Sunday, March 11, 2012
TG1 & TG2: Creating dispositions of appreciation, understanding, criticality and creativity
Hi hi, this is not a compulsory blog post but follows from the lecture today. If you have any thoughts from today's lecture about how we can create the environment for encouraging these dispositions of appreciation, understanding, criticality and creativity, please share them. And any other thoughts springing from today's lecture.
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Because the summative assessments do not test for appreciation and creativity, these skills are often not taught/ encouraged (as compared to the other two skills).
ReplyDeleteI liked the idea of the teacher simply sharing a poem with a class simply for the sake of it - no assessments/ assignments/ or even response required. This simple act (when consistently done) can help students to appreciate poetry.
As for the creativity bit, this may be explored in project works and through innovative teaching/ learning strategies. Removing the summative assessment components from these dispositions of appreciation and criticality should encourage teachers to explore fun ways of teaching instead of neglecting these skills altogether.
Firhana Alsagoff
Firhana, i like your suggestion of formative assessment for the sake of formative assessment. No punitive summative assessments for our students! From a humanist standpoint, this probably seems ideal. From a more cynical, world-weary vantage, this might just be the recipe for making slackers and under-achievers. The strong version of the behaviorist counterpoint to the idea of taking away all tests (i.e. all formal systems of reward and punishment) is: "Spare the rod and spoil the child." Or "All fun and play make Jack a droll boy."
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