{"id":678,"date":"2019-12-05T18:20:04","date_gmt":"2019-12-05T18:20:04","guid":{"rendered":"https:\/\/blogs.shu.ac.uk\/doingdatadifferently\/?page_id=678"},"modified":"2020-09-07T19:21:50","modified_gmt":"2020-09-07T19:21:50","slug":"topics-feb-2019","status":"publish","type":"page","link":"https:\/\/blogs.shu.ac.uk\/doingdatadifferently\/meetings\/topics-feb-2019\/","title":{"rendered":"February – Creativity and literacy"},"content":{"rendered":"
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\n\t\t\t\t\t\tFEBRUARY - CREATIVITY & LITERACY\t\t\t\t\t\t<\/h2>\n\t\t\t\t\t\t\t\t\t\t\t
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\n\t\t\t\t\t\tHow creativity flows from a good book\t\t\t\t\t\t<\/h3>\n\t\t\t\t\t\t<\/div>\n<\/div><\/div><\/div>
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\"So I've put up distance, how much the children can get out of the book, how far they can metaphorically travel. \u2026 So basically it's all the roads we went down from the book. Lots of roads you could go down. I think if you get a good book the creativity just flows and 'Sky Song' is just one of those books.\"<\/span><\/p>\n<\/div>\n<\/div><\/div>

https:\/\/blogs.shu.ac.uk\/doingdatadifferently\/files\/2020\/01\/20190212-C.mp3<\/a><\/audio><\/div><\/div><\/div><\/div>
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\n\t\t\t\t\t\tHow creative I am with respect to literacy\t\t\t\t\t\t<\/h3>\n\t\t\t\t\t\t<\/div>\n<\/div><\/div><\/div><\/div><\/div><\/div>
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\"So I think what I tried to make myself think about is how creative I am and so I tried to quantify my own perception of how creative I am, so I gave myself a minute to write down all the things I do vaguely related to teaching literacy that might be creative and it was really hard, so I got 26 \u2026<\/span><\/p>\n

It's kind of a mish mash of the things that I do, it's not all the things I do, it's far from exhaustive and now looking at it it's not even perhaps some of the most crucial or essential things I do. It's probably not even some of the most creative things I do but it's what I could summon in a minute's time to reflect how creative I feel or what I feel I do that is creative.\"<\/span><\/p>\n<\/div>\n<\/div><\/div><\/div><\/div><\/div>

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\n\t\t\t\t\t\tCreativity through group story telling\t\t\t\t\t\t<\/h3>\n\t\t\t\t\t\t<\/div>\n<\/div><\/div><\/div><\/div><\/div><\/div>
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\"So we've been doing 'The Snail and the Whale' by Julia Donaldson and we'd been reading lots and exploring lots and then we were retelling it person by person, passing it round using some vocabulary from the text \u2026 <\/span><\/p>\n

They're in Year 2 so that's a big part of it, is kind of retelling and using vocabulary that you've been given, so I was trying to look for how they could show their creativity.\"<\/span><\/p>\n<\/div>\n<\/div><\/div><\/div><\/div><\/div>

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\n\t\t\t\t\t\tReflecting on being a 'silent teacher'\t\t\t\t\t\t<\/h3>\n\t\t\t\t\t\t<\/div>\n<\/div><\/div><\/div><\/div><\/div><\/div>
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\"I knew what I wanted to do ages ago because I found this, I think it was one of the Facebook groups someone was talking about silent teacher, I don't know if you've ever heard of it but I was like, oh, I love this idea, I'm going to do this. It basically involves not talking for an entire morning or as long as you can bear.
\nSo my idea for the silent teaching morning was to present the text to them, give them a list of instructions but not really instructions, a sort of, well, this is what you're going to do, it's guided reading, there's a couple of questions to answer but do what you normally do looking at how independent they can work really, I think that was my initial aim. Then my TA and I just sort of sat back and observed to see what they were up to and it started off really, really well.\"<\/span><\/p>\n<\/div>\n<\/div><\/div>

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