Methodology

Speaking/Spoken Interaction

  • I can evaluate and select creative speaking and interactional activities.

Storytelling at Cedars School

Heathfield, D. Personal and creative storytelling: telling our stories / D. Heathfield // Creativity in the English language classroom. – London: British Council, 2015. - PP.44-50.

Writing/Written Interaction

  • I can evaluate and select a range of creative writing activities.

Word Cloud

Listening

  • I can design and select different creative activities.

The Last Leaf (By O. Henry)

http://www.manythings.org/voa/stories/

Task 1.

Finish the story. What happened three days after the events in the text?

The_Story_of_an_Eyewitness_-_By_Jack_London.mp3

Learning activities: something different // Bringing creative teaching into the young learner classroom. – Oxford: OUP, 2010. – PP. 37-38.

Reading

  • I can evaluate and select creative reading activities.

Grammar

  • I can evaluate and select creative grammatical exercises.

Word/letter game

Susan sings songs when she picks shiny strawberries in Sweden.

Burrows, P. A Creative Approach to Teaching Grammar. – London: Bloomsbury Education, 2014. – 100 p.

Vocabulary

  • I can evaluate and select creative activities which help learners to learn vocabulary.

Word picture

Vocabulary poems

Poem1

In it there is a funny story,

a bike and

a video game.

There are some girlfriends,

and there is a pineapple...


Culture

- I can evaluate and select a variety of texts and activities to make learners aware of the interrelationship between culture and creativity.

Thomas Gainsborough "Mr and Mrs Andrews"

Open questions to initiate dialogue:

1. Would you like to meet this couple? What would you ask them?

2. Imagine what they said to each other while they waited for the artist to paint them.

3. Why do you think the artist left part of Mrs Andrews’s dress unpainted? Imagine what could be there.


Creativity

- I can evaluate and select a set of special creativity facilitating methods (of problem finding, idea producing, analytical and complex groups) in order to encourage learners to develop their creative potential.

Постановка питань на основі таксономії Блума

Six-thinking-hats

Topic: My school.

Questions for discussion:

Should pupils do their homework?

Should pupils wear uniforms?

four_hats_role_cards.pdf

Mind map

W.Shakespeare "Macbeth"

- I can provide a creative learning environment (which comprises physical, psychological, virtual and biological spaces).

The creative learning environment in my place of work comprises the physical space (flexible furniture, materials, microclimate conditions, but it is not equipped enough for learning or creative processes), the psychological space (support personal interests, ask questions, encourage emotional answers, create playful atmosphere), the virtual space (use e-learning technologies) and the biological space (use multimodal approach, provide time flexibility for my learners).

See The Creativity Centre https://about.brighton.ac.uk/creativity/

Dyslexic Learners in the EFL Classroom

- I can establish creative partnerships between my school and outside organisations or/and individuals.

We collaborate with Teresa Cremin who is a Professor of Education at the Open University and the co-cordinator of the BERA Special Interest Group on Creativity.