This module will enable students to explore creativity in teaching in the Post-Compulsory Education and Training Sector. It will provide the opportunity to critically evaluate whether creativity can enhance teaching and learning, and if it has a place in the current Post-Compulsory Sector teaching environment. Students will evaluate the difference between creative teaching and good teaching practice.

Outline syllabus

Exploring established and more recent developments in teaching creatively in the Post-Compulsory Sector, and relating it to learning theories. Emphasis will be placed on practitioners using their own creative teaching practice to reflect on its value to enhance learning. Reviewing the validity of creative teaching and learning strategies within the constraints and requirements of the Post-Compulsory Sector. Using literature and research to critically evaluate the term ‘creativity in teaching’.

Learning Outcomes

Knowledge and Understanding:

1

Understands and interprets established and recent developments in teaching creatively and how it links to learning theories.

2

Analyses and evaluates how creative teaching has impacted on student learning within their own institution.

3

Critically reviews the use of creative teaching and learning strategies in the Post-Compulsory Sector.

Abilities:

1

Critically evaluates established and recent developments in teaching creatively, with a view to own practice.

2

Produces and evaluates different teaching sessions using materials and activities which demonstrate creative teaching strategies and the impact on student learning.

Assessment Strategy

Formative Assessment:

This will take place through at least one of the following methods:-
Face to face tutorials; electronic and other distance tutorial or discussion facility; group discussions and tutorials with peer and tutor feedback; presentations with peer and tutor feedback.

Summative Assessment:

Assessment Tasks:

1. Evaluative academic report on current issues and debates around creativity in teaching and learning, with a particular focus on how this relates to own practice. (4,000 – 4,500 words) (L.O. 1-3; K 1-3; A 1-2)
2. The production of a pack of original creative learning resource materials for use in 

      own teaching practice, in agreement with the tutor. (1,500 word equivalence) (L.O. 2-
      3; A 2)

Assessment Criteria:

Students will demonstrate an analysis of recent literature and a high level of critical engagement with problem-solving approaches. Students will be required to evidence an understanding of creativity in teaching and learning and illustrate it impacts on them as practitioners required to achieve outcomes within professional settings. How professional skills, knowledge and values are developed, applied and refined must underpin the critical review process.

Learning Strategy

Individual Methods: Lectures, personal tutorials, private study, individual assignment work, work-based reflection.
Collaborative Methods: Group discussions, group debates, group exercises, on-line discussion through Blackboard or other social networking environments