{"id":260,"date":"2019-08-16T08:23:31","date_gmt":"2019-08-16T16:23:31","guid":{"rendered":"http:\/\/dev.wordpress.kpu.ca\/tlcommons\/?p=260"},"modified":"2019-08-16T08:24:20","modified_gmt":"2019-08-16T16:24:20","slug":"facilitating-creative-learning-series-part-4","status":"publish","type":"post","link":"https:\/\/dev.wordpress.kpu.ca\/tlcommons\/facilitating-creative-learning-series-part-4\/","title":{"rendered":"Facilitating Creative Learning Series \u2013 Part 4"},"content":{"rendered":"\n<p>In previous posts on Creative Learning, I summarized the spiral process of creative learning and the 4P\u2019s: Projects, Passion, Peers and Play by Mitchel Resnick.&nbsp;<\/p>\n\n\n\n<p>In this post, I would like to contextualize some strategies that you can use to foster creative learning. Don\u2019t forget to check out this open online course: <a rel=\"noreferrer noopener\" href=\"https:\/\/learn.media.mit.edu\/lcl\/\" target=\"_blank\">Learning Creative Learning<\/a> created by <a rel=\"noreferrer noopener\" href=\"https:\/\/www.media.mit.edu\/groups\/lifelong-kindergarten\/overview\/\" target=\"_blank\">Lifelong Kindergarten<\/a> at MIT Media Lab. <\/p>\n\n\n\n<p><strong>Strategies to foster creativity<\/strong>&nbsp;<\/p>\n\n\n\n<p>In <a href=\"https:\/\/learn.media.mit.edu\/lcl\/resources\/readings\/chapter6-excerpt.pdf\" target=\"_blank\" rel=\"noreferrer noopener\">chapter 6,<\/a> Mitchel\n lists 10 tips for parents and teachers to support the development of \ncreativity based on the spiral process of creative learning. You may \nalso find the <a href=\"https:\/\/www.kqed.org\/mindshift\/49362\/10-tips-for-creating-a-fertile-environment-for-kids-creativity-and-growth\" target=\"_blank\" rel=\"noreferrer noopener\">10 Tips here<\/a>.&nbsp;<\/p>\n\n\n\n<p>Contextualizing\n Learning Creative Learning for learning design in general, I think \nthere are a few things we could implement effectively with some \nreasonable efforts:&nbsp;<\/p>\n\n\n\n<ul class=\"wp-block-list\"><li><strong>Low floor<\/strong>:\n A course should be designed in a way that is fun and provides a strong \nsense of achievement at the beginning. For example, you could gamify \nyour first class by introducing a trivial game with a leader board, and perhaps let everyone wins something.&nbsp;&nbsp;<\/li><li><strong>High <\/strong><strong>c<\/strong><strong>eiling<\/strong>:\n When possible, learning tasks should be designed with a gradual \nincrease in difficulty. A simple way to increase difficulty is to \nprovide less support or aids. For example, your students may be provided\n step-by-step instruction at first. As the course progress, students are\n asked to perform a task with less or no instructional aids. Sometimes \nit just means you talk less.&nbsp;&nbsp;<\/li><\/ul>\n\n\n\n<ul class=\"wp-block-list\"><li><strong>Wide wall<\/strong>: Consider the needs and interests of your students. Give students chances to choose projects or assignments or empower them to figure out a topic or theme they are\n interested in within the subject. An example I provided previously is \nto think about the format of your assignments, can students submit video\n assignments rather than writing assignments? Are they given the \nopportunities to discuss with you about their preferred ways of \nlearning?&nbsp;&nbsp;<\/li><li><strong>Allow play and mistakes<\/strong>:\n High-stake assessments do not usually afford mistakes. Consider \u201cdrop \nthe lowest grade\u201d if you have multiple projects in one course so your \nstudents could experiment different approaches, or\n consider allowing students to submit assignments a few more times to \nmake improvements (iterations) based on formative feedback they receive.&nbsp;<\/li><li><strong>Room for unknown:<\/strong> Use <a href=\"https:\/\/en.wikipedia.org\/wiki\/Worked-example_effect\" target=\"_blank\" rel=\"noreferrer noopener\">worked-out examples<\/a> with\n purpose. Depending on your objectives, you may provide step-by-step \ninstruction first, or you could give students opportunities to imagine \nand explore the possibilities of solving problems first. The key is that\n students need to understand that unknown is constant in the real world \nand the only way to deal with it is to try out different approaches.&nbsp;<\/li><li><strong>Build the habit of reflection<\/strong>: Establish a process for reflection. Provide opportunities and tools for your students to reflect as an individual and as groups.\n A simple tool like KFC (keep, fix, change) will make the reflection \nprocess much easier for new students. Also, encourage your students to \ndocument their process and iterations for reflection.&nbsp;<\/li><\/ul>\n\n\n\n<p>I hope that the\n Creative Learning series if beneficial to you. So, how about some \ncreativity with your course design and teaching practices?&nbsp;&nbsp;&nbsp;<\/p>\n\n\n\n<p>If you have any questions or want a thought partner, please do not hesitate to contact me: <a href=\"mailto:junsong.zhang@kpu.ca\" target=\"_blank\" rel=\"noreferrer noopener\">junsong.zhang@kpu.ca<\/a>&nbsp;<\/p>\n","protected":false},"excerpt":{"rendered":"<p>In previous posts on Creative Learning, I summarized the spiral process of creative learning and the 4P\u2019s: Projects, Passion, Peers and Play by Mitchel Resnick.&nbsp; In this post, I would like to contextualize some strategies that you can use to foster creative learning. Don\u2019t forget to check out this open online course: Learning Creative Learning&#8230;<\/p>\n","protected":false},"author":6,"featured_media":0,"comment_status":"closed","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"_exactmetrics_skip_tracking":false,"_exactmetrics_sitenote_active":false,"_exactmetrics_sitenote_note":"","_exactmetrics_sitenote_category":0,"_kad_post_transparent":"","_kad_post_title":"","_kad_post_layout":"","_kad_post_sidebar_id":"","_kad_post_content_style":"","_kad_post_vertical_padding":"","_kad_post_feature":"","_kad_post_feature_position":"","_kad_post_header":false,"_kad_post_footer":false,"_kad_post_classname":"","iawp_total_views":1,"footnotes":""},"categories":[8],"tags":[55,56,45,44,49],"class_list":["post-260","post","type-post","status-publish","format-standard","hentry","category-high-impact-practice","tag-creative-learning","tag-creativity","tag-higher-ed","tag-higher-education","tag-post-secondary"],"_links":{"self":[{"href":"https:\/\/dev.wordpress.kpu.ca\/tlcommons\/wp-json\/wp\/v2\/posts\/260","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/dev.wordpress.kpu.ca\/tlcommons\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/dev.wordpress.kpu.ca\/tlcommons\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/dev.wordpress.kpu.ca\/tlcommons\/wp-json\/wp\/v2\/users\/6"}],"replies":[{"embeddable":true,"href":"https:\/\/dev.wordpress.kpu.ca\/tlcommons\/wp-json\/wp\/v2\/comments?post=260"}],"version-history":[{"count":2,"href":"https:\/\/dev.wordpress.kpu.ca\/tlcommons\/wp-json\/wp\/v2\/posts\/260\/revisions"}],"predecessor-version":[{"id":262,"href":"https:\/\/dev.wordpress.kpu.ca\/tlcommons\/wp-json\/wp\/v2\/posts\/260\/revisions\/262"}],"wp:attachment":[{"href":"https:\/\/dev.wordpress.kpu.ca\/tlcommons\/wp-json\/wp\/v2\/media?parent=260"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/dev.wordpress.kpu.ca\/tlcommons\/wp-json\/wp\/v2\/categories?post=260"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/dev.wordpress.kpu.ca\/tlcommons\/wp-json\/wp\/v2\/tags?post=260"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}