Creative Teaching: Collaborative Discussion as Disciplined Improvisation

By Keith Sawyer. 2004

671 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/3537d3241933eafaf063aa82936248aaf567bb16

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In Developmental and Educational Psychology

In Education

Citations in the corpus

Theoretical and Pedagogical Perspectives on Orchestrating Creativity and Collaborative Learning. (2011, background): “…lies at the crossroads of the research on disciplined improvisation (which highlights the emergent nature of effective classroom practice, e.g. Sawyer, 2004) and structuring collaboration (which highlights [research-based] instructional support for collaboration processes, e.g. Dillenbourg &…”
Designs for Collective Cognitive Responsibility in Knowledge-Building Communities (2009, background): “However, without detailed empirical studies, this possibility remains vague and controversial (Sawyer, 2004).”
Group creativity: musical performance and collaboration (2006, methodology): “Children learn best in collaborative, creative classrooms (Sawyer, 2004a).”
Teaching, Rather Than Teachers, As a Path Toward Improving Classroom Instruction (2012, background): “A common belief about teaching is that teaching is so complex and requires so many spontaneous decisions that it is inherently uncertain (Sawyer, 2004; Schön, 1988; van Manen, 1995).”
Preschool children's social pretend play: supporting the development of metacommunication, metacognition and self-regulation (2012, background): “roles with other players and jointly plan and maintain the play, akin to Smilansky’s (1990), criteria for sociodramatic play.”
How teachers perceive factors that influence creativity development: Applying a Social Cognitive Theory perspective (2018, background): “When school districts are driven by fear of student underperformance on standardized assessments, they may attempt to remove classroom variance by mandating scripted, rigid curricula (Sawyer, 2004).”
EFFICIENCY AND INNOVATION IN TRANSFER (2005, background): “Similarly, Sawyer (2003) distinguishes " scripted teaching " from teaching as " disciplined improvisation.”
Constructing a doubt‐free teaching self: Self‐efficacy, teacher identity, and science instruction within diverse settings (2009, background): “Third, their Discourse identities reinforce their adherence to notions of ‘‘teaching as performance’’ (Sawyer, 2004) in which they defined their teacher identities largely by their delivery of activities, without attending to shifts in student understandings as a consequence of their teaching perfor”
Fostering Creativity through Education – A Conceptual Framework of Creative Pedagogy (2011, background): “The Interplay between the Framework Elements In an article of stressing creative and improvisational teaching, Sawyer (2004) criticizes that contemporary reform efforts has associated creative teaching with “scripted instruction”, which emphasizes important skills for teachers yet often denies…”
Exploring teachers' informal formative assessment practices and students' understanding in the context of scientific inquiry (2007, background): “Doing so is a challenging task, as it involves both planning and flexibility, or as Sawyer (2004) termed it, ‘‘disciplined improvisation.’’”
Educating for innovation (2006, background): “If schools impose rigid scripted curricula—as has been happening in some urban U.S. school districts (Sawyer, 2004a)—the creative economy could grind to a halt.”