- Directly to Example activities for teaching Creativity
- Directly to Creativity + Sustainable Development Goals
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The educator encourages creative thinking and flexibility within their learners.
The educator helps learners to:
- 7.1 Build on their experience and existing knowledge as a basis for creativity in responding to sustainability related issues
- 7.2 Use their judgement to recognise when tried and tested approaches are appropriate rather than assuming that new is always better
- 7.3 Develop ideas and create innovations, based on real-world scenarios/problems and sustainable entrepreneurial skills development.
Underpinning Components for the educator
In order to achieve the above Learning Outcomes the educator should be able to:
- UC7 Apply creative and innovative teaching techniques in relation to sustainability issues, positioning the teaching processes in a real-world or simulated context
- UC7.1 Facilitate a process of generating new ideas among learners
- UC7.2 Encourage learners to critically evaluate existing alternatives developed by sustainability actors
- UC7.3 Recognise opportunities for building new value (i.e. social, environmental or economic benefits) in a sustainable way from any given situation
- Suggested duration: 1 hour
- Technique used: Group discussion
- Materials required: Flipchart paper and pens
- Aim of activity: To encourage students to think about creative ways of teaching something
- Underpinning components: UC7.1
- Connection with other competences: Attentiveness
- Whole group: Decide on an issue to do with sustainability e.g. use of plastic, trophy hunting, over fishing, waste
- Small groups: Brainstorm at least 15 ways that this could be taught to a given age range
- Whole group: Share and discuss ideas and approaches
Note how creative we become after the first five ‘usual ideas’ have been suggested!
- Suggested duration: 30 mins
- Technique used: Lecture and discussion
- Materials required: Slides
- Aim of activity: To explore and discuss rationale behind need for creativity, use of real-world contexts and building on experience
- Underpinning components: UC 7.2
- Connection with other competences:
- Different form of education e.g. Chamberlin, Freire, Orr, Hicks
- Reflective learning e.g. Kolb, Gibbs
- Social learning e.g. Bruner, Vygotsky
- Experiential learning e.g. Piaget, Rogers
- Thoughts about sustainability e.g. Thiele
- Suggested duration: 45-120 mins
- Technique used: Transect walk; walk across the school site, better still across the local neighbourhood.
- Materials required: None
- Aim of activity: To introduce the concept of ‘new value’ and see how innovation can bring social, environmental and economic benefits.
- Underpinning components: UC 7.1; UC 7.3
- Connection with other competences: Action; Futures
Draw a line (a transect) across a map of the local area between two safe and accessible points – the length of line will depend on the amount of time available. This is the route of your walk. Now plan the walk taking care to avoid hazards and private property while staying as close to the straight line as possible.
Take the class on the walk along the route you have planned together and look for examples or evidence of situations where an improvement might be made. After the walk, ask the class to work in small groups and think of as many ideas as possible for adding new value to their locality.
A more random version would be to ask students to explore an area and take photographs using a smartphone to show their evidence. This puts them in charge but can also reduce the level of creativity required to come up with ideas.
- Identify opportunities within personal, or working life where it might be possible to create space to encourage sustainability
Find creative suggestions as to how to end poverty.
Find creative suggestions as to how to end hunger.
Propose ideas based on experiences and real life situations that would support and increase the health and resilience of vulnerable groups and people in need.
Explore new forms of education and search for new ways of teaching and learning. Develop ideas on holistic approaches to education.
Recognise how our values and our culture underpin our behaviours and our pre-conceptions about gender differences and explore alternative ways of thinking and behaving in daily life.
Look for and propose innovative solutions, both structurally (socially) and technically, for areas where there is a lack of water and sanitation.
Employ creative ways of communicating an environmental conflict related to energy production and consumption.
Explore alternative economic models and search for new ways of working. Develop ideas on sustainable products and services.
Be creative and flexible while working on resilient infrastructure and inclusive and sustainable industrialization and innovation.
Develop creative ways of reducing inequalities.
Develop ideas and approaches for addressing real local /community problems and test them for their appropriateness regarding the specific sustainability issue.
Explore new forms of consumption and production. Develop new ideas on sustainable lifestyles.
Reflect on current behaviours and technologies in use and recognise how the ‘Western’ lifestyle is a principal cause of climate change. Explore alternative and creative lifestyles and alternative technologies, including agricultural and reforestation ones, that can counter and mitigate climate change.
Reflect on current behaviours and recognise causes of overfishing. Explore and suggest alternatives behaviours would protect marine life.
Present alternatives to the status quo on wildlife habitats that will provide more protection.
Explore different ways of promoting agency and representation.
- Aubrey K & Riley A 2016 Understanding & Using Educational theories. London: Sage. (see chapter 3 – Jean Piaget: Understanding the mind of the child; chapter 4 – Lev Vygotsky: An early social constructivist viewpoint; chapter 12 – David Kolb: Experiential Learning Theory;)
- Chamberlin S 2009 The Transition Timeline Totnes: Green Books Ltd
- Curtis W & Pettigrew A 2009 Learning in Contemporary Culture. Exeter: Learning Matters
- Hicks D 2014 Educating for Hope in Troubled Times. London: IOE
- Stibbe A 2009 the Handbook of Sustainable Literacy Totnes: Green Books Ltd
- Thiele L 2013 Sustainability. Cambridge: Polity