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Ingersoll, Marcea – LEARNing Landscapes, 2018
By embedding narrative theory within the practice of storied forms, there can be pedagogical movement from difficulty to insight. This piece explores scholarly personal narrative as a creative and critical method for attaining academic understanding. The ideas of three narrative scholars (Nash, Fowler, and Luce-Kapler) surface within two writing…
Descriptors: Personal Narratives, Letters (Correspondence), Poetry, Creativity
Shifflet, Daniel R. – PRIMUS, 2013
In this paper we discuss why a senior capstone course is the perfect setting to reward graduating seniors with some of the more fun and interesting aspects of advanced mathematics. We provide a beginner's list of topics to consider as well as a method of implementing these tidbits outside of the classroom if time is an issue.
Descriptors: Mathematics Curriculum, College Mathematics, Teaching Methods, College Seniors
Friesen, Helen Lepp – Teaching English in the Two-Year College, 2012
To writing, painting, drawing, and photography as artistic media, the author would like to add teaching as a creative endeavor as well. Especially in a classroom where English is not the first language for many students, the writing teacher needs to be creative with assignments and activities that address nontraditional ways of learning. Her…
Descriptors: Writing Instruction, Poetry, Writing Teachers, Photography
Coles, Alf – Mathematics Teaching Incorporating Micromath, 2008
Metaphor and metonymy are two ways people make meaning; two ways they perform transformations between thought and language and within both thought and language. In St. Augustine's language these two processes could be pictured as vertical or horizontal movements either from the world of signs to "reality" or within the world of signs itself. In…
Descriptors: Learning Theories, Figurative Language, Mathematics Instruction, Creative Teaching
Glazer, Susan Mandel – Teaching Pre K-8, 2006
Asking children to use a dictionary without discussion to expand their vocabularies is uninteresting, unnatural and unwarranted. This type of assignment requests that the student teach him or herself. Directing students with words without showing them what to do is quite difficult. Asking them to do it independently without observing a model is…
Descriptors: Teaching Methods, Vocabulary Development, Creative Teaching, Poetry
Dick, Walter – Educational Technology, 1995
Responds to criticisms of author's work on instructional design and creativity. Clarifies three points from the criticized article: (1) the role of the Dick and Carey model; (2) the role of the client in the design process; and (3) the importance of performance analysis of ill-defined problems. (JMV)
Descriptors: Creative Teaching, Creativity, Instructional Design, Responses
Davidman, Leonard – Phi Delta Kappan, 1980
An expressive encounter is the opposite of a behavioral objective. The instructional goals of the expressive encounter are emergent and generally aimed at skills and attitudes related to creativity and problem solving. A developmental lesson sequence is an integrated, sequential group of lessons that move toward a general goal. (Author/IRT)
Descriptors: Creative Teaching, Educational Objectives, Elementary Secondary Education, Imagination

Hadley, Eric – Reading: Literacy and Language, 2002
Argues for the realignment of Shakespeare with the popular forms which influence the social world of young children. Explores what teachers and performers need to learn and unlearn when telling Shakespeare's stories in the company of children. Considers the grounds of creativity for teachers when abandoning prescription in teaching Shakespeare.…
Descriptors: Creative Teaching, Drama, Primary Education, Reading Instruction
Ohanian, Susan – Learning, 1988
A teacher encourages other teachers to look beyond rigid, locked-in, over-organized instructional approaches by pointing out the advantages of creativity, risk-taking, and flexibility in classroom teaching. (CB)
Descriptors: Creative Teaching, Elementary Secondary Education, Lesson Plans, Teacher Attitudes
Scallan, Patricia N. – Child Care Information Exchange, 1988
Offers a rationale and methods for implementing a coaching program in day care centers. Defines coaching as staff training that focuses on teachers changing and extending their ideas and skills of teaching through technical support and encouragement from fellow teachers. (RWB)
Descriptors: Creative Teaching, Day Care Centers, Early Childhood Education, Teacher Education
Gibbs, G. L. – Use of English, 1985
Offers suggestions for teaching and resources for bringing the works of Shakespeare successfully to students of today. (CRH)
Descriptors: Creative Teaching, Educational Media, Educational Resources, Literature Appreciation
Rowland, Gordon – Educational Technology, 1995
Responds to two arguments made by Walter Dick in the debate over instructional design and creativity: (1) "creativeness" should not dominate effectiveness and efficiency; and (2) systematic instructional design methods do result in "creative instruction" when they are used appropriately. Also lists respondent's assumptions and claims. (JMV)
Descriptors: Creative Teaching, Creativity, Debate, Efficiency
Novelli, Joan – Instructor, 1991
Nine elementary teachers explain how they design their classrooms to match and support their instructional styles. The teachers focus on whole language programs, student portfolios, science activity set-ups, technology transformation, learning center strategies, and space utilization. (SM)
Descriptors: Classroom Design, Classroom Environment, Creative Teaching, Elementary Education

Gaianguest, Kathryn – Teaching Sociology, 1998
Responds to Sweet's (Steven) essay on radical pedagogy in the teaching of sociology. Discusses what it means to be a radical teacher. Presents ideas for beginning radical pedagogs to gain support for their initiatives from other instructors, their own institutions, and their students. (DSK)
Descriptors: Creative Teaching, Educational Theories, Higher Education, Sociology
Reid, Mark – English Teaching: Practice and Critique, 2005
This paper is an exploration of the ways in which the concept of montage (a principle of film editing developed first by a group of Russian film makers in the 1920s) might be mobilised in support of the teaching of English, in particular the teaching of poetry. I will argue that montage can be used as the basis of a different kind of pedagogy in…
Descriptors: Figurative Language, Films, Poetry, Teaching Methods