    We have effectively widened our pool of ideas about as far as we can do.   Now this advantage does not come without some disadvantages, namely those with polarised beliefs as to the “truth” and “fact”.   Where people come from totally different contexts it is possible that one teachers “fact” may be another teachers “fiction”.   Some tweeps are a little too forceful with their expressions as to their “fact”.   This disadvantage, however, should be minimal as teachers are after all professionals and therefore should be able to have professional disagreements plus should be able to appreciate differing viewpoints and contexts which may exist.

Overall, twitter is not just about opening us up to more people and therefore more ideas, but about opening us up to ideas from totally different contexts.   It opens us up to ideas we may not have been able to arrive at ourselves given the paradigm within which we operate.    Access to these ideas may also in turn spark new ideas in us born out of the paradigm shift which may result from seeing a problem through a totally different viewpoint.

 

Divergent Thinking: What is the purpose of education?

The development of 21st century skills has been stated for quite a while now ( a good thing given we are now 14 years into the 21st century, however it does make me wonder how long we are going to continue looking at skills for the now and when we actually start looking at 22nd century skills.   Remember that students are with us for 12 years so that means students starting school now will be coming out in 2026 with over a quarter of the century gone!).    These skills include communication, collaboration, critical thinking (or problem solving depending on where in the world you are) and creativity.   So how do we encourage students to problem solve, where due to the pace of technology we cannot predict the problems they are likely to face?    Also how do we encourage creativity?

De Bono suggests that lateral thinking was an important factor in addressing this issue while Ken Robinson agreed referring to the factor as divergent thinking.    So how do we encourage these approaches?

One method would be to introduce students to the concepts of lateral thinking or divergent thinking and to actively encourage students to make use of these approaches.   In terms of what this might look like in a classroom I saw an excellent video which was shared via twitter by  @thought_weavers which seemed very much in line with my thinking.   You can watch the video here.    Now this approach if successful would lead to students who are open to lateral thinking or thinking outside of the box.   As such this should help creativity and problem solving.    It would also result in students who may question the what and the why of their learning, which may initial be uncomfortable for some teachers due to the unpredictability of questioning however if teachers are facilitating learning as opposed to delivering learning, then this could open up new pathways in terms of learning.    As such any initial discomfort is well worth it.

Now a key issue in all of this is teachers;   If we want students to develop 21st century skills and to be divergent thinkers then teachers need to model this, showing students what divergent thinking looks like.    So to that end I would like to ask a question: What is the purpose of education?    And if you are a teacher or school leader, when was the last time you sat and thought about what the purpose of your role was, or do league tables, inspection results and standardised test results take up a significant part of your thinking?

 

21st Century Skills Development and IT

I am due to present at a conference during 2014 and will be presenting under the theme of how educators can help develop 21st Century Skills with the aid of technology.     This seems to fit with a lot of discussion occurring in schools around how teachers can develop 21st century skills in their students and how ICT can be used to enhance learning.    As such it seemed like a good topic for discussion here ahead of at the conference.

So where to begin:  Well I think the best place to start is to look at what the 21 century skills are.   The Partnership for 21st Century skills identified 6 key areas:

  1. Thinking critically and making judgements
  2. Solving complex, multidisciplinary, open ended problems
  3. Creativity and entrepreneurial thinking
  4. Communicating and collaborating
  5. Making innovative use knowledge, information and opportunities
  6. Taking charge of financial, civic and health responsibilities

The question then becomes how can IT help in develop these skills required for the 21st century, or is that the right question?    Consider the world we now live in and the 6 areas listed above; which of the areas could or maybe more accurately, would be, done without IT?

Points 2, 4 and 5, I would argue, would not normally be undertaken without IT.   To solve complex, multidisciplinary problems requires collaboration, communication, research and analysis.   Communication and collaboration in the current world involves the likes of skype, twitter, google drive, pinterest and a whole manner of other software and apps, to bring people together such that geography is no longer an issue, and sharing ideas, thoughts and questions is easy.    As to knowledge and information, and also research I do not think we can discuss these areas, in the current world we live in without the word “Google” popping to mind.   Now that covers 50% of the points, so 50% of the 21st century skills would normally involve IT so why isn’t  IT more embedded in education?   Why are we still looking to use IT as an “aid” to develop skills which actually necessitate the use of IT?

Now I could also argue that IT has its part to play in critical thinking and in creativity however I am not going to do so, as I think another problem lies here.      In what way do we teach students to be critical and creative thinkers, to question to norms, to be innovative?      I don’t think we do quite enough of this, mainly because we are busy teaching students the “right” answers, so they can pass the tests, get good marks, improve league tables and help to make the country look better in the all important standardised tests.   As such students’ critical judgements are only valid as long as they are in the domain of the teaching they have received, but outside this domain who is to say they will fare as well?   As to their ability to be creative thinkers, I think almost no time is set aside in schools to help develop this area.   Please note I am talking creative thinking here, and not Art, Music or Drama, as I am sure I can hear some people reading this, in the far corners of the web, muttering regarding the fact students receive lessons in these subject areas to provide them an opportunity to be creative.

All in all education has a way to go in terms of helping students develop the skills required of the 21st century.   Let’s just hope we get it right before the 22nd century is upon us!


References

21st Century Skills, Education and Competitiveness (2008),The Partnership for 21st Century Skills.
Image from http://www.freedigitalphotos.net : “Technology In The Hands Of Businessmen” by KROMKRATHOG