Creative Learning
A Teaching Philosophy for Creative Learning
As a traveler, a photographer, and teacher much of my life has been spent wandering the globe in search of knowledge. Not content to simply read about history I needed to explore that world for myself; to see it, to feel it, but more importantly to be a part of it. Traveling solo for more than a quarter of a century has been an enormous learning experience that afforded me the opportunity to live and work amongst numerous peoples and cultures of the world. The knowledge I acquired and the great variety of experiences I gained, taught me the importance of actively participating in my own learning, as well as the value that collaborative, interactive work offers learners and educators alike. Enriched by encounters in far off lands and the abundance of open source software now available, I was led to explore constructivist principles in both my teaching practice and graduate studies. From personal experience as both a learner and an instructor I consider constructivism a method of learning that fosters personal interpretation in the construction of knowledge. Additionally, constructivism recognizes a learner’s past experiences and culturally diverse backgrounds, and readily supports varying learning styles, individual expression, authentic tasks and performance assessments, all of which create a methodology that in my belief prepares the students of today with the 21st century skills needed to succeed in the constantly evolving world of technology.
As both a graduate student of education and a visual artist, I understand the need for an educational environment that offers students a platform in which varying learning styles and multiple modes of expression can flourish. As a student myself studying in a constructivist/socio-constructivist environment I was given the opportunity to take control of my own learning through modalities of my choosing. In so doing, I maintained high levels of motivation and creative inspiration that led to interesting discoveries from further afield than originally anticipated. The group activities and discussion threads through WebCT and Ning, offered communities of practice and alternate ways of seeing. Though my role is now different my thoughts remain unchanged, for in my chosen field as an educator I have been inspired to teach as I have learnt; to provide a stimulating environment with authentic tasks and opportunities for discovery. My background in Fine Art has influenced much of my own learning, so I am a great believer in the ability of the Arts to cross cultural borders; to speak in ways that language cannot, but more importantly to offer assistance in the development of skills or concepts that are often quite difficult to teach or understand. In my own training as an artist, higher order thinking skills were never specifically taught, instead they developed naturally through one’s choice of art materials, critiques, self-assessments, and problem-solving abilities.
I consider teaching and learning to be a reciprocal relationship wherein lies the possibility for traditional roles to be less defined, thereby enabling both teachers and students to learn from one other. In my role as an educator I consider it critical to design a safe and supportive environment where creativity is encouraged, thoughts and ideas are explored, and a student’s individuality is developed. This in my experience can be fostered through equality and understanding in the classroom, in the recognition of students’ strengths and weaknesses, and through the utilization of online technology as an inducer for students to voice their opinions or partake in group activities. I also believe the establishment of clearly defined rules and expectations, along with regular feedback to be essential elements for building a student’s confidence in their abilities to achieve great things. In my role as an educator and an artist, I consider peer/instructor feedback a critical component towards the development of self- assessment practices, and in entertaining alternative perspectives. Further to that, the provision of rubrics and detailed explanations allows both students and teachers to be better prepared for the assignments or tasks at hand.
Although I have been teaching just a decade, for me it has been an opportunity to share my passion for the arts and to inspire students to see learning as a lifelong endeavour. Moreover, I regard it as a privilege to guide students in their own journeys of learning as they construct knowledge in ways that are meaningful and relevant to their individual lives. Through the creation of projects involving authentic activities or real world tasks, group discussions and collaborative, interactive work, students gain an understanding in their field of interest from both within as well as outside the domain of the classroom. Activities such as these must be a fundamental part of our education today if we have any hope of adequately training the youth of tomorrow. Each of these activities I can say, were inherent across my graduate program, and were indispensable in directing my learning to the areas considered absolutely necessary, as well as providing outlets for individual expression, personal interest, and a myriad of other possibilities awaiting discovery.
Similarly, as an instructor of photography, graphic arts, and ESL (English as a second language), I have had much success using authentic, culturally relevant tasks, as well as multifaceted forms of assessment, rather than those that relied solely on standardized testing. Like Wiggins (1989), I too believe that “the true test of ability is to perform consistently well, tasks whose criteria for success are known and valued,” and so it should be the goal of educators to provide students with the kind of learning opportunities that “replicates the authentic intellectual challenges facing a person in the field” (Wiggins, 1989 p707). In tandem with those beliefs, it is my role to provide the passion, expertise, and framework for learning, and the student’s responsibility to build upon that knowledge in their progression towards greater understanding and personal growth. My expectation of students is their active participation and reflection in the exploration of a more creative and personalized way of learning, and as an educator I undertake to continually reflect upon my own teaching practice and to keep abreast of the new technologies and pedagogy of tomorrow. These are not only principles I have been taught , but are ones I personally believe in and have experienced through active involvement in my own learning and through long hours of reflection, which ultimately served as a tutor in the assimilation and accommodation of new knowledge.
While the need for a good education should not be debatable, the method of delivery and assessment practices certainly are. Each of us has our own way of doing things and a very unique style of learning. I have likened my own learning to the story of the tortoise and the hare. It may be slow and methodical, but I always come out ahead. The key to success of course is to understanding exactly how you learn, which in my belief begins to occur when students become actively involved in the decision-making process of their learning. When choices are given students are far more motivated to make a contribution towards their own education and perhaps even be inspired to take greater risks. The need and opportunities to continually expand our knowledge base has never been greater than it is today. With technology becoming increasingly less complex and the vast array of open source software now available to the masses, the way we educate ourselves and our students has to keep pace with the changing face of education in the 21st century.
References
Wiggins, G. (1989). A true test: Toward more authentic and equitable assessment. Phi Delta Kappan, 703-713.
As a traveler, a photographer, and teacher much of my life has been spent wandering the globe in search of knowledge. Not content to simply read about history I needed to explore that world for myself; to see it, to feel it, but more importantly to be a part of it. Traveling solo for more than a quarter of a century has been an enormous learning experience that afforded me the opportunity to live and work amongst numerous peoples and cultures of the world. The knowledge I acquired and the great variety of experiences I gained, taught me the importance of actively participating in my own learning, as well as the value that collaborative, interactive work offers learners and educators alike. Enriched by encounters in far off lands and the abundance of open source software now available, I was led to explore constructivist principles in both my teaching practice and graduate studies. From personal experience as both a learner and an instructor I consider constructivism a method of learning that fosters personal interpretation in the construction of knowledge. Additionally, constructivism recognizes a learner’s past experiences and culturally diverse backgrounds, and readily supports varying learning styles, individual expression, authentic tasks and performance assessments, all of which create a methodology that in my belief prepares the students of today with the 21st century skills needed to succeed in the constantly evolving world of technology.
As both a graduate student of education and a visual artist, I understand the need for an educational environment that offers students a platform in which varying learning styles and multiple modes of expression can flourish. As a student myself studying in a constructivist/socio-constructivist environment I was given the opportunity to take control of my own learning through modalities of my choosing. In so doing, I maintained high levels of motivation and creative inspiration that led to interesting discoveries from further afield than originally anticipated. The group activities and discussion threads through WebCT and Ning, offered communities of practice and alternate ways of seeing. Though my role is now different my thoughts remain unchanged, for in my chosen field as an educator I have been inspired to teach as I have learnt; to provide a stimulating environment with authentic tasks and opportunities for discovery. My background in Fine Art has influenced much of my own learning, so I am a great believer in the ability of the Arts to cross cultural borders; to speak in ways that language cannot, but more importantly to offer assistance in the development of skills or concepts that are often quite difficult to teach or understand. In my own training as an artist, higher order thinking skills were never specifically taught, instead they developed naturally through one’s choice of art materials, critiques, self-assessments, and problem-solving abilities.
I consider teaching and learning to be a reciprocal relationship wherein lies the possibility for traditional roles to be less defined, thereby enabling both teachers and students to learn from one other. In my role as an educator I consider it critical to design a safe and supportive environment where creativity is encouraged, thoughts and ideas are explored, and a student’s individuality is developed. This in my experience can be fostered through equality and understanding in the classroom, in the recognition of students’ strengths and weaknesses, and through the utilization of online technology as an inducer for students to voice their opinions or partake in group activities. I also believe the establishment of clearly defined rules and expectations, along with regular feedback to be essential elements for building a student’s confidence in their abilities to achieve great things. In my role as an educator and an artist, I consider peer/instructor feedback a critical component towards the development of self- assessment practices, and in entertaining alternative perspectives. Further to that, the provision of rubrics and detailed explanations allows both students and teachers to be better prepared for the assignments or tasks at hand.
Although I have been teaching just a decade, for me it has been an opportunity to share my passion for the arts and to inspire students to see learning as a lifelong endeavour. Moreover, I regard it as a privilege to guide students in their own journeys of learning as they construct knowledge in ways that are meaningful and relevant to their individual lives. Through the creation of projects involving authentic activities or real world tasks, group discussions and collaborative, interactive work, students gain an understanding in their field of interest from both within as well as outside the domain of the classroom. Activities such as these must be a fundamental part of our education today if we have any hope of adequately training the youth of tomorrow. Each of these activities I can say, were inherent across my graduate program, and were indispensable in directing my learning to the areas considered absolutely necessary, as well as providing outlets for individual expression, personal interest, and a myriad of other possibilities awaiting discovery.
Similarly, as an instructor of photography, graphic arts, and ESL (English as a second language), I have had much success using authentic, culturally relevant tasks, as well as multifaceted forms of assessment, rather than those that relied solely on standardized testing. Like Wiggins (1989), I too believe that “the true test of ability is to perform consistently well, tasks whose criteria for success are known and valued,” and so it should be the goal of educators to provide students with the kind of learning opportunities that “replicates the authentic intellectual challenges facing a person in the field” (Wiggins, 1989 p707). In tandem with those beliefs, it is my role to provide the passion, expertise, and framework for learning, and the student’s responsibility to build upon that knowledge in their progression towards greater understanding and personal growth. My expectation of students is their active participation and reflection in the exploration of a more creative and personalized way of learning, and as an educator I undertake to continually reflect upon my own teaching practice and to keep abreast of the new technologies and pedagogy of tomorrow. These are not only principles I have been taught , but are ones I personally believe in and have experienced through active involvement in my own learning and through long hours of reflection, which ultimately served as a tutor in the assimilation and accommodation of new knowledge.
While the need for a good education should not be debatable, the method of delivery and assessment practices certainly are. Each of us has our own way of doing things and a very unique style of learning. I have likened my own learning to the story of the tortoise and the hare. It may be slow and methodical, but I always come out ahead. The key to success of course is to understanding exactly how you learn, which in my belief begins to occur when students become actively involved in the decision-making process of their learning. When choices are given students are far more motivated to make a contribution towards their own education and perhaps even be inspired to take greater risks. The need and opportunities to continually expand our knowledge base has never been greater than it is today. With technology becoming increasingly less complex and the vast array of open source software now available to the masses, the way we educate ourselves and our students has to keep pace with the changing face of education in the 21st century.
References
Wiggins, G. (1989). A true test: Toward more authentic and equitable assessment. Phi Delta Kappan, 703-713.