Multilingual and creative
Libor Stepanek from Masaryk University.
Creative teaching
creativity...a natural function of intelligence of every individual.
Edward de Bono: six thinking hats: emotion, creativity (green), organisation (blue), positive (yellow)...
certain phrases in foreign languages can belong to those hats.
Class watches a video: bridge breaking. Each class' group can only talk from one hat's perspective.
Same with student's feedback.
Guilford and Torrance: creativity can be developed. Fluency, flexibility, originality and elaboration
Associational fluency: write as many synonyms to the word "say" as possible.
Work outside the class with other classmates.
elaboration...
compare two videos: which is better? They have to explain this.
Creative situations: level 1uncreative situations ie put these verbs into the past tense.
level 2 Situation unclear " Where is daddy?" (mathematical finding...) level 3 many answers. Music videos. Marshmallow test video: each group writes the first draft together. Then each writes their version of the abstract. Share on their VLE and peer-review it.
Grammar videos. Then ask the student to find similar examples of videos/film extracts and share them with other students. When they search, they focus on grammar.
Video extract about choosing a leader. Group work: discuss who the leader could be. Then, following the film, show a "failure" of the leader. Do you still want the leader or not? Discussion.
1st step All ideas written when presented a name. 2nd compare their notes on different names. 3rd You meet Ivan and his learning history. Give them an exercice about number. And he speaks in Italian. Some start working, understanding the language, some others do not understand anything (mostly from non-European languages)
How old are you? ...International or Korean language?
Creative teaching
creativity...a natural function of intelligence of every individual.
Edward de Bono: six thinking hats: emotion, creativity (green), organisation (blue), positive (yellow)...
certain phrases in foreign languages can belong to those hats.
Class watches a video: bridge breaking. Each class' group can only talk from one hat's perspective.
Same with student's feedback.
Guilford and Torrance: creativity can be developed. Fluency, flexibility, originality and elaboration
Associational fluency: write as many synonyms to the word "say" as possible.
Work outside the class with other classmates.
elaboration...
compare two videos: which is better? They have to explain this.
Creative situations: level 1uncreative situations ie put these verbs into the past tense.
level 2 Situation unclear " Where is daddy?" (mathematical finding...) level 3 many answers. Music videos. Marshmallow test video: each group writes the first draft together. Then each writes their version of the abstract. Share on their VLE and peer-review it.
Grammar videos. Then ask the student to find similar examples of videos/film extracts and share them with other students. When they search, they focus on grammar.
Video extract about choosing a leader. Group work: discuss who the leader could be. Then, following the film, show a "failure" of the leader. Do you still want the leader or not? Discussion.
1st step All ideas written when presented a name. 2nd compare their notes on different names. 3rd You meet Ivan and his learning history. Give them an exercice about number. And he speaks in Italian. Some start working, understanding the language, some others do not understand anything (mostly from non-European languages)
How old are you? ...International or Korean language?
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