WISE 2014: Questions on creativity WISE J3 (Thursday, November 6, 2014) Continuation and conclusion of WISE.

WISE 2014: Questions on creativity WISE J3 (Thursday, November 6, 2014) Continuation and conclusion of WISE. This is an opportunity as a balance to return to the title given to the summit (Imagine, Create Learn – Creativity at the heart of education) and reflect on this notion of creativity that has been in all the talk for three days . Continuation and end The days go by and look a little. It always starts with a plenary meeting before the work in the workshops. The session on Thursday morning on the theme "Let’s be creative!". And the initial presentation was proposed by Paul Tough author of "How children succeed". For him, perseverance, creativity, optimism and many other attitudes are not character traits, they are skills to build. according to him, creativity implies that one is able to learn from mistakes and to analyze the way we learn and we act (he speaks well of metacognition). it is often thought, he said, that creativity has to do with freedom but it mostly has to do with the "notch" (grit) and perseverance. for him, one of the most important things that teachers can do is to teach students to handle the error. but of course, the failure of the management can only work if teachers believe in the success of ability of their students. the round table that followed tried to identify blockages that hinder creativity. We will come back. the second part after inevi coffee break table, offered several choices. Personally, I was interested in the game. The introductory conference theme was given by Pr. James Paul Gee. This showed that the learning mechanisms were favored by the game (both board games than video games). The round table was quite interactive and alive and one of the speakers even made to stand all the amphitheater to … play. After the lunch break, back in the plenary for the closing session. The opportunity to hear a very moving speech of Ann Cotton Laureate Wise price 2014. She website that does homework for you
returned on his career and his Camfed project (campaign for female education). For her, the cause of non-enrollment of girls is not cultural at first but primarily economic. It is poverty that forces to make choices in the education of children and this is where the preference for sons is involved. Yet she said "Nothing has more impact for a nation that girls’ education in all areas: an educated girl revenues 25% higher than those of an illiterate girl. She is able to better protect themselves against any type of virus; she notably three times less likely to get sick from AIDS. It is more autonomous, got married and had children later. His children are healthier, and in turn, they are more likely to go to school. Finally, it contributes to good economic health of the country and the democratic process. "Is what she said in an interview given by Le Monde in its edition of November 4, 2014. After this fine speech, a final panel ( this is how we call roundtables here) gathered Jack Lang, Charles Leadbeater an English expert and a student Wise. For the first time, a French intervention was therefore heard (there was simultaneous translation headsets) since the former minister and now president of the Arab World Institute excuse was a "rustic English" in order to s express in french. This choice of language triggered a mini wave since Francophonie was then entitled to some questions from the audience expressed in French by African or Qataris. And strangely enough it has also triggered questions about the French education system as the former minister considered too selective and "good for the good, but failing to address the problems of those who have learning difficulties." English expert, for his part recalled that an unequal system can not be considered effective … The speech of the President of WISE then closed officially the sixth summit. Questions on creativity. It is difficult to make an assessment after three days led to a frantic pace. But in conclusion we can propose to return to the keyword of the three days: creativity. (Before proceeding further in this attempt to answer these questions, I have to say that this part of the text is based on contributions from readers of my Facebook wall the questions I put to them. It is a form collaborative writing.) what is creativity? and why is it important? The term income is constantly on the lips of all stakeholders. But few have bothered to define it as it seemed obvious. Yet it is not that easy even if we can identify a few constants. First course creativity has to do with innovation and the ability to create something new and original. But it is also the ability to find solutions to a problem. Solutions and not one (flexibility), which supposes the divergence or deviance. And acceptance of chance and error. For it must also be remembered that the creation, if often in the representations associated with the image of the "flash of genius" is actually a slow, iterative fact of trial and error where one questions about what one is doing. "Creativity is intelligence having fun" With this test definition, we can see the link with learning mechanisms. Basically the act of learning is a form of creativity as it is to create links and new connections in our brain. If creativity is desirable so it’s first because this is the condition to learn! Simply reproducing a year is not sufficient to infer that we learned and master knowledge, we need to mobilize its resources in a new context. And error management mentioned by Paul Tough is also an important element in the construction of knowledge and skills. And creativity is not only the heart of learning but is also the condition of education. Teaching is not (yet!) And a standardized Taylorized trade. It is a craft where one must find the best ways to meet the specific needs of its students. And this necessarily involves a creative process. Of course creativity has other issues. Provide training that fosters creativity and create conditions favorable to a culture of innovation, this obviously has economic effects. This was explicitly stated on numerous occasions during the summit: innovative individuals are increasingly necessary in an uncertain context. And the knowledge economy obviously based on economic innovation and mastery. Does creativity be taught? At the gala dinner, I sat next to a German teacher living in New Zealand and which was presented to me as "Professor of creativity." She worked in higher education and animated workshops where she put the students in creative situations. For French this may seem odd (except perhaps for those working in applied art schools …) We tend to see spontaneous creativity as a disposition, a trait almost the order of the innate … for Paul Tough intervener Thursday morning creativity as perseverance and optimism are not character traits, they are skills to build. From the moment we make that assumption, then it may be question of resources, favorable terms etc … It’s a bit the same problem as for the oral. We can say a student "it is appointed, it is his character" and never make it work orally or consider that it is a skill that must be developed! This is a real problem we find with the debate on skills. If (with the bad …!) Some admit there may be skills related to knowledge, it becomes more difficult as soon as it comes to social skills (and was once called "life skills "). Strictly speaking in small classes in the secondary but you do not think … For those out there that would assess the "personality". Perhaps we could agree on the idea that there are devices, class organizations, forms of teaching that promote much the creativity of the students (and teachers …)? How to set up the conditions for creativity? And what hangs? Identify what blocks can be a means by a contrario reasoning to define the conditions to sustain creativity. The first day of WISE, Ronald Beghetto questioned the favorable conditions and deadlocks and denounced the "pedagogy of the response" as an obstacle to creativity. problem is not proposed to resolve, but we ask questions to a student who is trying to guess what would please the teacher … "I am very creative, and creative people are not afraid to fail," Lay right questions, observe that there is not always a single answer to a question and the problem is open … to admit students that the way is just as important as the answer itself. Work with students, as Paul Tough invited us to handle the error and failure … These tracks for each teacher in the service of a small but sustainable development practices. A beautiful quote could sum up this educational stance: "Act so that others can increase the number of possible choices" (Camus) More generally, it is creative in an environment where possible are numerous and rich, where one is invited and encouraged to demonstrate independence. This involves situations in which there is not inhibited by the judgments that fall as cleavers. Another obstacle to creativity can be in excess of control. For many teachers, autonomy and even more creativity, there is chaos, disorder! The challenge therefore lies in the teacher’s posture. This must be able to let go and allow themselves to accept no longer being in a central position and to have the illusion of control everything. Beyond the teacher in his class, the entire education system to be questioned. When I asked the question in social networks where I am now, everyone who replied did so by finding that students’ creativity and even the teachers were not encouraged in the school system. But the findings are the same internationally well if we hear what is said in WISE. First, because in many systems, and France is the ultimate example, programs define not only what to teach but also how to learn. When is so obsessed with the procedures, how to leave room for creativity? The question is also political. Do we want a designer or creative applicator or teacher? We do not have a choice. In a context of increasingly uncertain and changing, we need creativity. It is indeed often the product of a deviation from a standard, custom another way of looking at solutions and a way, a form of deviance. This is also why she joined the issue of innovation. And often originality, "step aside" are frowned upon by colleagues of an institution even if the institution can also support the approach. Tony Wagner asked the question during the inaugural conference: "Every company today has a Research and Development department. Where is the R & D institutions and the education system? ". If at ministerial level such a structure exists in France with DRDIE, the issue of Dr. Wagner is legitimate for what it is instead given to research and innovation at each school, college or high school. Sure colleagues innovate but it is too often in the privacy of the classroom and without common reflection and insufficient pooling. The empowerement returned as a necessity in several interventions. The terms of creativity are thus both personal, institutional and cultural. How to train teachers to creativity and innovation? The title of the first conference (Tony Wagner) WISE was "can we train and develop innovative?" Of course they were talking more students and teachers. But the question of their training was directly asked in several other times this summit. "Empowering Teachers for Creativity" and was the title of another panel. Other workshops have also addressed this issue. Competence 14 of 2013 professional reference in France defines the goal of "Engaging in an individual and collective approach to professional development" and stressed the need for teachers to develop "innovative teaching approaches to the improving practices. "But beyond the official repositories that define an ideal teacher, the question is mainly to see which devices can be set up in initial and continuing training promoting innovation and creativity. I had already ventured to suggest some tracks in a bill in March 2014 on innovation. Among those mentioned, I would insist on the need for a more interdisciplinary approach. As we have seen through several projects presented at the conference, the culture of innovation and creativity through interdisciplinary and ability to make connections between different areas. But the other major requirement is the analysis of practices. The creator in any field whatsoever, is someone who constantly questions his own way of doing things. While reopens in Paris, the museum dedicated to him, let us remember that Picasso, who is probably the ultimate example of the creator, has constantly, throughout his life questioned his way of doing and creating. "A table was a sum of additions. At home, a picture is a sum of destructions. "He had said. To be able to create, it must be placed in a logic of permanent research and critical doubt. And this skill there should be at the heart of the teacher’s posture. After these three days, I do not know if it is already time to draw a complete picture of this particular experience and this special time (!) And out of time. The return to reality is however quick since I met this Friday my students in my high school. The first assessment may be wondering if the reflections from the three days will have had an impact on my thinking and especially on my professional practice. The controversy over this event exist and need to be heard, I have tried in my way to take account of and respond in previous posts. But in this I mainly tried to treat the subject itself of this summit and to question the concept that crossed all contributions and to see the relevance. In short talk about education, that’s what interests me the most …! Philippe Watrelot My notes on the 2014 WISE – Wise J-1 (hesitations and motivations) – WISE 2014: "Rich" ambivalent and stimulating – WISE 2014: where we talk about geopolitics, economy … (and teaching) – WISE 2014: Questions on creativity This work is licensed under the terms of the license Creative Commons Attribution – NonCommercial – Sharing in the Same Conditions 3.0 France. Posted by Watrelot on Friday, November 7, 2014