Below is the presentation I gave at Edge Hill Universities Annual Educational Research Conference (July, 2013).
The Power of Research-Based Pedagogy: Increasing Pupils’ Creativity
Creativity is nebulous to understand and problematic to nurture. Though, as a human trait, it is frequently observed in a range of endeavours, being creative, or producing something that is deemed creative, is often very challenging for pupils.
This presentation reports on the design and execution of a focused pedagogical learning and teaching strategy that enhanced the creativity of pupils when developing sketch-based ideas in response to a brief. The pupils (13-14 years old) were undertaking a design and make project in the technology department of a Scottish secondary school. The developments discussed herein were part of the work undertaken by the department in response to the Curriculum for Excellence (Scottish Executive, 2004) .
Initially, a range of key research studies will be reviewed. This will conceptualise creativity pupils’ ability to work creatively. These factors relate to the way the lesson is delivered, and how pupils’ internalise learning and attempt to act in response. Following this, the resultant lesson will be reconstructed using a chronological ‘walk through’. This will take cognisance of the actions and role of the teacher, the experiences and demands from the pupils’ perspective, and the significant force exerted by the research on the design of procedural and substantive aspects of the lesson and the learning. In doing so, psychological and metacognitive techniques, to help pupils deal with fixation and ‘dead ends’, will be set within context. Examples of the stark differences in project outcomes prior to and following the adoption of these research-based approaches will be shown. Finally, the salient factors acting upon creativity will be considered from the perspective of the class teacher. This will be done by actively analysing pages from the work of one pupil, through which it will be shown that the sketches pupils make on the paper can provide direct evidence of which mitigating factors are at play. This, in turn, provides a basis on which the teacher can better facilitate the individual pupil’s progress in the task and ultimately foster a higher level of creativity.
Scottish Executive (2004). A Curriculum for Excellence. Edinburgh: Scottish Executive.
Link to related post.