How Much Time Do You Have Per Sat Math Question Creative Learning in Classrooms

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Creative Learning in Classrooms

He made castles and mountains. He sat for hours oblivious to his surroundings watching in awe as the sand slipped away from his fingers as he patiently tried to sculpt it. It was his creation and therefore wonderful. His genius was not limited only to sands and castles. He spun a simple sheet of paper with artistic grace. He could make it float in the form of a boat. He could make him fly high just by hitting his pesky neighbor at the right time. He made a windmill that could turn; I could make a cone and paper balls.

A pack of cards, marbles, plants, umbrellas, stars, water, clay and colors, formed his objects of fascination and creation. He made countless works of art, each strikingly different from the other. He asked an endless number of curious questions when he was out hiking with his father.

Then, sometime during the summer, his parents started bringing him to talk about school. He cried, he protested. I wanted to come back and play. He wanted to discover a new hue by mixing his paints. I wanted to make new shapes with sand and clay. But all he was granted were small periods of structured play. He recited poems and learned tables verbatim. He joined the dotted lines forming alphabets that looked the same even in his neighbor’s book. If he could not write them neatly, he would be awarded the penalty of practicing it for another hour.

The time he devoted to ideation, innovation and creation dwindled. There are more feats to achieve, more theories to learn and more information to collect. At most, he has the luxury of joining some hobby class in the time he has left after school and tutoring. But is this a substitute for the content you get by personally creating something different? The years passed, he stopped experimenting; he stopped asking those questions, he just did what he was told. There was no time to observe, create or think quietly about what can be done with colors, sand and mud. All he was busy with was the competition to get to class first and show that report card that was supposed to be indicative of his progress.

“The standard tools we’ve relied on for so long in parenting and teaching—evaluation, reward, competition, and restriction of choice—can actually destroy creativity. (amabile’s book page 79 )’

Is your story different from theirs? We have to sit and think. On what basis are we allocating progress? What is the true goal of education? Is it accumulating information or learning to innovate and be different? If it is simply a matter of accumulating information and reproducing thoughts and techniques in the same format, that can be left to computers alone. Accumulating the same information through classroom learning can make us all “intellectual clones”. If this is the purpose of education, congratulations! It has served the purpose well.

We all want innovation in our gadgets, innovation in our cars, innovation in our homes, but what have we done to encourage creativity and innovation in children? There are small periods for each subject: history, geography, maths, science, English, IT, etc., although they are important, but equally important is a period of innovation. It is a subject that complements all the others. In fact, innovation should be rooted in all subjects and in the teaching methodology itself.

Our education system rather promotes rote learning. Students are used to learning theory verbatim and get confused when it comes to putting it into practice. The conventional education system often hinders the development of skills, attitudes and motives necessary for the production of novelties. Among other things, they often perpetuate the idea that there is always a single best answer to every problem and that this can be easily verified through the correct application of ensemble techniques and conventional logic that must be learned and reapplied over and over again. time The standard tools we’ve relied on for so long in parenting and teaching—assessment, reward, competition, and restriction of choice—can actually destroy creativity.

We need to take some drastic steps to bring experimentation back to the core of science and education. This can be done through a collaborative and personalized learning medium that deploys the latest technology. Great nations are built by great minds. And great minds are nurtured through the education imparted. We must make a conscious and sustained effort to make education more meaningful.

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