“If  we  knew  what  it  was  that  we  would  learn,      it  wouldn’t  be  research,  would  it?”        Sister  Mary  Corita  Kent  

“We’re  breaking  all  of  the  rules.  Even  our  own  rules.      And  how  do  we  do  that?        By  leaving  plenty  of  room  for  X  quanIIes.”      John  Cage  

Rule  #8:  Don’t  try  to  create  and  analyze  at  the  same  Ime.    They’re  different  processes.    

“If  one  wishes  to  inject  creaIvity  in  the  educaIonal  system,  the  first  step  might  be  to  help  students  find  out  what  they  truly  love,  and  help  them  to  immerse  themselves  in  the  domain  –  be  it  poetry  or  physics,  engineering  or  dance.            Mihaly  Csikszentmihalyi  

a  promising  educaIonal  pracIce  that  provokes,    provides  resources  and  producIve  constraints    to  sImulate  learning  and  produce  diverse,  idiosyncraIc    and  creaIve  responses  through  an  iteraIve  process  of    co-­‐learning.  

An  Emergent  Curriculum  

OUT-­‐OF-­‐THE-­‐SYLLABOX  THINKING  Applying  the  Concept  of  Emergent  Design  to  Higher  Educa<on  Learning    

The  learning  is  reciprocal  and  horizontal—not  a  typical  top-­‐down  approach  to  teaching  and  learning.  

An  established  rela<onship  of  reciprocity  and  deep  listening  inform  the  teaching  and  learning  prac<ce.  

Pairing  mentors  from  different  disciplines  could  provide  a  dynamic  interac<on,  sparking  trans-­‐disciplinary  exchange  and  learning.    

THE  ROLE  OF  THE  TEACHER/MENTOR  

The  process  is  emergent,  iteraIve  and  idiosyncraIc.    

Encouraging  divergent  ways  of  communicaIng  &  presenIng.    

Introducing  creaIve  thinking  and  innovaIve  approaches  into  higher  educaIon  coursework.  

HOW  IT  WORKS  

An  expressive  approach  is  encouraged  through  the  use  of  art  materials,  digital  photography,  creaIve  narraIve,  interacIve  &  performance  pracIces.  

Students  revisit  their  thinking  in  small  groups  through  discourse  centered  on  creaIve  &  reflecIve  documentaIon  of  the  process.    

Collaborators  from  the  broader  community  are  invited  into  the  research  &  exploraIon  process.    

IDEATE  

RESEARCH  

CREATE  

WONDER  IMAGINE  

EXPERIMENT  

PROTOTYPE  

PROVOKE  RESOURCE  CONSTRAIN  

TEAM  UP  

EXPLORE  

ACTIVE    LEARNING    MODE  

TEACHER  MENTOR  

EMERGENT  CURRICULUM  

IDEATE  

RESEARCH  

CREATE  

CONSTRUCT  

SHARE  

OBSERVE   LISTEN  

CLARIFY  

WONDER  IMAGINE  

EXPERIMENT  

PROTOTYPE   TEAM  UP  

EXPLORE  

ACTIVE    LEARNING    MODE  

DOCUMENT  REFLECT  SHARE  

EMERGENT  CURRICULUM  

CONSTRUCT  

SHARE  

OBSERVE   LISTEN  

CLARIFY  

ITERATE  CAPTURE  REVISIT  

DOCUMENT  REFLECT  SHARE  

PROGRESS  

EMERGENT  CURRICULUM  

PROVOKE  RESOURCE  CONSTRAIN  

ITERATE  CAPTURE  REVISIT  

TEACHER  MENTOR  

PROGRESS  

EMERGENT  CURRICULUM  

IDEATE  

RESEARCH  

SYNTHESIS  

CREATE  

CONSTRUCT  

SHARE  

OBSERVE   LISTEN  

CLARIFY  

WONDER  IMAGINE  

EXPERIMENT  

PROTOTYPE  

PROVOKE  RESOURCE  CONSTRAIN  

ITERATE  CAPTURE  REVISIT  

TEAM  UP  

EXPLORE  

ACTIVE    LEARNING    MODE  

DOCUMENT  REFLECT  SHARE  

TEACHER  MENTOR  

FINAL  PRESENTATION  

PROGRESS  

EMERGENT  CURRICULUM  

Through  this  highly  interacIve  &  relaIonal  way  of  learning,  students  may  develop  excep<onal  abili<es  to  communicate  and  negoIate  social  &  interpersonal  interacIons,  leading  to  effecIve  team  building  and  a  growing  proficiency  with  self-­‐assessment  and  providing  construcIve  feedback.    

Value  proposiIon:  spin-­‐off  learning  outcomes  

Students  expand  their  creaIve  voice  and  unlock  their  innate  potenIal  to  generate,  innovate  &  ideate.    

A  community  of  pracIce  develops,  as  students  further  their  own  work  through  reflecIon  &  feedback,  as  well  as  support  the  advancement  of  the  work  of  their  peers.    

Academic  discourse  moves  towards  the  construc<on  of  new  understandings  &  direcIons,  moIvaIng  teachers  &  students  to  pursue  further  research,  development  &  innovaIon  in  their  field  of  study  &  across  academic  domains.    

The  process  is  similar  to  methods  used  in  highly  successful  businesses  where  team  building,  creaIve  outcomes  &  iteraIve  processes  are  the  norm  for  working  with  large-­‐scale  projects  that  cross  domains  and  develop  through  a  series  of  constraints  provided  by  the  client.  

a  real-­‐world  provocaIon  

Emergent  Curriculum  is  a  promising  new  approach  for  teacher  training  programs,  aimed  to  inspire  emerging  educators  to  generate  a  new  curriculum  for  the  21st  century.  

Preparing  a  new  generaIon  of  educators  

a  promising  educaIonal  pracIce  that  provokes,    provides  resources  and  producIve  constraints    to  sImulate  learning  and  produce  diverse,  idiosyncraIc    and  creaIve  responses  through  an  iteraIve  process  of    co-­‐learning.  

OUT-­‐OF-­‐THE-­‐SYLLABOX  THINKING  

IDEATE  

RESEARCH  

SYNTHESIS  

CREATE  

CONSTRUCT  

SHARE  

OBSERVE   LISTEN  

CLARIFY  

WONDER  IMAGINE  

EXPERIMENT  

PROTOTYPE  

PROVOKE  RESOURCE  CONSTRAIN  

ITERATE  CAPTURE  REVISIT  

TEAM  UP  

EXPLORE  

ACTIVE    LEARNING    MODE  

DOCUMENT  REFLECT  SHARE  

TEACHER  MENTOR  

FINAL  PRESENTATION  

PROGRESS  

EMERGENT  CURRICULUM