The previous post applies Evidence Based Creative Teaching (EBCT) to the design and facilitation of blended learning. This should be easy to follow and make good sense, provided you have fully digested the previous posts’ content—have you?
In this final post of this series on EBCT, I offer my frame on how to develop Creative Teaching Competence, both at the Individual and Institutional level.
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Tech tip of the month...
In the previous post, I add the C to EBT. This resulted from over a decade of research, application in many countries and cultural contexts, and much metacognitive activity (e.g., painful thinking about stuff including my own thinking) to demystify creativity in the context of teaching and put to bed my personal nemesis of understanding what makes the ‘naturals’ in teaching. Yes, Peter Drucker—I think I now know, at least in good part.
This fourth post applies Evidence Based Creative Teaching (EBCT) to the design and facilitation of blended learning. This should be easy to follow and make good sense, provided you have fully digested the previous posts’ content—have you?
In the previous post, I explained and illustrated the key components of Evidence-Based Teaching; what Petty (2009) referred to as a ‘Revolution in Teaching’.
In this third post, I add the C to EBT. This resulted from over a decade of research, application in many countries and cultural contexts, and much metacognitive activity (e.g., painful thinking about stuff including my own thinking) to demystify creativity in the context of teaching and put to bed my personal nemesis of understanding what makes the ‘naturals’ in teaching. Yes, Peter Drucker—I think I now know, at least in good part.
Tech tip of the month...
Catch a recap of all the amazing lessons YOU, our users are creating!
In the previous post, through some personal stories and research findings, I argued that good teaching is the most important aspect of quality in education. I then took you on a short tour in and out of Educational Jurassic Park—can you remember it?
In this second post I explain and illustrate the key components of Evidence-Based Teaching; what Petty (2009) referred to as a ‘Revolution in Teaching’.
This is a series of five blog posts on Evidence-Based Creative Teaching (EBCT). EBCT is a Total Pedagogic Framework from which teaching professionals can creatively design and facilitate high impact learning experience across all delivery modes.
In this first post, I recall some events (stories) of my own school experience to set the scene and context for tackling an educational puzzle so aptly framed by the management guru Peter Drucker:
“Teaching is the only major occupation of man for which we have not yet developed tools that make an average person capable of competence and performance. In teaching we rely on the ‘naturals’, the ones who somehow know how to teach.”
