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)
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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 |
Przejdź do planu
PN WT ŚR CZ PT KON
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Typ zajęć: |
Konwersatorium, 15 godzin, 13 miejsc
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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 |
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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) |
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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. |
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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 |
Właścicielem praw autorskich jest Akademia Pedagogiki Specjalnej im. Marii Grzegorzewskiej w Warszawie.