Essay Sample on Unleashing Students' Creative Thinking

Introduction

It is a learning activity that often takes place by students taking up different roles in a scenario that is given by the teacher. Most of the time, role-playing will not involve the use of a script that is pre-set (Elliot, 2014). The teacher sets up a scenario and explains to students what they are expected to do and learn, and with that, they are set to do things with their understanding.

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Objective

Through role-playing, students get the chance of thinking big. They are expected to comprehend the scenario presented before them and find solutions to the problems that may arise from the given situation or related as such (Waskul& Lust, 2004).

Target Age Group/Class

Role-playing is among the various methods of learning and teaching administered to children up to the age of five years between the ages of five and 12, the mind of a child is developing at a fast rate, and therefore, an instructor must understand the different learning levels of each of their pupil. Through role-playing, all their capabilities and limits get to be known by the teacher. The instructor will then be able to use this knowledge to gauge the right learning activity and model that suits each student and according to their abilities and talents.

Modelling

Explanation for Design and Pedagogical Approach

Modelling, also as a teaching and learning activity, takes the 'I do, we do you do' form (Fitzgerald, 2013). It means that in the beginning, for example, a teacher will solve a math problem in front of the class and then allow students to address another question similar to the solved case. This second question aims to try and gauge the level of understanding and grasping skills of a learner. The third phase involves the students being given item (s) and left to handle on their own.

Environment and/or Resources

The teacher can get enough time to go around the class and provide guidance in each step where the students might need it.

Objective

It is also a suitable learning method for students who may prove to be slow learners. Since each of them is left to do their work, there is no point where a student will feel the pressured to finish the assignments quickly. Some will finish as soon as possible while others will have to take a review of the work of previously worked examples before undertaking the given take-away assignments.

Target Age Group/Class

Again, this form of learning is helpful for children between the ages of five and 12 years (Marks, 2016). Modelling is also a suitable learning and teaching method since it helps the teacher to gauge the capabilities of each of his students. Once an instructor has equipped them with the skill, there are chances that each of them has a different absorption rate. Instructors will be able to tell those that are slow and those that are fast. From there on, they will know how to handle each of their students according to their capabilities. Modelling, moreover, helps to instil courage amongst the students. It allows them the chance to think independently and work at their preferred speeds.

Graphic Organizers

Explanation for Design and Pedagogical Approach

The diagrams and different layouts are crucial in remembering a particular path in achieving something.

Environment and/or Resources

When teaching the alphabet to students, the teacher can have different designs of things with relevant first letters displayed. Visuals are known to have a lasting impact on the human brain, regardless of age. In the initial stages, the teacher can have the drawing, and the name of the object both outlined in the cards (Marks, 2016). Once he feels that he has exposed them to this enough, he can take away the name tags and have the students identify and name the objects on their own.

Objective

This form of teaching and learning improves brainstorming capacity of a learner (Marks, 2016). In later stages, it is a form of teaching that helps in solving problems by breaking them down into steps. This step by step process hinders the possibility of missing out specific points of a particular path. Instructors find it crucial since they will be able to make a learner deduce the best way to approach the problem and ensuring that it is solved appropriately. It is also a preferred method of teaching because it helps children in the process of writing by allowing students the chance to arrange their thoughts in order (Marks, 2016). They are taught to put these thoughts in an order that is logical and easy to understand. Once this has been done, students are now able to take on the writing process through the various stages of drafting and revising the actual written pieces.

Target Age Group/Class

These are visual tools that are often used in learning, especially for children between the ages of 0-5 years (Aitken et al., 2015)

Playing With Sand

Explanation for Design and Pedagogical Approach

An instructor can improve this by providing students with varied colors of sand and make them arrange in a particular way or for a specific purpose (Blumenthal, 2019). Children can mix the sand in whatever way they find most appropriate, including making of the rainbow pattern and through a transparent bottle. A child's sense of touch is also improved through this learning activity since sand has a variety of textures. Children should be availed with all these, and teachers can guide them in identifying different forms of surfaces.

Environment and/or Resources

Apart from sand, other tools that are needed for the exercise include funnels, bottles, spoons, scoopers, tubes, and props such as water and animal figurines.

Objective

When a child is playing in the sand, there are several skills that they stand to learn, including their eye and hand coordination. These skills get better with time. The reason for this is that they are supposed to be watching other people and the things they are doing as he also attempts to do the same things, thus learning to multitask with his various organs. Additionally, playing in the sand enhances creativity.

Target Age Group/Class

Playing with sand is yet another effective method of learning for children between the ages of two and three years (Campbell, 2015).

Finger Painting

Explanation for Design and Pedagogical Approach

A teacher can add a little flavour to this exercise by helping his/her learners to design and colour greeting cards, which they can then share to their friends and relatives who they wish to give. Finger painting, furthermore, allows children to have better concentration, which is needed when trying to fit their paint within the designs they will have chosen.

Environment and/or Resources

In this exercise, children are provided with marker pens and different colors of paint. Children are then asked to make their patterns according to what they desire to create. A teacher can help them to choose a model from which they will make their painting. He may also provide template drawings of different things such as animals and have them paint in colours of their choosing.

Objective

It is a proven method of learning that helps children to foster independent thinking and creativity (Wang, 2014). Independent thinking comes as a result of a teacher letting them choose the colors they want to use for themselves (Fleer & Jane, 2011). They are not limited to the amount and number to be used. Additionally, children are allowed to think freely for themselves to enhance their creativity.

Target Age Group/Class

This activity is an appropriate learning method for children under the age of five, although it may also apply to a bit older children.

Crossword Puzzles

Explanation for Design and Pedagogical Approach

The contents of puzzles offer the brainstorming and critical thinking effect to a learner. Instructors tend to make them as relevant as possible so that learners can relate with subjects at hand. It will enable for broader thinking among learners as they try to manoeuvre through the puzzles (M, K & N, 2019).

Environment and/or Resources

Students are then given a list of words which they are expected to get from the puzzles. Another way of doing this would be to allow the children to pick out as many English words as they can from the word puzzle.

Objective

Another way of doing this would be to provide the students with a list of words, then have them arrange these words within the puzzle. In essence, therefore, crossword puzzles should be used to enhance a leaner's library of vocabularies and faster critical thinking.

Target Age Group/Class

These are great learning methods, most preferred by children between the ages of 9 and 10 (Fleer, 2015).

References

Aitken, J., Hunt, J., Roy, J., &Sajfar, B. (2012).A sense of wonder.Science in early childhood education. Melbourne: Teaching Solutions.

Blumenthal, H. (2019). Kids on Earth: A unique learning tool for the 21st century. Childhood Education, 95(3), 32-38. doi: 10.1080/00094056.2019.1616467

Campbell, C., Jobling, W., &Howitt, C. (Ed.). (2015). Science in early childhood (2nd ed.). Melbourne: Cambridge University Press.

Elliot, S. (2014). Sustainability and the early years learning framework. Castle Hill, NSW: Pademelon Press.

Fleer, M., & Jane, B. (2011). Design and technology for children (3rd ed.). Frenchs Forest, NSW: Pearson.

Fleer, M. (2015). Science for children. Melbourne: Cambridge University Press

Fitzgerald, A. (Ed.). (2013). Learning and teaching primary science. Melbourne: Cambridge University Press.

M, M., K, S., & N, N. (2019).Crossword puzzle as a tool to enhance learning among students in a medical school.National Journal Of Physiology, Pharmacy And Pharmacology, (0), 1. doi: 10.5455/njppp.2019.9.0620304062019

Marks, L. (2016).Playing to Learn: an overview of the Montessori Approach with pre-school children with Autism Spectrum Condition.Support For Learning, 31(4), 313-328. doi: 10.1111/1467-9604.12140

Wang, C. (2014). ON FU WEN'S THE WONDERFUL VOICE OF THE SUPERIOR FRUIT AND FINGER PAINTING. AziatischeKunst, 44(2), 2-10. doi: 10.1163/2543-1749-90000373

Waskul, D., & Lust, M. (2014). Role-Playing and Playing Roles: The Person, Player, and Persona in Fantasy Role-Playing. Symbolic Interaction, 27(3), 333-356. doi: 10.1525/si.2004.27.3.333