We need creative teaching, maybe most urgently, where standards threaten to limit learning. In November, the Washington Post reported that the time teachers spend preparing students for standardized tests are actually understated in official reports:
“In the 2014-15 school year, on average, 1,110 minutes were dedicated to the New York Statstandardizeded testing process (in reading and math) for students in Grades 3-6 and 1,134 minutes were dedicated to this process for students in Grades 7-8. This represents 2 percent of ‘required annual instructional hours’ for Grades 3-6 and 1.9 percent for Grades 7-8, and exceeds — essentially doubling — the standard set by the state legislature.”
Valerie Strauss of the Post explains: “This is an underestimation of the time testing really takes. For one thing, scientific testing, mandated for students in 4th and 8th grades, are not included. In addition, the 180-day school year is used as a basis for establishing instructional hours in a year, even though previous research demonstrates that students in New York State do not receive the assumed 180 required days of instruction.”
We can no longer afford to let this be the case. Teachers need to refocus and redouble their efforts on finding creative ways to integrate authentic learning into test preparation and vice versa.
2. They Teach the Same Concept in Multiple Ways.
Cognitive psych research tells us that teaching the same material in different modes—visually, orally, kinesthetically—helps reinforce learning. Can you do this in such a way that you’re not simply repeating the same material, but integrating the old with the new? If students spent a lot of time reading textbook passages and articles during last week’s unit, try to find a video that conveys all the same information and strategically work it into this week’s unit.
3. They Organise Course Material in a Cognitively Advantageous Way.
The brain likes what the brain likes. Why do we not pay more attention to it in day-to-day practices? The very linear way we teach course material, moving discretely from one concept to the next without weaving them into one another, doesn’t compliment the way the brain organizes information. We’re leaving it up to the students to make all the big-picture connections, but doing so is an educational disservice. It’s our job to spend time not only deciding how to present ideas but also how to highlight the relationships between them. This is an extremely important, often neglected, part of the instructional process. Without drawing students’ attention to the links between concepts, we are leaving them with islands of information, isolated bits of knowledge that may help them on a multiple-choice test but won’t help them write a coherent essay on the subject.
4. They Are Creative Outside of Teaching.
“Research shows that the most accomplished, innovative people in any field are also highly creative in areas outside their professional lives,” write Henriksen and Mishra. “They actively draw on outside interests and creative ways of thinking to improve their professional practice.” The winners and finalists they studied had a variety of creative hobbies and interests, which they actively incorporated into lessons and practices. “Besides noting outside pursuits—anything from rap music to cooking to hiking—award winners reflected on how these pursuits affected their creativity, both overall and as teachers. For instance, teachers with musical and artistic interests found many ways to weave music or art into their teaching.”
5. They Stay Educated Themselves.
Creativity requires new stimuli. Being able to connect the old with the new, mix and match ideas from various disciplines, consider new perspectives, and use new tools and practices—all these things make teachers more creative, not to mention effective.
In June 2013, seven teachers with a combined 100 years of experience gathered in New York for the start of a four-day “ride along” professional development session designed by TED Senior Fellow Juliette LaMontagne. The teachers took part a challenge called “The Future of Stuff” alongside students in NYC, Detroit, and globally online as a way to explore new patterns of collaboration, tinkering, and creative teaching.
“They began by surveying the factory, replete with carefully scattered objects that included a towering tree of old wood parts and a tabletop-sized Coca-Cola sign, for “stuff” that they could re-purpose and reuse,” explains Gabrielle Santa-Donato, Director of Curiosity at The Future Project. “One teacher repurposed a knife holder to be a poem giver and invited others to put in poems that they later shared. Small, emergent surprises like this sparked motivation and curiosity and provided sources of inspiration for the main task ahead: transforming our educational environments.”
At the conclusion of the four-day session, Santa-Donato says, teachers walked away in pursuit of new ideas and projects to spice up their teaching. “There are proposing an intensive design thinking course to help high school seniors tackle research projects, along with [courses] for their peer educators at other schools. One literature teacher is incorporating the design thinking process as a way to investigate texts and write essays. Another is coming up with ways to assess for cognitive and noncognitive skills used in the project and process-based learning environments like Project Breaker. These teachers have also reached out to libraries and auto shops to host community makerspaces and design thinking sessions.”
That’s the power of professional development—as long as it supports creativity.
Being a creative educator means thinking about education differently. You’ve gone through pretty much the same program as your colleagues, but your idea of preparation doesn’t end with a teaching degree. You continue to think about your discipline with fresh eyes, constantly seeking improvement. You know that “learning styles” change from individual to individual, and from one year to the next. And you’re not intimidated by the pressure to meet state standards—in fact, you’re motivated to prove that real learning can happen despite them.
We all have the potential to be creative teachers. There’s always going to be pressure to structure learning a certain way, but if you can manage to make a unique impact on your students at the same time, there’s a good chance they will remember what they’ve learned—both from textbooks and from you—for longer.
Condensed blog repost from InformED, a blog by Open Colleges, an online education provider based in Sydney, Australia.