The Interface between Theory and Practice in Reflecting on Creative Teaching and Learning - Essay Example

Creative and Effective Curriculum April 22, The annotated Lesson Plan Subject: Linking Core subjects to Non-core Subjects to make lessons co-curricula Topic: Viking Long Lasting Understanding: The meaning and origin of the Vikings; at sea, raiders, towns The beliefs, stories and myths and their settlement and what happened to them. Objectives: Students watch films to understand the meaning and origin of the Vikings, their account at sea, their raids and their life in towns. Students will be given the opportunity to differentiate the ancient scripts of the Vikings, and in addition they will be expected to work out additions of the times the Vikings transverse the northern hemisphere. Students will role play the Vikings, particularly after watching the films. Standard Addressed: Skipped Materials Needed: Laptop LCD projector Marker pens Costumes Working wall Pictures Manila paper and egg carton paper History books: Rings of Doom Internet connection Scissors Glue Activity Details Comments Monday –History lesson Time 9: 15-10: 45 AM The lesson will commence by a short film (20 minutes) on the origin of the Vikings- the battle of the middle earth. The student leader of the day, the bell ringer will lead in asking fellow classmates questions related to the film. Loud readings of the origins of the Vikings amongst the children in succession. Children walk into the classroom in tow with the student who ringed the bell, the name of the student who made ringed bell had been predetermined and the name is displayed on the screen. After the bell, the children are assembled into a predetermined sitting arrangement. They attentively watch the film and respond to questions from the day’s leader. The film and the questions help to draw the attention of the children to the information being passed on in the film. The inter-linkages of information from the film and numerical factors such as the dates aids in numerical growth amongst the children. The part in which the children are answering information from the film, they will be developing their literacy skills. Time 11-12:15 Use of ICT Viking websites are introduced to the children: BBC Viking, and much more. Children learn the chronology of dates throughout the history of the Vikings Back from the play time the children are energetic and have high capability of absorbing the chronology of dates. The children are introduced to their influence in the form of the years that they spent the Viking influence throughout the world and their eventual settlement in Britain. The ICT equipments in the classroom must be very invigorative to the audience. A careful and slow teaching of the history of the Vikings from the interactive media must be borne by the teacher. Tuesday-Design and Technology Time 9: 15- 9:45 AM Designing the Shield Setting up the bulletin board before the arrival of the children. The Bulletin board provides a description of how to make the shields using card boards and other easy materials. The Viking shield images that can be applied for very many number of design actions of the children’s choice. Such a move can be applied to provide the children with the opportunity to make their own shield using a collage technique. This brainstorm was done after guided reading. Children read in pairs about Viking shields and at the end they completed a brainstorm as a group and presented to the class. This brainstorm was done before designing the shield so that makes more sense and gives children ideas. Children benefit from this activity because they worked in pairs and groups (social skills), in the essay, this point can be extended 1: 30 – 3:30 PM Making of the shield How To Make A Shield Materials: Large piece of sturdy cardboard or foam board Scissors or box cutter to cut board Materials to color the shield such as paint, heavy construction paper, aluminum foil Colored tape such as duct tape, painters tape, or electrical tape Two 1/4 inch bolts with round head and flat end (not pointed) Four washers Four nuts Small strip of fabric for handle Viking Shield Instructions: 1. Use the scissors or box cutter to cut the board into two circles with one much smaller than the other. 2. Color each circle.  My son used green bulletin board paper for the large circle and aluminum foil for the small circle. 3. Decorate the large circle with stripes using the tape.  Next you will attach the handle.  Punch two holes in the small circle for the bolts. 5.  Line up the small circle with the center of the larger circle and punch two holes in the large circle that match the holes in the small circle. 6. Put a washer on each bolt and insert it into a hole on the front of the shield making sure that it goes through both pieces of board with the smaller board on top.  Repeat with the second bolt. 7. Line up the strip of fabric with the two holes and punch the holes in the fabric. 8.  On the back side of the shield, attach the fabric to the shield by placing it on the two bolts. 9.  Add a washer and nut to each bolt. A class must be exited on this project as it moves away from normal boredom associated with book leaning. The project is tedious for their age and a proper would ensure that they complete the project perfectly. Wednesday- Art / Geography Time 9:15 –9:45 PowerPoint presentation of the movements of the Vikings and the locations and regions they passed on their way to Britain. Walls chat of the countries with different colour representing present day countries shown. A short film showing the Viking gods that the children must have had prior knowledge but cannot place them as Vikings gods such as Thor and Loki. A colourful and eye catching presentation of the regions the Vikings came from the place they settled on: Norway, Sweden, and finally the North of England. A prior knowledge of the different countries in the chat would be welcome, but to remove any spectacle of doubt refresher guidance on the countries on the map would be carried out. Children would be asked mind blogging questions to determine grasps of the countries and the movements. Additionally, they would be required to answer the reasons that lead to the Vikings migrating to North England from the Scandinavian nations. Important pieces of arts from the wall chart and the power point presentation would be discussed in class. The pieces of art associated with the Vikings were: the long ships, Viking scripts, Viking gods, brooches, homes, helmet, axe, shield, sword and the spears they used. The PowerPoint presentation in slides captures the attention of the children, aided by the guidance of the teacher. 1: 30- 2:30 PM Group work Individual work 2:30-3:30 PM Shield Decoration Longship construction A map with a grid for coordinates is provided. In their groups, the children will provide directions to their partners to reach Viking locations. They will also write about the maps describing the colours and countries associated with the colours. Using colour pencils, the children will individually decorate the shield after observing the teacher performing the decorations. Further, the teacher will provide a direction on the decoration by providing more information on the shapes, patterns, symmetry, tessellation and the use of a plan to remind the children of the designs. The students construct the longships on their own. In history, the approximate ratio of the longship’s length to the width was four to one almost the half the size of an egg carton. The construction should be carried out by at least two children. First, the children should cut the top half off the egg carton, as the bottom half will be the longships. The pieces left from the top portion will be glued over the leaks in the bottom portion of the carton. The item is then allowed to dry completely, and in the sink, water is allowed to flow and be filled close to a level of two inches. Demonstration of the longships during the Vikings age is carried out by floating the egg carton toy ship built by the students on top of the water in the sink. Further, items are placed on the egg carton to show weight. A group work provides the children to share and socialize more. Working with coordinate’s builds’ their knowledge on mathematics. This activity fosters their knowledge on literacy skills. Use of colour painting by the children fosters creativity in children. The knowledge of lengths and widths of the egg carton builds ideas in mathematics. The flotation qualities of the a Styrofoam enhances the knowledge in the art of ship building; such that the ship can carry a lot of weight. Thursday – Science day Time 9:15-9:44 AM The weather in the region the Vikings settled- Iceland Children get to know about the volcanic eruption and its close association with the Iceland, one of the areas the Vikings settled on. The weather conditions in Iceland and an explanation on the changes of the weather conditions in the country, particularly the fact that from early may to the end of July the weather conditions remain permanent daylight and that winters are have five hours of daylight from November to the end of January. The science of the eruptions is shown to the children in a systematic portrayal in the class in the form of wall pictures and PowerPoint presentation. The region in Iceland was inhabitable for a several centuries; however, the Vikings were some of the first people to settle there to build farming lands. Volcanic eruptions provide the children with the opportunity to learn heat. Friday summary and Assessment 9:15-10:45 Overview and students recap all that have been taught throughout the week. In conclusion, the students are divided into small groups and each group is tasked with recapping each topic taught in class in the four days preceding the present lesson. Personalities that are most known in the history of the Vikings are recapped in class. The students are asked to recap on their most favourite part in the lessons and the most favorite personalities in the lessons. The children, through the recap and summary of what was taught in class are able to show the teacher the extent of their grasps of what was taught in class before the teacher’s final assessment. 11-11:45 AM Literacy assessments The teacher uses a writing framework and their scrapbooks On these materials, the children writes a letter/ postcard pretending to be a Viking child/father/mother/warrior Children deepen their literacy skills. 11:45-12:15 Numeracy Assessment Applying present answers in some Viking word problem Children apply present answers to the word problems in the Vikings days. Children sharpen their numeracy skills. 1:30 – 3:00 PM Assessment and success criteria with the children Organization of the class for a feast and an play. Organization of a short in class quiz consisting of 10 questions covering the entire topic form Monday all through to Thursday. The questions prepared in the morning should consist of four choice points. The in class test is a formal way of assessing the academic strengths and weaknesses of the children. 3:00 – 3:30 Parents and other guests settle. Children play an act based on one of the films observed after allocating roles to the children. The Viking feast is held at the end of the play, when the children are still in full regalia. Children can have a full satisfaction in knowledge with a play and a feast reminiscent of the Viking times. (Feasey. 2007: 17) “Teachers are expected to share lesson outcomes with the children…so that they may know the contents that they are going to receive… and at the end of the lesson reflect on the success of the lesson”. (Arthur, Grainger & Wray 2006: 171) “Social constructivists for example Jerome Bruner remark…..the central role of talking and listening in learning…..” Reference List Arthur, J., Grainger, T., & Wray, D. (2006). Learning to teach in the primary school. London, Routledge. Feasey, R. (2007). Primary science for teaching assistants. London, Routledge. A critical analysis of the interface between theory and practice in reflecting on creative teaching and learning Student Name Instructor’s Name Course University April 22, 2014 Introduction Creative learning and teaching has emerged as an important paradigm in education, and it is characterised by a move away from the normal teaching practices towards more innovative teaching practice. Creative teaching models have emphasized the role of the teacher as the centre of their own development as they build and evaluate their contributions in the learning environment. Additionally, they analyse, appraise their personal practice, initiate change, and monitor the effects of the transformation. The traditional models focus on a one way transmission of knowledge and the imitation of perceived idealized practice, where as a reflection on a creative teaching and learning adopts a number of techniques to bring substance to students. Creative teaching and learning have their foundations on models that have been researched over the years; however, practices vary in implementation of such models. Best & Thomas (2008) assert that creative learning and teaching can help students to think more proactively as well as in-service and pre-service teachers think more productively on their practice. Creative learning and teaching is a fundamental transformation from traditional learning and its purpose is to improve learning and thinking skills as well as a cross curriculum project based practice (Best & Thomas 2007). This paper provides a comprehensive outlook into the interface between theory and practice in reflecting on creative teaching and learning. Contextual Background According to Jeffrey (2006), the common practices of creative learning, based on the research were encountered in the teaching strategies where the instructor built and constructed real and critical events. For a teaching and learning practice to be defined as creative then innovation, ownership, control and relevance must describe process (Woods, 2002). Research indicate that the incorporation of external collaboration, innovatively with space describe creativity of a teacher a unique practice effort, founded upon theoretical fundamentals. In a piece on the tabloid magazine, Thomas (2013), asserted that play is the cornerstone of creative learning in schools and that teachers must adapt to the practice. The linkage between learning and creativity has over the years been supported by a number of theoretical backgrounds. According to Arthur, Grainger & Wray 2006: 171 “Social constructivists such as Jerome Bruner remark…..the central role of talking and listening in learning…..” Guilford (1968), Karnes (1961) and Torrance (1965) emphasized the impact on social learning theory and the linkages to creativity models. The concept of the student centered pedagogy has been thrust in education policies and theoretical fundamentals in teacher development institutions. Understanding Creativity James et al (2004) describe creativity as novelty and cannot be judged, however, contends that by the application Geneplore model one can distinguish between a creative process and one that is lacking creative intuition. Creative learning transverses traditional teaching method as it adopts intellectual enquiry, engaged productivity and process and product reviews (Jeffrey, 2006). Overall, students derive a lot from the teacher and in turn the teacher may become meaningful to the children. Saebø, McCammon & Ofarrell, (2007) pointed out that creative teaching has gained prominence in recent times: the need to generate creative and innovative workers more so in the industrial nations and the need to develop a student’s capacity to learn in a wide range of educational subjects. Rationale Warschauer (1997) advocates for the use of computers in classrooms, and this build creative edge among the students. The use of different tools in the classroom to foster knowledge obviously brings colour and raises the levels of anticipation for the classroom activities. Apart from computers, certain tools such as projectors films and working wall pictures provide an interactive and stimulating learning environment. Gregerson, Kaufman, & Snyder (2013) maintain that creative teaching and teaching creatively aids in fostering self affirmation in students as well as the development of social relations and identities amongst the students. Obviously, the importance of creative lessons does much more than impart the textual knowledge in students. Social constructivism theory assert that learning amongst students improves when they are embroiled in a group work much more than just individual work and such group works should be encouraged. Creative lessons adds more character and colour and aids in creating more features and adds advantages to the comparative aspects and in turns sharpens students knowledge and outlooks. Rigid teaching and learning process encouraged in yesteryear process creates boredom and narrower opportunities for the students to actively engage in the learning process. Teachers were the center of the learning processes, with the class just being the mere robots in receiving information. Kaufman& Sternberg (2007) insists that with the prevalence of standard tests in American learning systems, the applicability of creativity to the learning environment has indeed become more relevant. Lesson plan become important tools in discharging creative process and as (Feasey. 2007: 17) observed, “Teachers are expected to share lesson outcomes with the children…so that they may know the contents that they are going to receive… and at the end of the lesson reflect on the success of the lesson”. Creativity is an important tool that aids in alleviating tension in a classroom, as it prepares the children mentally for the class activities, and thus leads to creative thoughts in the students much more than retrospective reflection. The importance given to the concept of context in creative teachings and learning is perhaps the reason behind the lag between theory and practice. Creative teaching is a technique applied to link what students learn in the classrooms and their practical experiences, and this builds their cognitive and reflective abilities. Researchers have stressed the importance of using creative tools to built cognitive, intuitive and reflective skills in students. Scardamalia (2002) observes that a creative collective learning environment, a process shared by both the students and the teacher creates cognitive responsibility for the two groups which can inadvertently lead to the advancement of knowledge. Building confidence in the classroom environment provides an obvious stress free environment in the classroom, in addition, teachers might also feel in confident in teaching a topic they are not totally skilled at (Davies, T2000). Moreover, Kaufman et al (2014) remarks that social pressures can be strong, and that they may have an effect on the educator’s professional independence and the creativity oozing from professional acumen. Student creativity is a significant creative result of the teacher’s work and to differentiate a creative from non-creative results, it is important to acknowledge the impacts on students and the dynamics in the classroom environment. Containment of the student activity can happen when the instructor observes knowledge, learning processes and students themselves in oversimplified, reified terms. Kaufman et al (2014) identifies a number of specific behaviours and temperaments of non-creative teachers and include: oversimplification of the curriculum and instruction. In addition, they view knowledge as a set of discrete and separable elements; they undervalue student activity, ignore students’ individual differences, and rely heavily on extrinsic motivation. The reverse of these defining a noncreative teacher would imply a creative teacher. Therefore a creative teacher must possess a number of cognitive as well as behavioural faculties consistent with innovativeness and proactively. A creative teacher, therefore, must actively explore, adapt and apply a broad range of instructional models and strategies. According to Kaufman et al (2014), researchers in the field of creative teaching and learning have suggested that a creative climate in the classroom is the precursor for a thorough creativity in student’s thinking structure. Strategies Teaching creatively as a process involves the use of innovative and imaginative methods to make the learning processes more interesting and effective (Jeffrey, 2006). Creative Classrooms a concept that utilizes ICT enabled innovation for the learning environment. The concepts and parameters for teaching creatively are based on certain theoretical fundamentals and the use of ICT. Strategies on teaching creatively are based on previous IPTS studies and relevant works on creative learning and innovative pedagogies supported by the use of ICT. These practices are also based on existing best practices from experiences of imaginations for teaching in practical settings not only in the country, but also globally. More so, strategies that should be adapted must be founded on learning practices one received during the training periods as a student. Tan (1998) suggest that the best way to teach creatively and to creatively teach is to apply six fundamental techniques. First, the use of pedagogical skills and these consists of lesson planning, classroom management, communication, and evaluation. Second, a teacher must utilize domain specific expertise, and these consist of creative techniques and the knowhow of the developmental processes. Third, consist of the teacher’s competence in deciding on the most appropriate assessment modes. Fourth, consist of the teachers and students’ level of motivation, (Kaufman et al 2014) suggested it as a pre-requisite for a creative classrooms. The fifth and the sixth technique involve the learning climate and environment: such as national educational policies and school culture. Research on creative teaching and learning and the actual practical teaching process presents a vital linkages between these two functionalities. There are a number of theories premised on a successful and creative teaching environment. The Torrance Incubation Model is a framework for teachers to develop lessons that is built on improving students creative thinking skills while teaching content. This is the theoretical outlook; however, the model suggests that the process proceeds in three phases: heighten anticipation, deepen expectations, and extend learning. During the classroom lessons planned earlier and in the History lessons the teacher adopted the model towards success. The level of learning was primary and the topic was the origin of the Vikings. The specific instructional objective demanded from the students was to explain the origins of the Vikings and the locations they migrated from. During the lesson, a mild humor is allowed to fill the room, not necessarily related to the subject, but in the case study. During the lesson, certain pronunciations of ancient Viking words reduced tensions in the classrooms improving the teaching process (Caroselli, 2006). The creativity skill objective during lesson was to build fun and respond to conceptual discrepancies. The materials that aided in enhancing creativity during the lessons consisted of; a projector and a laptop, a textbook, working wall pictures, and a marker pens. A learning environment that is invigorative and studies is consistent with the tenets of the social constructivism theorem; and this is a child centered form of learning (Hickey & Robson 2013).  In a bid to heighten expectations in the children, the children in the first ten minutes of the lesson would be engaged in a suspense filled story from the text book proscribing the origins of the Vikings. In the second stage that entails deepening expectation amongst the children in the class, and after the suspense filled story time, the children are guided through the lesson with a short film that take up to 30 minutes. Repeatedly the teacher pause the film and asks the students’ important lessons learnt from the film such the places of origins and the relevant dates. To extend the learning, according to the Torrance Incubation model, the teacher goes through the content to feel any lapses. A student is selected randomly so that the student will lead the class in the recap in the afternoon lesson. In the lessons that followed on Tuesday, Wednesday, Thursday, and Friday, the lesson plan adopted the concept of the Torrance Incubation Model. The students’ reaction to the assessment tests on Friday after a fun filled lessons throughout the week, as observed showed a relax attitude towards the tests, as opposed to a rigid traditional classroom setting. Evaluation The attainment of the objectives of learning as spelt out in the lesson plan defines the success criteria. Criteria involve the understanding of the extent an individual is looking for during the learning and teaching process. Quality success criteria make the learning and teaching explicit and transparent for the children in the classroom as well as for the teacher. he success criteria must identify the significant features and facets of student performance that are assessed and evaluated at the end of the lesson and that of the term, more importantly in relation to the curriculum expectations and the annotated lesson plan. During the learning periods, the success criteria must be defined on four fundamental divides. First, the children must be more focused and interested and this through creation of a positive learning culture. To realize such a feat the level of children involvement such as asking questions, debates and responding to questions becomes the first crucial sign. Second, the children through their own groups are provided with the vocabulary to brainstorm on their own work. .Third, the identified weak student participation in the class work is a sign of a success criterion. Lastly, the students at the end of the lesson show more willingness to talk about how the process of learning is, more than the contents they are receiving in the classroom. Establishing strategic creative teaching and learning environment is critical to the definition of a successful process. The unique usage of words in the class and the interpretation of images and objects provide a wonderful insight in understanding the issues at hand. Developing literacy skills is an important component in children, and to achieve such an objective, the children are expected to answer in pieces of paper their perspectives from the stories read to them in class. Pictorial presentation in the working wall pictures and the children are asked to write their personal captions. Groups form an important learning tool in the classroom and even at a young age, children appreciate the process of contribution and sharing. The different groups must use colour pencils to decorate specific parts of a colour book, containing the characters in history. The use of cartoon figures provides a perfect way to challenge thinking about ceratin specifics of the topics to be covered. Te animations and drawings even without the captions are filled with interpretation and may invoke a lot of responses. It has been argued that animations have a way of capturing ideas through humor, satire and caricature, and assemble in total ideas and symbols. The personalities and activities can be depicted in this form to bring the idea closer home to the children. Simulation and online games have emerged as some of the most important piece of technology is being used in the modern class room environment. Simulation and online games involves invitation of children to grasps knowledge on different perspectives of a general knowledge. Simulation and online games simplify learning situations and encourages the students to present their, and avoid the formal wrong and right answers expected in a formal setting. It has been stated that simulations and online games help in the development of literacy, numeracy, critical and creative thinking. In addition, the children gain an in depth personal as well as social capability, important in ethical understanding and intercultural understanding. There are a number of challenges teachers’ faces in carrying out effective implementation of a creative teaching and learning process, for instance, a lag in answering a question posed by the student hinders proper implementation of the creative teaching and learning process. Further these problems faced can impede student learning and counters the very objective of developing a creative teaching and learning classroom. Curricular mandates are a challenge to a proper implementation of creative learning and teaching classroom. The directions by the school authorities, district school boards and other education authorities provide a rigid framework in implementing own creative learning and teaching designs. Secondly, implementation of a creative lesson demands parental support and a lack of such creates a challenge. The learning environment is interactive and tasking and at the end of the process the children can be tired, particular of the Monday History lesson. Therefore, the parents must feed, rest and prepare them ready for the next learning lesson the following day. Disorganized parentage is indeed a stumbling block to the process. Critical commentary Creative learning and teaching is an effective way of imparting knowledge to students, a difference from the formal rigid classroom environments. In these settings the students achieve not only classroom knowledge, but also a raft of skills which include social and cognitive skills. Learning is a process and when children have been provided with the right incubating environment they develop into thriving personalities. Assessment tests normally provide half the story of a child’s academic health. In as much as it may be true have different academic potentials, implying there are others classified as weak, whereas there are others who are stronger academically, the a creative oriented classrooms provide the weak students to thrive, just as much as the fellow classmates who are gifted academically. Just like other human beings, children begin the process of knowledge acquisition from the level of unknown, for instance, in the History lesson when they were asked who the Vikings were; most were unaware of the term. On refection, this was good, implying that the lesson would be meaningful in imparting knowledge. A few descriptions of certain Viking personalities awakened their knowledge on at least some personalities they had come across when they Viking movies in their homes; a common feature in the majority of the class. Conclusion Teaching and learning creatively has always occupied the minds of teachers for centuries often as a result of the need to produce the next generation of workers who are creative and innovative. Theory provides the foundation upon which the practice of creative teaching and learning is based on. Creative learning both from controlled research and from practice show that students are more proactive and productive. As a matter of fact, teaching creatively fosters learning and thinking skills as well as the development of a cross curriculum project founded on effective practice. Personally, teaching creatively and teaching for creativity is a dynamic and the most effective way of delivering results in classroom than the traditional classroom setting. The conditions serve to better facilitate the students understanding of the contents in classroom plus other core subjects such numeracy and literacy. A reflection, which occurs constantly throughout as a teacher more so as a microcosm of a discussion helps in fostering the implementation of teaching creatively and teaching for creativity. The field of teaching creatively and teaching for creativity requires a lot of research as it is dynamic a teacher can ideally design a classroom to the situation that pertains to the specific classroom. Reference List Arthur, J., Grainger, T., & Wray, D. (2006). Learning to teach in the primary school. London, Routledge. Best, B., & Thomas, W. (2008). The creative teaching & learning resource book. [London], Continuum International Pub. Group. http://public.eblib.com/EBLPublic/PublicView.do?ptiID=601600. Best, B., & Thomas, W. (2007). The creative teaching and learning toolkit. [London], Continuum. Caroselli, M. (2006). 500 creative classroom techniques for teachers and trainers. Amherst, MA, HRD Press. http://site.ebrary.com/id/10379778. Davies, T. (2000). Confidence! Its Role in the Creative Teaching and Learning of Design and Technology. Journal of Technology Education. 12, 18-31. Gregerson, M. B., Kaufman, J. C., & Snyder, H. T. (2013). Teaching creatively and teaching creativity. New York, NY, Springer. http://dx.doi.org/10.1007/978-1-4614-5185-3. Hickey, G. I., & Robson, D. (2013). The Leonardo effect: motivating children to achieve through interdisciplinary learning. New York, NY, Routledge/Taylor & Francis Group. Guilford, J. P. (1968). Creativity: Yesterday, Today and Tomorrow. The Journal of Creative Behavior. 1, 3-14. Feasey, R. (2007). Primary science for teaching assistants. London, Routledge. Karnes, M. B. (1961). Factors associated with underachievement and overachievement of intellectually gifted children. [Champaign, Ill.], Champaign Community Unit Schools, Dept. of Special Services. Kaufman, James C., & Baer, John. (2014). Creativity Across Domains Faces of the Muse. Psychology Pr Kaufman, J. C., & Sternberg, R. J. (2007). Creativity. Change: The Magazine of Higher Learning. 39, 55-60. James, V., Lederman Gerard, R., & Vagt-Traore, B. (2004). Enhancing creativity in the classroom. In M. Orey (Ed.), Emerging perspectives on learning, teaching, and technology. Retrieved , from http://projects.coe.uga.edu/epltt/ Jeffrey, B. (2006). Creative Teaching and Learning: Towards a Common Discourse and Practice. Cambridge Journal of Education. 36, 399-414. Saebø, A. B., McCammon, L. A., & Ofarrell, L. (2007). Creative Teaching - Teaching Creativity. Caribbean Quarterly. 53, 205-215. Scardamalia, M. (2002). Collective cognitive responsibility for the advancement of knowledge. Liberal education in a knowledge society, 67-98. Tan, A.-G. (1998). Teaching primary mathematics creatively: some insights for educators. The Mathematics Educator. 3, 38- 49. Thomas , Kim. (2013). Play is the cornerstone of creative learning. http://www.theguardian.com/teacher-network/2013/oct/15/play-creative-learning-roundtable Torrance, E. P. (1965). Rewarding creative behavior; experiments in classroom creativity. Englewood Cliffs, N.J., Prentice-Hall. Warschauer, M. (1997). Computer-Mediated Collaborative Learning: Theory and Practice. The Modern Language Journal. 81, 470. Woods, P. (2002) Teaching and learning in the new millenium, in: C. Day & C. Sugrue (Eds) Developing teaching and teachers: international research perspectives (London, Falmer), 73–91 Read More