Creativity in Education. Oppland 22 May 2014

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2 Creativity in Education Oppland 22 May 2014

3 How is the world changing?

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5 Employment Prospects 60% of the jobs kids in school today will do have not yet been invented Creative Partnerships London East Raw Skills Dance project Photographer: Dee Conway

6 Using images with text Not job seekers but job creators Creative Partnerships London South Drawing with Light Photographer: Robert Taylor

7 More people in employment than ever before but high levels of youth unemployment.

8 Employers who feel that the business is suffering serious damage because of skills shortage 33% Young people who feel that they have not been prepared for employment 79% Employers who can t fill vacancies because of lack of skills in applicants 27% People aged in employment since %

9 1 Primary industries are agriculture and mining, secondary industries are manufacturing, tertiary industries are services.

10 1. Inquisitive Wondering and Questioning Exploring and Investigating Challenging assumptions 2. Persistent Tolerating uncertainty Sticking with difficulty Daring to be different 3. Imaginative Playing with possibilities Making connections Using intuition 4. Disciplined Crafting and Improving Developing techniques Reflecting critically 5. Collaborative Cooperating appropriately Giving and receiving feedback Sharing the product

11 What is happening in schools today?

12 Motivation

13 Interest in Science Topics The Test-Score/Interest Paradox IDN MEX BRA CHL PRT GRC TUR RUS ESP HKG ITA FRA MAC SVK HUN DEU JPN ISR LUX AUT SVN POL BEL CHE EST CZE USA IRL KOR NOR CAN AUS ISL GBR DNK NZL SWE NLD FIN Science Score

14 The Test Score/Self Concept Paradox JPN KOR NLD HUN BEL IRL FRA DNK NZL CZE AUS ESP SWE GBR GRC NOR FIN POL AUT CHE ISL EST SVK TUR ITA CHL USA SVN LUX CAN ISR DEU PRT MEX HKG MAC RUS IDN BRA Science Self-Concept

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18 McKinsey: Education and Employment Survey 2014

19 The High Functioning Classroom

20 Issue/Problem

21 Issue/Problem Space where normal school operating rules don t apply

22 Issue/Problem Space where normal school operating rules don t apply Characteristics of the space?

23 What are the characteristics of this space? Low Functioning High Functioning Guided Contrived Bellbound Classroom Individual Hidden Static Ignored Ignored Some Directed Role of the teacher Nature of activities Organisation of time Organisation of space Approach to tasks Visibility of processes Location of activities Self as learning resource Emotion Inclusiveness Role of learner Challenging Authentic Flexible Workshop Group High Mobile Central Acknowledged All Self managing

24 Issue/Problem Space where normal school operating rules don t apply Teachers observe impact on pupils

25 Issue/Problem Space where normal school operating rules don t apply Teachers observe impact on pupils Improved confidence Greater motivation Better collaboration Greater resilience Better discipline Improved attainment

26 Issue/Problem Space where normal school operating rules don t apply Teachers observe impact on pupils Teachers apply the new approach to their daily teaching practice

27 High Functioning Physically engaged Socially engaged Emotionally engaged Intellectually engaged Well Being Confidence High performance

28 How has this been working in Oppland?

29 5 Schools Lillehammer Vargstad Kringsjatunet Valdres Gjøvik

30 Each school had their own focus Maths Writing Motivation Attendance Relationships

31 Gjøvik

32 Utgangspunkt Vg 1 Design og håndverk - matematikk Jenteklasse Mange ønsket å bli frisører Lav motivasjon Lavt oppmøte Dårlig klassemiljø

33 Vi vil ha en sterk, trivelig coach med relevant yrkeserfaring fra frisøryrket A la Gorden Ramsey fra frisørverdenen Fant Nikita-arvingen Linda Sandåker

34 MATTEENERGI!!! Mål for prosjektet: Bedre klassemiljø Få elevene til å ta ansvar for seg selv og andre Økt motivasjon Bli bedre i matematikk

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36 Gjennomføring 2 x 1,5 dag: Motivasjon / coaching: «Oppvåkning» Matte inn i frisørbransjen

37 Resultat Motivasjon: Arbeidsinnsatsen har økt Karakterer: Snitt fra 2,1 4 (1. prøve) Neste prøve: Snittet har nesten holdt seg ( 3,8) Fravær: De med middels og lavt fravær har fått mindre fravær, mens de med høyt har fått høyere Sosialt: Var spydige og ufine med hverandre og med lærerne i begynnelsen. Har bedra seg voldsomt: «Vi har ikke dårlig klassemiljø lenger»

38 Erfaringer vi tar med til neste gang: Viktig å planlegge dagene for å få mest mulig ut av dem Viktig å involvere kontaktlærer Viktig at lærer og elever blir kjent / får tid sammen Viktig å sette av tid: Rydde timeplanen Viktig å fastsette ressurser til økt tidsbruk ved oppstart

39 What are the characteristics of this space? Low Functioning High Functioning Guided Contrived Bellbound Classroom Individual Hidden Static Ignored Ignored Some Directed Role of the teacher Nature of activities Organisation of time Organisation of space Approach to tasks Visibility of processes Location of activities Self as learning resource Emotion Inclusiveness Role of learner Challenging Authentic Flexible Workshop Group High Mobile Central Acknowledged All Self managing

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