Section 9 EO C409.04 – PARTICIPATE IN A CREATIVE LESSON-PLANNING WORKSHOP
Resources needed for the delivery of this lesson are listed in the lesson specification located in A-CR-CCP-604/PG-001, Phase Four Qualification Standard and Plan, Chapter 4. Specific uses for said resources are identified throughout the instructional guide within the TP for which they are required.
Review the lesson content and become familiar with the material prior to delivering the lesson.
Photocopy Attachments A–C.
Photocopy and three-hole punch the handouts located at Attachments E–G, J and M for each cadet.
Photocopy Attachment K for each group.
Photocopy and cut out the Benefits of Creative Lessons Strips located at Attachment I for each group.
Photocopy a sample lesson plan (from Phase One) for each group.
Prepare a piece of flip chart paper by writing the goals of the workshop:
1.define creativity;
2.identify the benefits of a creative lesson;
3.explain the creative process; and
4.incorporate creativity in the lesson-planning process.
Select music to play in the background for the entire workshop.
Ensure the cadets bring the binder provided in EO M409.01 (Identify Methods of Instruction).
An in-class activity was chosen for this lesson as it is an interactive way to provoke thought and stimulate interest in the creative process and how to incorporate creativity into the lesson-planning process.
Nil.
By the end of this lesson the cadet shall have participated in a creative lesson-planning workshop to define creativity, identify the benefits of creative lessons, explain the creative process and learn how to incorporate creative elements into lesson plans.
It is important for cadets to incorporate creative elements into their lesson plans to make their lessons more interesting, enjoyable and engaging for the cadets.
|
Teaching point 1
|
Conduct an activity where the cadets will define creativity.
|
|
Time: 15 min
|
Method: In-Class Activity
|
The objective of this activity is to have the cadets define creativity.
Mixer worksheet located at Attachment A,
Pigture This... worksheet located at Attachment B,
Cliche Stretching worksheet located at Attachment C,
Mixer Answer Key located at Attachment D,
Flip chart paper,
Markers, and
Stereo.
1.Set up three workstations.
2.Label the workstations as A, B, and C and place flip chart paper and the corresponding attachments at each station.
3.Ensure the lesson location:
is physically safe;
allows for manipulation of the physical setting such as lighting, temperature and colour to make it more conducive to learning;
is large enough to accommodate small group and whole group activities; and
allows for the incorporation of movement into the lesson.
1.Divide the cadets into equal groups at each station.
 |
Display the chart paper illustrating the worksheet goals. |
2.Introduce the goals of the workshop. Read the goals of the workshop together.
3.Instruct the cadets to work in their groups brainstorming ideas about creativity and write their responses on flip chart paper.
4.Instruct the cadets to follow the directions at their station to complete the activity.
|
Play music in the classroom while the cadets are completing individual and group work. |
5.Provide the cadets with two minutes to present an example of their activity and to explain how their activity was creative. Encourage the cadets to use a visual representation of their activity on flip chart paper.
6.Explain to cadets that:
thinking creatively does not always make sense; and
sometimes the brain must think in different ways to find the answer.
7.Present the cadets with the following problem and answer:
If you throw a ball as hard as you can, how does it come back to you?
It doesn't hit anything, no one catches it, and no one else throws it back.
Answer: If you throw the ball up in the air.
8.Provide the cadets with the following definition of creativity:
Creativity is the combining of elements in a new way.
A new idea or product is often a combination of unlike elements previously thought to be completely unrelated.
 |
There are two types of creativity: •
Technical. People create new theories, technologies or ideas; and •
Artistic. Involves unique methods of self-expression. Creative people have three qualities: •
an ability to imagine relationships between unlike items, •
a playful attitude towards new ideas, and •
a willingness to work at changing and improving ideas and solutions. |
9.Compare the definition with the ideas that the cadets brainstormed on their flip chart paper.
Nil.
The cadets' participation in the activity will serve as the confirmation of this TP.
|
Teaching point 2
|
Have the cadets participate in activities that celebrate and encourage
creativity.
|
|
Time: 10 min
|
Method: In-Class Activity
|
The objective of this activity is to have the cadets participate in activities that celebrate and encourage creativity.
Celebrate Success handout located at Attachment E (one per cadet),
Flip chart paper, and
Markers.
Nil.
1.Explain to the cadets that upon hearing the attention signal Two Snaps and a Clap, they will:
repeat the signal immediately by snapping fingers on both hands twice and clapping once;
stop, look at the instructor and wait for an announcement; and
carry on when told to do so.
2.Have the cadets practice the two snaps and a clap.
3.Distribute the Celebrate Success handout located at Attachment E to each cadet.
4.Read Attachment E together.
|
STIMULATE THE BRAIN TO THINK CREATIVELY The right side of the brain is the creative side and the left side of the brain is the mathematical side. One side of the brain usually dominates the other with scientific people having a more dominant left side and artistic people having a more dominant right side. Creativity can be improved by having both sides of the brain switched on and functioning. The left side of the brain controls the right side of the body and the right side of the brain controls the left side of the body. Physical activity increases oxygen flow to the brain and helps it function better. |
5.Divide the cadets into four groups to represent each cheer.
6.Provide the cadets two minutes to practice each cheer.
7.Provide each group one minute each to demonstrate each cheer to the class and have them participate in their cheer after each demonstration.
8.Debrief the cadets by emphasizing the importance for motivation and physical activity in lessons.
Nil.
The cadets' participation in the activity will serve as the confirmation of this TP.
|
Teaching point 3
|
Conduct an activity where the cadets will identify the benefits of a creative
lesson.
|
|
Time: 15 min
|
Method: In-Class Activity
|
|
Present the following information to the cadets prior to conducting the activity. |
The preparation of a well-developed lesson:
provides structure and organization;
guides the instructor through each stage of the lesson; and
ensures that all essential information is delivered.
A well-developed lesson does not ensure the cadet is interested and engaged in the learning process. Well-planned lessons that creatively challenge and involve the cadets in a variety of activities engage the cadets in the learning process and ensure that learning outcomes are achieved.
|
Ask the cadets to think about a time when they were bored during a lesson and a time when they were interested during a lesson. Have them think about the two experiences as they take part in the brainstorming activity. |
|
ACTIVITY
|
|
|
Time: 10 min
|
|
The objective of this activity is to have the cadets identify the benefits of a creative lesson.
The Benefits of Creative Lessons handout located at Attachment F
The Benefits of Creative Lessons Worksheet located at Attachment G,
The Benefits of Creative Lessons Answer Key located at Attachment H,
The Benefits of Creative Lessons Phrase Strips located at Attachment I (one set per group),
Flip chart paper,
Markers,
Pencils / pens, and
Tape.
Nil.
1.Divide the cadets into groups of three or four.
2.Distribute the Benefits of Creative Lessons handout located at Attachment F to each cadet and review the handout together.
3.Distribute the Benefits of Creative Lessons worksheet located at Attachment G to each cadet.
4.Give the cadets five minutes to work together to complete the worksheet.
5.After five minutes review the answers using the Benefits of Creative Lessons Answer Key located at Attachment H.
6.Distribute the Strips located at Attachment I, flip chart paper and tape to each group.
7.Have each group divide their sheet of flip chart paper into two columns:
uncreative lesson, and
creative lesson.
8.Have each group place each strip in the appropriate column.
9.Review the cadets' posters and debrief the cadets.
|
All strips are located under the creative lesson column. |
 |
Many instructors do not engage cadets because they do not use enough creativity in their teaching. Some aspects of the cadet program are personally interesting to the cadets which helps compensate for this. Some lessons however, are not personally interesting to the cadets and depend more heavily on the instructors' creative ability. |
Nil.
The cadets' participation in the activity will serve as the confirmation of this TP.
|
Teaching point 4
|
Conduct an activity where the cadets will identify the stages of the creative
process.
|
|
Time: 20 min
|
Method: In-Class Activity
|
|
Present the following information to the cadets prior to conducting the activity. |
A lesson plan is an organized outline for a single period of instruction. It is a necessary guide for instructors because it tells them:
what to do,
in what order to do it, and
what method(s) to use in teaching the material.
Each time an instructor is faced with the challenge of planning a creative lesson they can apply the creative thinking process as outlined below.
|
ACTIVITY
|
|
|
Time: 15 min
|
|
The objective of this activity is to have the cadets participate in the creative process.
The Creative Process handout located at Attachment J (one per cadet),
Forced Analogy worksheet located at Attachment K (one per group),
Forced Analogy Guide located at Attachment L,
Empty match box (one per group), and
HB # 2 pencil (one per group).
Nil.
1.Distribute the Creative Process handout located at Attachment J to each cadet.
2.Review the process with the cadets.
3.Distribute an empty matchbox and the Forced Analogy worksheet to each group.
4.Provide five minutes for the groups to compare the matchbox to their local squadron. Guide the groups through this step by offering assistance as required. Encourage them to be creative in their comparison.
|
Circulate around the room to ensure that the cadets are processing the information. Use Attachment L as a guide to cadets experimenting difficulty. |
5.Have the cadets copy their responses in the forced analogy blank template for the matchbox activity.
|
If groups finish early, they can continue with the second analogy. (1)
Distribute a HB # 2 pencil to each group. (2)
Have the cadets use forced analogy to compare parts of the pencil to the Canadian Cadet Organizations (CCO). (3)
Have the cadets write their responses on the Forced Analogy worksheet. |
6.Have each group assign one of its members to share their chart with the whole group.
7.Have the cadets work in their groups and alternately ask the questions from the Forced Analogy worksheet. Allow them to refer to The Creative Process handout located at Attachment J to help answer the questions.
Nil.
The cadets' participation in the activity will serve as the confirmation of this TP.
|
Teaching point 5
|
Conduct an activity where the cadets will incorporate creativity into the
lesson-planning process.
|
|
Time: 20 min
|
Method: In-Class Activity
|
|
Present the following information to the cadets prior to conducting the activity. |
Instructors are constantly challenged to plan lessons that engage cadets in the learning process. Often the only difference between creative and uncreative instructors is self-perception. Creative instructors see themselves as creative and have the confidence to attempt new things. Uncreative instructors do not think about creativity and do not give themselves the opportunity to create anything new.
|
The first step towards becoming more creative is to relax. It is far more difficult to be creative when the body is tired or stressed. Creativity is found in the subconscious mind which is more accessible in a relaxed state. |
To be creative during lesson planning instructors set aside time to examine if there is a better way of instructing a previously taught lesson or to play around with different ways of instructing a new lesson. This process should become a habitual part of the instructor's thinking.
Creative lessons are filled with physical and mental activities that involve all the cadets. The instructor should ensure that the cadets always feel emotionally safe in the learning environment and can take part in all learning activities without fear of being embarrassed, put down or ridiculed. Instructors can do this by:
showing a positive attitude;
showing interest in the lesson topic;
treating cadets respectfully and demanding that cadets treat their peers respectfully;
challenging cadets with fun activities that are not too easy or too difficult;
rewarding effort as well as results;
appealing to different learning styles;
providing specific feedback;
encouraging the cadets;
communicating clear expectations and routines; and
providing processing time.
|
ACTIVITY
|
|
|
Time: 15 min
|
|
The objective of this activity is to have the cadets incorporate creative elements into the lesson-planning process.
Ways to Incorporate Creativity handout located at Attachment M, and
Sample lesson plan (one per group).
|
The sample lesson plan can be any lesson plan that has been developed for Phase One training. A sample lesson plan should be developed if none are available. As an alternative, cadets may use the lesson plan they developed for EO M409.05 (Instruct a 30-Minute Lesson). |
Nil.
1.Distribute the Ways to Incorporate Creativity handout located at Attachment M and review as a class.
2.Distribute the sample lesson plan to each group.
3.Allow each group 10 minutes to adapt a lesson plan by incorporating some of the creative elements at appropriate places throughout the lesson.
4.Circulate around the room providing assistance as required.
5.Give each group two minutes to present their ideas for their lessons to the class.
Nil.
The cadets' participation in the activity will serve as the confirmation of this TP.
The cadets' participation in the lesson-planning activity will serve as the confirmation of this lesson.
Nil.
Nil.
Lessons that creatively challenge and involve the cadets in a variety of activities engages them in the learning process and ensure that learning outcomes are achieved.
This EO should be scheduled as one training session.
This EO shall be conducted after EO M409.05 (Instruct a 30-Minute Lesson).
C0-375 ISBN 978-1-879097-10-0 Kagan, S., & Kagan, M. (2009). Kagan cooperative learning. San Clemente, CA: Kagan Publishing.
C0-377 Canadian Yachting Association. (2002). Level 2 technical coach manual. Kingston, ON: Canadian Yachting Association.
C0-381 McDonald, E. (2006). How to involve and engage students. Retrieved March 4, 2009, from http://www.education-world.com/a_curr/columnists/mcdonald/mcdonald007.shtml
C0-383 Bell, A. (2007). Creating a learning centered environment–Introduction. Retrieved February 23, 2009, from http://www.dialogueonlearning.tc3.edu/model/environment/Introduction-grp.htm
C0-385 Exalted Living. (2009). Creativity on demand. Retrieved March 3, 2009, from http://www.exaltedliving.com/creativity.htm
C0-386 International Forum of Educational Technology & Society. (2006). Integrating creativity into online university courses. Retrieved February 11, 2009, from http://ifets.ieee.org/discussions/discuss_september2006.html
C0-387 Beals. G. (1998). Thomas Edison "Quotes". Retrieved March 9, 2009, from http://www.thomasedison.com/index.html
C0-388 Schoenherr, N. (2007). Being more creative in everyday life is simple, says author of 'Group Genius'. Retrieved March 10, 2009, from http://news-innfo.wustl.edu/tips/page/normal/9421.html
C0-389 Soria, R. (2009). How to think like a genius. Retrieved March 09, 2009, from http://www.creativity-portal.com/howto/a/davinci/genius.html
C0-395 MindTools. (2009). Approaches to creativity. Retrieved March 16, 2009, from http://www.mindtools.com/pages/article/newCT_00.htm
Report a problem or mistake on this page
- Date modified: