an also take on an arguably more higher saturation and expression of creativity through social interaction. This is evident in the situational theory of learning.

"...an active process" (Fautley, M and Savage, J,)

that all people are creative.(Boden, 2004)

Apparent in curriculum documents where creativity is no longer limited to the Arts domain but now is recognised in other educational domains such as Mathematics, English, Religion and so on.

A creative thought , as Guildford explains in 1967, can be “convergent” where we move to one fixed answer or “divergent” where there is no predetermined answer.

Creativity is no longer a term simply applied to painting, dance, performance but it is a term that underpins disciplines in all learning areas so that the learning is one aimed at arming our students for their present and future roles in society and the workplace.

Mistakes are necessary to cultivate a creative environment

Every education system around the earth has the same hierarchy of subjects.

Creativity is as important as literacy and we should treat it with the same status.

…many highly talented, brilliant, creative people think they are not because the thing they were good at school wasn’t valued or it was stigmatised.

we "have to rethink the fundamental principles on which we are educating our children".

Intellectual Flowering” I start to think that solitary moments and solitary participants are no longer a necessary part of the definition. Flowering suggests “over a period of time”

Innovation needs order in the disorder..strange as that may sound. When an environment is hectic with people communicating, there is a “chaos where ideas can come together (Johnson, 2010)

When a “liquid network” of people from different backgrounds, different ideas and different interests share a common space, intellectual and physical, we start to build a network of invigorating and inspiring conversations, and when we can have this sort of ”architecture of space” (Johnson, 2010) we can take away from the predictable outcomes that often arise from singular, solitary cognitive processes.

HUnch moments Johnson suggests that hunch moments actually “incubate” over a longer period of time and refers to them as “Slow Hunch”.

What is cognitively arousing is the encouragement to share and associate thinking by many individuals as opposed to secretly “festering of an individual thought”. Johnson refers to this as “Connecting vs Protecting”

http://webclasscommunity.wordpress.com/2013/08/27/communities-of-practice/#more-64

2……

3……

can be challenging

think abstractly about learning

look for patterns, connections and progress

Taxonomy of Reflection (Peter, Pappas, 2010)

2) How Imagination Works is a Mystery

3) Can't be taught, instilled, developed or cultivated

Vitality of our economy depends upon having imagination

Imagination opens up the way we try to forecast the future

Nassim Nicholas Taleb calls "black swans" the rare random events that we never plan for

Without imagination education is empty

Imagination isn't a nice to have luxury in education rather it makes education relevant to everyone

Nothing more basic and fundamental in good education than developing the innate ability to imagine

If we cram children with WHAT they are unready for WHAT IF

WHAT IF are powerful words that allows us to express imagination in word and image

As adults we become socialised to certain norms of mutual justification

Reflection in action" (Donald Schon) is when we face ourselves honestly and in fellowship with others

"Noticing Deeply" is identifying and articulating layers of detail through continuous interaction with an object of study

"Embodying" is experiencing a work through your senses and emotions and physically representing it

"Questioning" is asking "Why" and "What if?" throughout your explorations

"Identifying Patterns" is finding relationships among the details you notice, and grouping them into patterns

"Making Connections" linking the patterns you notice to prior knowledge and experiences of yours and others

"Exhibiting Empathy" is understanding and respecting the experience of others

"Creating Meaning" creating interpretations of what you encounter and synthesizing them with the perspectives of others

"Taking Action" is acting on the synthesis through a project or an action that expresses your learning

"Reflecting And Assessing" is looking back on your learning to identify what challenges remain and to begin learning anew

Imaginative life of the student is no longer considered some exotic and largely irrelevant intellectual activity

Imagination is the great workhorse of learning

Eisner's work has ensured that we value imagination and creativity in our images of good teaching, learning and students' expressions of understanding

engaging student's imaginations in curriculum materials is one of the keys to successful learning

"standardised teaching from an educational perspective, is an oxymoron" ( 2002, p7)

the imagination is not only desirable but necessary in education

Ask the student what they can imagine not what they know

Students' imagination is a better starting point than what children already know

starting where the student is may be inadequate and restrictive

no one's understanding of the world expands according to this principle of gradual content association.

ignoring the imagination because our research methods have difficulty coming to grips with it is somewhat self-defeating.

imagination is the ability to think of things as possibly being so

Constructivists believe knowledge is created by the individual and a construction of understanding

Sharing of ideas

Little collaboration

Lack of critical thinking

Lack of reflective practise

Lack of communicative practice

collaborative

reflection in action

reflection on action

communicative practises

Constructive commentary

Critical thinking