Creative Ƶing Environment
By learning environment, we understand an environment of a particular educational establishment characterised by social components, as well as interpersonal relationships.
These factors influence and complement each other and affect every person involved.
Ƶing environment additionally specifies educational environment; it always implies organisation process.
Description
Creative learning is learning that involves understanding and new awareness, which allows the learner to go beyond notional acquisition, and focuses on thinking skills.
It is based on learner empowerment and centeredness. The creative-learning process entails the production of information or the development of new skills and, in a certain way, original to the learner.
Ƶing experiences must be successful experiences.
If learners cannot find the answer or it takes too long, intrinsic motivation disappears and with it, the curiosity and interest to learn.
This does not mean that learners cannot ever fail.
In fact, it is healthy to learn how to manage frustration, but it must be a careful process and adjusted to each learner.
On the other hand, the authority to validate the knowledge should not be the educators alone, but much more democratic.
Creativity is conceptualised as a skill for all and it is argued that educational actors have the power to unlock the creative and innovative potential of the young.
It is argued that creativity, in the educational context, should be conceptualised as a transversal and cross-curricular skill, which everyone can develop.
Ƶing objectives
Aim and objectives of the program:
1. Actualize the importance of a creative learning environment (content, emotional and physical) for ensuring effective learning;
2. To create space and support for inter-sector cooperation of formal and non-formal education professionals focused on innovations in education, in order to create a modern and successful learning environment for children and young people in their learning process.
3. To introduce various formal and informal learning methods (self-organized learning, 360% learning method, learning by doing etc.)
4. To introduce the learning educational escape room methodology
Methodology & assessment
Firstly, the learner in class, at a particular; me and due to personal characteristics or sensitivity to certain problems, detects weaknesses, inconsistencies and gaps in information creating in him/her a feeling that something is missing or not right.
Secondly, the learner feels a need and seeks the way to address it. We are facing a great learning opportunity; the pupil is uncomfortable because recognizes a need. The classroom; i.e. the teacher or the atmosphere; should enable the learner to find the answers to those questions or concerns that would arise.
Thirdly, a grown learner will try to find workarounds, avoiding clichés and obvious, mistaken or impracticable answers. For that purpose, students must learn how to deal with uncertainty, tolerate it and even use it as a drive to investigate.
Finally, while learners do not resolve their question, they will be motivated to continue trying to improve their response. This intrinsic motivation remains until they communicate the results to others.
Certification details
Certificate of attendance;
Europass certificate
Pricing, packages and other information
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Price:400Euro
Additional information
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Language:English
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Target audience ISCED:Primary education (ISCED 1)Lower secondary education (ISCED 2)Upper secondary education (ISCED 3)
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Target audience type:TeacherStudent TeacherPedagogical Adviser
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Ƶing time:20-25 hours
Upcoming sessions
Provider
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