Implementing individual work within a creative collaborative activity in secondary classroom

A creative collaboration in classroom need for teachers’ to develop a specific activity in order to enable the pupils to learn and create actively. This can lead them to deploy a specific « creative scaffolding » (Giglio, 2015). One possibly important dimension is to plan and support individual moments of work as a condition for a fruitfull creative collaboration. In this collaborative research, we explore and describe a diversity of teachers’ actions to support this social variation occuring in classroom during a creative collaboration. Three secondary teachers and teacher students have to invent a teaching sequence involving individual moments of work, to anticipate their classroom reactions, to implement the sequence, and finally to observe and reflect on their own teaching activity. The results show three pedagogical sequences combining individual and collective moments of work during a creative collaboration proposed in history, litterature and natural science courses. We highlight different teachers’ actions to support an individual work during a collaborative work in classroom, and to support pupils’ transitions from a collective to an individual work and vice versa. The study also stress positive and negative effects of the sequence from the teachers and student teachers’ points of view.

, 12th EAPRIL Conference "Inspired by the vision of future education and learning", Hämeenlinna, Finland