Best Tips For Creative Learning.
Creative Learning : It is nothing but Getting New or Innovative Ideas. Which can help people to succeed in their life more quickly and differently.
1. Setting Up a Role Model
The most powerful way to develop creativity in your students is to be a role model. If u setup a role model for your future can also be helpful. You cannot be a role model for creativity unless you think and teach creatively yourself. So think carefully about your values, goals, and ideas about creativity and show them in your actions.
2. Be Confident
The main limitation on what students can do is what they think they can do. All students have the capacity to be creators and to experience the joy associated with making something new, but first we must give them a strong base for creativity. Sometimes teachers and parents unintentionally limit what students can do by sending messages that express or imply limits on students’ potential accomplishments. Instead, help students believe in their own ability to be creative.
3. Question Assumptions
We all have assumptions. Often we do not know we have these assumptions because they are widely shared. Creative people question those assumptions and eventually lead others to do the same. When Copernicus suggested that the Earth revolves around the sun, the suggestion was viewed as preposterous because everyone could see that the sun revolves around the Earth. Galileo’s ideas, including the relative rates of’ falling objects, caused him to be banned as a heretic.
Teachers can be role models for questioning assumptions. You can show students that what they assume they know, they do not really know.
Of course, students shouldn’t question every assumption. There are times to question and then to try to reshape the environment and there are times to adapt to it. Some creative people question so many things so often that others stop taking them seriously. Everyone has to learn which assumptions are worth questioning and which battles are worth fighting. Sometimes it’s better to leave the inconsequential assumptions alone so that you have an audience when you find something worth the effort.
Make questioning a part of the daily classroom exchange. It is more important for students to learn what questions to ask-and how to ask them-than to learn the answers. Help your students evaluate their questions by discouraging the idea that you ask questions and they simply answer them. Avoid perpetuating the belief that your role is to teach students the facts. Instead, help the students understand that what matters is their ability to use facts. Help your students learn how to formulate good questions and how to answer questions.
4. Interactive Skills
Promote creative performance by encouraging your students to define and redefine problems and projects. Encourage creative thinking by having students choose their own topics for papers or presentations, choose their own ways of solving problems, and sometimes choose again if they discover that their selection was a mistake. Allow your students to pick their own topics, subject to your approval, on at least one paper each term. Approval ensures that the topic is relevant to the lesson and has a chance of leading to a successful project.
A successful project
(1) is appropriate to the course’s goals,
(2) illustrates a student’s mastery of at least some of what has been taught, and
(3) can earn a good grade. If a topic is so far from the goals that you will feel compelled to lower the grade, ask the student to choose another topic.
You cannot always offer students choices, but giving choices is the only way for them to learn how to choose. A real choice is not deciding between drawing a cat or a dog, nor is it picking one state in the USA to present at a project fair. Give your students latitude in making choices to help them to develop taste and good judgement, both of which are essential elements of creativity.
Sometimes we all make mistakes in choosing a project or in the way we select to accomplish it. Just remember that an important part of creativity is the analytic part, learning to recognise a mistake. Give your students that chance and the opportunity to redefine their choices.
5. Encourage New Idea’s
Once the problem is defined or redefined, it is time for students to generate ideas and solutions. The environment for generating ideas must be relatively free of criticism. The students may acknowledge that some ideas are better or worse, but you must not be harsh or critical. Aim to identify and encourage any creative aspects of the ideas presented and suggest new approaches to any ideas that are simply Not creative. Praise your students for generating many ideas, regardless of whether some are silly or unrelated, while encouraging them to identify and develop their best ideas into high-quality projects.
Your students can use project planning in and out of school and in the future. Questions about marriage, family, and careers are best answered after thoroughly considering many ideas. Teaching students the value of generating numerous ideas enhances their creative-thinking ability and benefits them now and in the future.
6. By Giving Time for Thinking Creatively
Ours is a society in a hurry. We eat fast food, we rush from one place to another, and we value quickness. Indeed, one way to say someone is smart is to say that the person is quick , a clear indication of our emphasis on time. Just take a look at the format of our standardised tests. Lots of multiple-choice problems are squeezed into a brief time slot.
Most creative insights, however, do not happen in a rush . We need time to understand a problem and to toss it around. If we are asked to think creatively, we need time to do it well. If you stuff questions into your tests or give your students more homework than they can complete, then you are not allowing them time to think creatively.
7. Instruct and Assess Creatively
If you give only multiple-choice tests, students quickly learn the type of thinking that you value, no matter what you say. If you want to encourage creativity, you need to include at least some opportunities for creative thought in assignments and tests. Ask questions that require factual recall, analytic thinking, and creative thinking. For example, students might be asked to learn about a law, analyze the law, and then think about how the law might be improved.
8. Encourage Sensible Risks
Creative people take risks and defy the crowd by buying low and selling high. Defying the crowd means risking the crowd’s wrath. But there are sensible-and less sensible-reasons to defy the crowd. Creative people take sensible risks and produce ideas that others ultimately admire and respect as trend setting. In taking these risks, creative people sometimes make mistakes, fail, and fall flat on their faces.
9. Allow Mistakes
Buying low and selling high carries a risk. Many ideas are unpopular simply because they are not good. People often think a certain way because that way works better than other ways. But once in a while a great thinker comes along — a Freud, a Piaget, a Chomsky, or an Einstein — and shows us a new way to think. These thinkers made contributions because they allowed themselves and their collaborators to take risks and make mistakes.
10. Reward Creative Ideas and Products
It is not enough to talk about the value of creativity. Students are used to authority figures who say one thing and do another. They are exquisitely sensitive to what teachers value when it comes to the bottom line, namely, the grade or evaluation. If you do not put your money where your mouth is, they will go with the money–that is, the grade.