What is creative learning?
A new collection of essays, published by Creative Partnerships, the Government’s creative learning programme, interrogates the idea of creative learning. Richard Darlington, of CP, gives a brief overview of the book.
Re-thinking teacher effectiveness
Neuro-Linguistic Programming could offer teachers a set of tools to think about and improve their own practice. Richard Churches, Roger Terry and Paul Tosey investigate.
Enquiry Versus Philosophy
Is Philosophy For Children a second-best option for children who could do better with real philosophy? Peter Worley puts the case for a return to the real thing.
Teacher, what are your children thinking?
Sue Hut reports on her work on understanding childen’s thinking by looking at the language they use.
The Act of Creation
How can teachers help pupils become more independent and take a more active role in their learning through a traditional subject like Religious Education? Anita Maggie and Dedree Diston did some action research into the question.
Introducing Arctic Stories
In this set of cross curriculum activities Sue Lyle and Maggy Roberts show how a thematic approach to teaching can be developed using both Egan’s Romantic Framework and a skills-based approach to curriculum planning. The activities are designed to meet the demands of Curriculum 2008 for the 8-13 age range and incorporate thinking, communication and ICT skills. The activities are part of a new pack, ‘Arctic Stories’ soon to be published by Imaginative Minds.
In her second article Sue Lyle continues to explore some of the practical implications of Kieran Egan’s imaginative approach to teaching. The focus for this issue is the Romantic Framework and how it can be applied to children between the ages of 8-14 (Key Stage 2 and 3).
Imaginative engagement in learning to read
Using Synthetic Phonics is an effective but often desperately dull and tedious way to teach a child to read. And does this tedium ever create in children a strong internalized need to read? Mike Lake suggests that putting fun and real reading into phonics teaching can add the missing, magic ingredient.