Many people think of Creactive Learning as any activity that speeds up the learning process – it does, but importantly it enriches the learner’s positive experience beyond expectations. Studying in groups and occasional practical activities may increase learning, but as valuable as these teaching tools may be, true Creactive Learning methodology is much more than that.
Creactive Learning is a systematic approach to teaching the whole person, containing specific core elements that, when used together, empower students to learn faster, more effectively and joyfully. To occasionally turn on music, mime or hang a few posters is to use but a few elements of the whole process.
To deliver Creactive Learning you need to know how and when to use each element and understand the theory behind it.
Learning via stimulus
Creactive Learning is based on the Accelerated Learning work of Dr. Georgi Lozanov, a professor of psychiatry and psychotherapy from Bulgaria now living in Austria. His early program, which focused on teaching a foreign language, included relaxation, visual arts and music.
Students learned from one hundred to one thousand new vocabulary words a day with ninety-eight percent retention or better. He called his new method “Suggestology,” based on the theory that suggestions can and do affect the outcome of learning.
Teaching art and design successfully in the professional setting is reliant upon immediacy and instant visual results… to get this working across a range of students the instructor must have complete creative control over the practice, and the ability to sense micro interventions that will change the macro game for all – and the love of making learning fun. Above all it is based on the simple principle of giving and inspiring total commitment to the group. Good coffee and food has also been known to hit the spot.
According to Lozanov, Suggestology is an organized way of augmenting natural learning. It builds on those methods that allow us to learn most effectively and efficiently, emulating some of the ways we learned as a young child. Suggestology recaptures that natural learning process and accelerates the understanding and retention of content.
At 8 minutes Ken talks about convergent thinking and it is fascinating…
Applied ‘Person Centred’ learning
In today’s Creactive Learning however, the Person Centred approach provides a frame of reference and learning model. Rogers’ (1951) early Non-Directive approach developed into Client Centred therapy emphasised accuracy in empathy. In its current form, the Person Centred approach underscores the reciprocal nature of the helping relationship, expressed via the learning process. Creactive Learning crucially helps the student learn how to learn by positive self reflection.
Due to the nature of the short course expectation and demands the person centered approach works very well as a stable platform… to get results a reality based role play provides the motivational drive necessary in order to complete learning arcs and personal project within the time-frame.
CL is a spore: multifaceted, reflective while driven – divergent convergent. Encompassing a wide variety of methods and techniques from many models but emphasising the use of parallel learning, shared enjoyment and quick debriefing. An effective Creactive Learning program may include actively studying new findings in multiple intelligences, learning styles, neurosciences and cognitive psychology. It may also need to try out the unexplored…
VIDEO: Expressing Creativity
Brenda Walker on the Capacity of the Creative Mind
Kinetic Learners: Learning with movement
Many Kinetic Learners (KLs) fall through the education system and in many cases are misunderstood, misdiagnosed with various syndromes: or branded plain disruptive.
KLs are interesting because they need to move and learn rather like we would have done in our natural environment. They have a natural ability in most mobile activities: certainly when it comes to any interesting activity they are often the first to brim with infectious enthusiasm.
Many succeed and become great leaders, despite common place conflict, experienced throughout difficult school years.
Where can we start to adjust our personal educational interaction in order to transcend these problems if they arise?
We are all Kinetic Learners to some degree. Our own birth experience itself developes our central nervous system responses via Asymmetrical Tonic Neck Reflex (ATNR), translating this momentous transition into a blue print of our emotional reflexes and responses for life.
It teaches us perhaps in some primary way that transition gives many positive things: physically, emotionally and spiritually.
Yet in formal education transition is dependent upon static arduous processes.
Learning difficulties seem complex on the face of it, because they affect and usually expressed by the learner emotionally. Learningis emotional after all.
Could sharing this emotional vulnerability be the key to mentoring confidence and enjoyable study together?
Attending how our students feel… on their numerous levels.
And importantly by remembering how we educators felt in similar situations not too long ago.
Spirit-Child: The Aboriginal Experience of Pre-Birth Communication
Tumbarumba High School is a small isolated school situated in the foothills of the New South Wales Snowy Mountains. We receive federal government funding through the Country Area Program (CAP) – an equity program designed to help overcome the potential problems of isolation and to support students to maximise their learning outcomes. All CAP schools are required to develop programs which address three criteria:
- Quality Improvement;
- Quality Teaching and Learning;
- and Quality Technology in Teaching and Learning using the nine steps Quality Improvement model.
As part of our planning for 2004 our school successfully submitted a proposal to the CAP District Committee for additional funding to conduct a Learning Styles seminar for teachers from a number of small schools. This was facilitated by Barbara Prashnig. The following is a record of our school’s journey to date.1. Select the Opportunity for Improvement Successful learning cannot be seen in isolation. Therefore to maximise our students’ learning we believed that we had to build a stronger more co-operative partnership between parents, students and teachers, based on how children learn. In so doing webelieved that we could provide students with a solid framework for life-long learning and future success.
Learning Plan pro forma: Example for Media studies group
Ellengray G. Kennedy, Iowa State University
This study was motivated by the concern that learning often eludes students due toineffective study strategies, poor understanding of teacher expectations, limited knowledge ofindividual learning preferences, and a general confusion over what is superfluous and what is meaningful (Armstrong, 1999). The purpose of this study was to determine if students, and specifically students from a small, rural Midwest community college, can learn strategies that enhance their ability to learn, reduce intimidation, and thus manage stress during the learning process in order to maximize learning potential. Thus, the study examined learning strategies andstyles from the perspective of the learners. It examined how learners can benefit from an understanding of how they learn best, and how the individual learner can use this understanding of learning strategies and styles to take responsibility for creating an environment that maximizes learning potential.
Tools, such as the LSA tool and training, are available to assist individuals in assessing their preferred learning styles. According to Prashnig (1998), the learning style model developed by Dunn & Dunn is a research instrument containing scientifically researched style elementswhich are biological and remain fairly stable over a lifetime. With this common method, stakeholders can work collectively or individually to create positive learning environments and to develop an appreciation of diversity in individual learning (Prashnig).
Two overarching research questions and four exploratory questions were developed for this study:
Overarching Research Question I:
What are the changes in learning when individual learners gain knowledge of their preferred learning styles?
Exploratory Questions:1. As a result of the LSA tool and training, how, if at all, do learners feel empowered and responsible for their learning, thus, creating an environment conducive to successful and satisfactory learning?
2. How, if at all, has the LSA learning experience changed student grades?
Overarching Research Question II:
What do students perceive as the outcome of the LSA too land training on their educational and personal lives?
3. How has the LSA learning experience affected students’ satisfaction with their educational experiences?
4. Do students feel more or less stress with their academic experiences?
Brenda Walker on Creative People
Capacity of the Creative mind
“Sir Ken Robinson” “Changing Paradigms” “edge lecture” education culture …