Introduction

Many different approaches are used within many 21st century learning contexts when it comes to creative and enquiry based learning. Some of the approaches that will be explained in this blog are Mantle of the Expert, Drama, Creative Writing, Outdoor Classroom and Scientific Play. Each approach shows how children can be creative across the curriculum and how they can enquire in many ways to develop skills and expand their learning. Most of these approaches are used within schools these days but mainly with primary school age, although they can be adjusted to meet a variety of ages. Enquiry is a part of learning for children as they discover new ideas and resolutions through enquiry.

Scientific Play

Science can be fun and exciting for children if it is made appealing and interesting. Johnston (2014) states that scientific play is all about children experimenting and exploring. It is about children enquiring through their play and discovering the learning outcomes through their own decisions. Science is not seen as a subject that has a lot of practical learning. In primary schools children do some practical science activities such as planting plants or testing their heart rate but they do not allow children to enquire the area themselves. They are told the outcome before they have completed the experiment. In secondary schools children do practical experiments but again they are told the outcome before the experiment, also they do not always get to do the practical experiment as they have to listen to the teacher talk through everything first plus they may have to answer questions or write about the possible outcome before they do the practical.

Johnston (2014) explains that even small children do certain skills during play which are scientific such as grouping objects for certain reasons is similar to sorting the variables in an experiment. These skills are expanded on as the child gets older and they will then learn why they use these skills. Also asking questions is apart of scientific play as it allows the child to experiment and explore the possibilities of an answer for the answer.

Techniquest is a good place for school trips or just in general for scientific play. There are 100's of activities there for children of all ages to enjoy. This place allows children to learn about different aspects of science in a way that allows them to experiment and discover themselves. There are a number of classes that are held that schools can book to go to for the children to get an individual experience.

This video is an experiment about changing colours and how the paper towels absorb the water and transfer it. This video is good for younger children to do as it can help them learn about their primary colours and other colours, also it will allow them to start to understand simple science like how the water is absorbed through the paper towel.

Creative Writing and Drama

Creative Writing and Drama are used within schools to allow children to express their ideas through stories, poems, songs, dance and acting. Creative writing is used with all ages, it can be done individually or in a group (mainly with younger children). Creative writing allows children to express their imagination or even real life stories through a fun writing technique which does not have the limitations that fiction writing has. Within primary schools children will write short poems or story boards, it fits into the curriculum well as creative writing can help widen their vocabulary, their spelling and their creativity levels. The more creative writing they do the more ideas they will discover. Children can discover that writing can be a craft and something to show off. Carter (2000) states that for schools to encourage using creative writing as a creative way of studying language they should allow children to discuss their ideas and encourage them to listen to other people's ideas as well. Also schools should allow children to direct their own learning and writing to allow them to expand their ideas.



Drama is a creative technique that can be used to teach a lot of subjects within the curriculum. It allows children to express themselves without having to worry about their academic ability. Drama is not used much in schools as they tend to focus more on academic subjects. Drama can be used across the curriculum for all ages, it can help build their confidence and self-esteem because they can learn to speak freely about their thoughts. Drama is particularly good for primary school age as children learn best through doing, and drama is a very active teaching/ learning method. A few subjects that drama is particularly good with is obviously Physical Education, but also Geography, Maths, History and of course English. A particular activity that can be used for geography is using maps and getting the children to discover and point out where different countries are, they could also give any stories of where they may have been or where they would like to go in the world.

Mantle of the Expert

Mantle of the Expert is a reversal of roles, it is where the children become the 'expert' and they are the ones who know all about the subject or activity they are doing. This approach allows children to take on the role of someone else and experience their job, this allows the children to enquire about the role and what activity they will be carrying out. Prendiville and Toye (2000)  state that Mantle of the expert allows children to become creative within their learning as they can choose the role they want to explore. This approach allows children to communicate on many social levels. Prendiville and toye (2000) explain that it allows children to take responsibility of their own learning and develop their own learning outcome. Mantle of the expert is not used in groups as such in schools, the only time i have seen mantle of the expert in schools is during role play. Mantle of the expert is a part of drama/ role play as the children are taking on another role. The benefit of doing a big class activity using mantle of the expert is that the children will learn to communicate their ideas to each other and share their creativity through their ideas.

The letter

We carried out a mantle of the expert activity where we were a part of a 'construction' team and we had to build a bridge. There were limitations of the activity, we had to use as little lolly pop sticks and sticks of glue as possible. Each lolly pop stick was 10p each and each glue stick used was 50p each. We had a total of 100 lolly pop sticks and 5 glue sticks available. Also the bridges had to be no longer than 30cm and no higher than 5cm. We were put into groups and each group had to come up with a plan of the costs and a diagram of the bridge, and then build the bridge. After all the bridges were built they were then tested for their strength using a gold ball. The bridge that had the lowest costs and also the most strongest won. They were scored on five aspects, these were the cost, strength, length, width and appearance.

 



           These were the outcomes of the three bridges.

The Outdoor Classroom

The outdoor classroom is used just as much as the indoor classroom in schools now within the 21st century. Children can learn and explore in numerous ways outside that does not have the limitations that a classroom can have. Children can inquire and explore many subjects that relate directly to the curriculum. One outdoor approach that can be used with children aged 5+ is orientation. This activity can be changed to make it suitable for the age group.

I have recently done this activity in university to demonstrate and understand what skills are used during this activity. During this activity we had to find objects around the campus to begin with each letter of the alphabet. If this activity is being used with younger children then they could have pictures of the objects they have to find, or if it is being used with comprehensive school age then they could do this method of orientation or as most schools do, they have numbers around the school, and they are given and map and they have to find all of the numbers.

This sheet was used to write down the objects that went with each letter and then to add up the scores, each letter was worth different points on how hard the letter was to find an object to go with that letter.

This approach is used within education today as part of the Physical Exercise curriculum. Although it is mainly used in comprehensive schools, it should be implemented into primary schools as well for the junior ages. This can give the children the chance to learn how to make decisions about how they learn and what they would like to be apart of the activity. Also it allows the children to use their creativity and enquiry skills. Children will be more likely to express their creativity outside as they will feel more free and confident because the outdoor environment enhances children learning experiences and allows them to feel like there's not as many limitations.

Creativity is used within the activity depending on what the children or student has to find, if it is finding objects as shown in this post then creativity is used to be able to think of objects that begin with a certain letter. Enquiry is also used within this activity as you have to be able to think about a logical way of doing this activity, the children or students will have to think of questions such as: What order will we find the objects or numbers in? How will we record what we find? What will be the quickest way of finding everything?. The aim of this activity is to teach children or students to take charge of their own learning, they need to decide what choices they make about how the activity will be carried out.

Conclusion

Enquiry is used in a lot of approaches that can be used within education to help with a child's learning. It enables a child to develop skills and knowledge that they may not learn without the practical experience.

Reference List

Barnes, D. (1976) From Communication to Curriculum. New York: Penguin.

Carter, J. (2000). Creating Writers: A Creative Writing Manual for Key Stage 2 and Key Stage 3. Oxon: Routledge.

Griffiths, F. (2010). Supporting Children’s Creativity through Music, Dance, Drama and Art. Oxon: Routledge.

Johnston, J. (2014). Emergent Science: Teaching Science from Birth to 8. Oxon: Routledge. 

Prendiville, F. Toye, N. (2000) Drama and Traditional Story for the Early Years. Oxon: Routledge Falmer.