Akademia Pedagogiki Specjalnej im. Marii Grzegorzewskiej w Warszawie - Centralny System Uwierzytelniania
Strona główna

Creativity Barriers in the Teaching of Higher Education Students

Informacje ogólne

Kod przedmiotu: 00-0F-CRB
Kod Erasmus / ISCED: (brak danych) / (brak danych)
Nazwa przedmiotu: Creativity Barriers in the Teaching of Higher Education Students
Jednostka: Instytut Pedagogiki
Grupy:
Punkty ECTS i inne: 0 LUB 2.00 (w zależności od programu) Podstawowe informacje o zasadach przyporządkowania punktów ECTS:
  • roczny wymiar godzinowy nakładu pracy studenta konieczny do osiągnięcia zakładanych efektów uczenia się dla danego etapu studiów wynosi 1500-1800 h, co odpowiada 60 ECTS;
  • tygodniowy wymiar godzinowy nakładu pracy studenta wynosi 45 h;
  • 1 punkt ECTS odpowiada 25-30 godzinom pracy studenta potrzebnej do osiągnięcia zakładanych efektów uczenia się;
  • tygodniowy nakład pracy studenta konieczny do osiągnięcia zakładanych efektów uczenia się pozwala uzyskać 1,5 ECTS;
  • nakład pracy potrzebny do zaliczenia przedmiotu, któremu przypisano 3 ECTS, stanowi 10% semestralnego obciążenia studenta.

zobacz reguły punktacji
Język prowadzenia: angielski
Rodzaj przedmiotu:

obowiązkowe

Skrócony opis: (tylko po angielsku)

There are three types of assignment in this module:

1) Weekly or fortnightly tasks (e.g., read a text selected by the tutor) – independent work that is worth 20% of the overall mark

2) Written assignment: independent work that is worth 40% of the overall mark

3) Oral presentation: group work that is worth 40% of the overall mark

Pełny opis: (tylko po angielsku)

The module will cover the following topics:

• What is creativity? Various models of creativity and how they can be applied to the higher education setting. Distinction between teaching creatively, teaching for creativity and creative learning.

• Factors promoting and impeding creative teaching and learning. The role of the teacher and teacher-student relationship. The role of the environment (physical and social aspects of the place in which teaching/ learning occurs). Methods that support the cognitive processes involved in creative learning (e.g., project-based methods, collective creativity, creative teaching with the use of technology). The role of assessment (evaluation formats, students’ autonomy in the selection of assessment methods).

• Creative teaching online vs creative teaching in the physical classroom.

Aims of the module:

• Familiarising the students with the current research on aspects of creative teaching/ teaching for creativity in the higher education setting

• Developing students’ scientific language competencies in the topics discussed in the module

• Developing students’ communicative abilities in English, including:

o Effective comprehension of scientific texts

o Effective communication of information – both in writing (e.g., writing a popular science magazine article based on a research paper from a journal article) and in speaking (group oral presentation, pair and group discussion, sharing of experiences, reflections and views)

• Extending students’ research skills including searching and utilising foreign language scientific literature in the area of creativity and academic teaching

• Developing students’ organisational skills (e.g., effective cooperation and project preparation in a group, preparation and organisation of an interview with a creative teacher)

Literatura: (tylko po angielsku)

Beghetto, R. A. (2005, September). Does assessment kill student creativity?. In The educational forum (Vol. 69, No. 3, pp. 254-263). Taylor & Francis Group.

Beghetto, R. A., & Kaufman, J. C. (2007). Toward a broader conception of creativity: A case for" mini-c" creativity. Psychology of Aesthetics, Creativity, and the Arts, 1(2), 73.

Boden, M. (2009). Chapter Thirteen. Creativity: How Does It Work?. In The idea of creativity (pp. 235-250). Brill.

Craft, A., Hall, E., & Costello, R. (2014). Passion: Engine of creative teaching in an English university?. Thinking skills and creativity, 13, 91-105.

Gibson, R. (2010). The ‘art’of creative teaching: Implications for higher education. Teaching in Higher Education, 15(5), 607-613.

Kraft, U. (2005). Unleashing creativity. Scientific American Mind, 16(1), 16-23.

Runco, M. A. (2014). “Big C, Little c” creativity as a false dichotomy: Reality is not categorical. Creativity Research Journal, 26(1), 131-132.

Metody i kryteria oceniania: (tylko po angielsku)

Assignements, methods and criteria of their assessment:

1) Weekly or fortnightly tasks (e.g., reading a selected text, assessment of a group presentation). The knowledge of a selected article will be checked in a quiz (MS Forms). To assess a group presentation, students will need to fill in an online feedback form to provide ratings, two constructive messages (what one liked most, what could be improved) and a “take home” message (information worth remembering). The points earned for these tasks will contribute 20% of the final mark. Independent work.

2) Written assignment: the aim of this task is to find an article in a scientific journal in English that is concerned with creative teaching (teaching for creativity) in higher education and to write a text (700 words) in a popular science magazine style. The text is to familiarise the reader with the topic, provide a brief description of the study from the article and to present its findings in a clear and concise way. The points earned for this task will contribute 40% of the final mark. Independent work.

3) Oral presentation: students choose ONE of the tasks below

a) Students make a model of creative teaching in higher education in a format chosen by themselves (students can be creative and utilise different formats, e.g., a video recording, a poster) and present it to the class.

b) Students record an interview with a creative teacher. Students need to arrange for an interview with a creative teacher, prepare questions in advance, record the interview, analyse the responses, and present the findings to the class.

The points earned for this task will contribute 40% of the final mark. Group work.

• Marking scale

• 51% – 60% – satisfactory (3)

• 61% – 70% – more than satisfactory (3+)

• 71% – 80% – good (4)

• 81% – 90% – more than good + (4+)

• 91% – 100% – very good (5)

Zajęcia w cyklu "Semestr letni 2020/2021" (zakończony)

Okres: 2021-02-22 - 2021-09-30
Wybrany podział planu:
Przejdź do planu
Typ zajęć:
Konwersatorium, 15 godzin, 13 miejsc więcej informacji
Koordynatorzy: Małgorzata Korko
Prowadzący grup: Małgorzata Korko
Lista studentów: (nie masz dostępu)
Zaliczenie: Zaliczenie na ocenę
Skrócony opis: (tylko po angielsku)

There are three types of assignment in this module:

1) Weekly or fortnightly tasks (e.g., read a text selected by the tutor) – independent work that is worth 20% of the overall mark

2) Written assignment: independent work that is worth 40% of the overall mark

3) Oral presentation: group work that is worth 40% of the overall mark

Pełny opis: (tylko po angielsku)

The module will cover the following topics:

• What is creativity? Various models of creativity and how they can be applied to the higher education setting. Distinction between teaching creatively, teaching for creativity and creative learning.

• Factors promoting and impeding creative teaching and learning. The role of the teacher and teacher-student relationship. The role of the environment (physical and social aspects of the place in which teaching/ learning occurs). Methods that support the cognitive processes involved in creative learning (e.g., project-based methods, collective creativity, creative teaching with the use of technology). The role of assessment (evaluation formats, students’ autonomy in the selection of assessment methods).

• Creative teaching online vs creative teaching in the physical classroom.

Aims of the module:

• Familiarising the students with the current research on aspects of creative teaching/ teaching for creativity in the higher education setting

• Developing students’ scientific language competencies in the topics discussed in the module

• Developing students’ communicative abilities in English, including:

o Effective comprehension of scientific texts

o Effective communication of information – both in writing (e.g., writing a popular science magazine article based on a research paper from a journal article) and in speaking (group oral presentation, pair and group discussion, sharing of experiences, reflections and views)

• Extending students’ research skills including searching and utilising foreign language scientific literature in the area of creativity and academic teaching

• Developing students’ organisational skills (e.g., effective cooperation and project preparation in a group, preparation and organisation of an interview with a creative teacher)

Literatura: (tylko po angielsku)

Beghetto, R. A. (2005, September). Does assessment kill student creativity?. In The educational forum (Vol. 69, No. 3, pp. 254-263). Taylor & Francis Group.

Beghetto, R. A., & Kaufman, J. C. (2007). Toward a broader conception of creativity: A case for" mini-c" creativity. Psychology of Aesthetics, Creativity, and the Arts, 1(2), 73.

Boden, M. (2009). Chapter Thirteen. Creativity: How Does It Work?. In The idea of creativity (pp. 235-250). Brill.

Craft, A., Hall, E., & Costello, R. (2014). Passion: Engine of creative teaching in an English university?. Thinking skills and creativity, 13, 91-105.

Gibson, R. (2010). The ‘art’of creative teaching: Implications for higher education. Teaching in Higher Education, 15(5), 607-613.

Kraft, U. (2005). Unleashing creativity. Scientific American Mind, 16(1), 16-23.

Runco, M. A. (2014). “Big C, Little c” creativity as a false dichotomy: Reality is not categorical. Creativity Research Journal, 26(1), 131-132.

Uwagi: (tylko po angielsku)

Online meetings via MS Teams.

Team link:

https://teams.microsoft.com/l/team/19%3aa8887684c5054fc18f63f520254e2b38%40thread.tacv2/conversations?groupId=e4f26e88-dad2-4f3e-acd8-799c0ad72ede&tenantId=aee18df6-9fc6-4188-b9f4-b3f12e451c86

Contact hours: 15

Home assignments: 20 h

Written assignment: 15 h

Group presentation assignment: 15 h

ECTS points: 2

Opisy przedmiotów w USOS i USOSweb są chronione prawem autorskim.
Właścicielem praw autorskich jest Akademia Pedagogiki Specjalnej im. Marii Grzegorzewskiej w Warszawie.
kontakt deklaracja dostępności USOSweb 7.0.0.0-7 (2024-02-19)