Developing creativity through authentic programming in the inclusive classroom

Eddles-Hirsch, Katrina; Kennedy-Clark, Shannon; Francis, Tryon

doi:10.1080/03004279.2019.1670714

Cited by 8 publications

(3 citation statements)

References 20 publications

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“…Developing creativity through authentic programming in the inclusive classroom (Eddles-Hirsch, et al, 2020) This paper will respond to educators' needs by addressing the meaning of creativity and providing examples on how to develop it using models and strategies found in the research to be effective evidence-based frameworks for creativity in an inclusive classroom.…”

Section: A19mentioning

confidence: 99%

Components of Education 4.0 in 21st Century Skills Frameworks: Systematic Review

2022

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Responsive educational proposals to develop skills to meet the demands of Industry 4.0 have become imperative to guarantee inclusive, equitable, and quality education and promote lifelong learning opportunities for all, also reducing the negative impact of COVID-19 and the major post-pandemic social issues. This article analyzes which components of Education 4.0 have been considered in 21st century skills frameworks and identifies the teaching and learning methods and key stakeholders impacted. We conducted a systematic literature review (SLR) with research questions to highlight studies that address 21st century frameworks worldwide, identifying which teaching–earning strategies contain 4.0 components, their learning dimensions, and the targeted stakeholders. The findings allowed us to identify opportunities to create or improve 21st century skills frameworks with the required Education 4.0 components to develop future skills. Our study revealed the absence of these frameworks for teachers and schools. Most are oriented toward students, developing competencies through the dimensions of character, meta-learning, and linking active learning teaching strategies. This work presents studies incorporating innovative educational practices and the core Education 4.0 components. It concludes with a reflection on creating educational models to develop complex-reasoning competencies and auto-systemic thinking to support problem-solving and address social needs.

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Section: A19mentioning

confidence: 99%

Components of Education 4.0 in 21st Century Skills Frameworks: Systematic Review

2022

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“…(2019). Menjelaskan bahwa: "Berpikir kreatif melibatkan siswa yang belajar untuk menghasilkan ide dan menerapkan ide-ide baru dalam konteks tertentu, melihat situasi yang ada dengan cara baru, mengidentifikasi alternatif penjelasan, dan melihat atau membuat tautan baru yang menghasilkan hasil positif " [2] . Terjadinya proses kegiatan belajar mengajar dengan peserta didik tidak terlepas dari perjuangan yang kuat dan ulet kepala sekolah, para guru tenaga kependidikan dan juga kerjasama dengan wali murid.…”

Section: Pendahuluanunclassified

Pelatihan Model Pembelajaran Kooperatif Tipe Jigsawpada Guru Sma Ramu Ibs Kota Bogor

Ayi Abdurahman

2022

abdnsa

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Pengabdian kepada masyarakat ini dilaksanakan pada SMA RAMU IBS Kota Bogor dengan memberikan pelatihan kepada tenaga pendidik dengan tema “model pembelajaran kooperatif tipe Jigsaw”. Pelatihan ini memiliki tujuan untuk meningkatkan kompetensi tenaga pendidik sebagai bekal dalam kegiatan belajar mengajar dan diharapkan berdampak positif bagi hasil belajar peserta didik. Target sasarannya meliputi Guru seluruh Mata Pelajaran. Metode yang dilakukan adalah ceramah, demonstrasi, diskusi dan konsultasi. Tahap pelatihan meliputi; persiapan pemberian pelatihan dengan persiapan materi yang relevan dengan peserta pelatihan, koordinasi dengan pihak sekolah mengenai jadwal pelatihan dan peralatan yang harus dipersiapkan peserta, pelaksanaan pelatihan diawasi oleh pihak sekolah dan evaluasi bersama antara tim pelatihan dan pihak penyelenggara serta membuat rumusan bersama untuk implementasi hasil pelatihan pada proses pembelajaran di kelas. Tujuan penelitian ini adalah untuk mengetahui pemahaman peserta pelatihan dalam memahami materi yang diberikan, untuk mengetahui hasil pelaksanaan pelatihan yang diberikan pada tenaga pendidik dan untuk mengetahui pengendalian hambatan pada pelaksanaan pelatihan”. Dampak pelatihan ini akan dievaluasi implementasinya pada proses pembelajaran di kelas. Teknisnya melalui kerjasama dengan pihak kepala sekolah untuk melakukan evaluasi bersama pada guru yang telah mengikuti pelatihan

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“…Despite the clarity of any skill or behavior mentioned in national curriculums, applications of programs for developing creativity depends on teachers' own understandings and interests in this area. Eddles-Hirsch et al (2020) provide examples on how to develop creativity by using models and strategies that have been found in the research to be effective evidence based frameworks that foster creativity in an inclusive classroom context. Dominey (2021) conducted research both inside and outside the classroom to explore the relationship between imaginative play and creativity in education and more specifically, to examine the structures, approaches, benefits, and obstacles related to imaginative play and creativity.…”

Section: Introductionmentioning

confidence: 99%

Early childhood student-teachers’ perspectives on creativity

Michaelidou

Pitri²

2022

Front. Educ.

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The changes taking place during the pandemic regarding the interchange between online and face-to-face teaching in the Department of Education of an Eastern Mediterranean private university, led to the need of instructors not only to revisit knowledge on creativity but to examine the views and perceptions of early childhood student-teachers about creativity. More specifically, through informal interviews, we examined 15 junior early childhood student-teachers’ beliefs concerning creativity in general and the traits of a creative individual, whether creativity can be developed in education, and how it could contribute to early childhood teachers’ professional development. In this article, we summarize a qualitative descriptive study that took place in the context of the course Designing Activities in Kindergarten and describe the results from the semi-structured interviews that aimed to find out early childhood student-teachers’ views on creativity providing evidence for the participants’ need for a framework and strategy to guide their creative instructional design and teaching.

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Developing creativity through authentic programming in the inclusive classroom

Cited by 8 publications

References 20 publications

Components of Education 4.0 in 21st Century Skills Frameworks: Systematic Review

Components of Education 4.0 in 21st Century Skills Frameworks: Systematic Review

Pelatihan Model Pembelajaran Kooperatif Tipe Jigsawpada Guru Sma Ramu Ibs Kota Bogor

Early childhood student-teachers’ perspectives on creativity

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