Introduction
You don’t need to think too much to make sure you are
In connection with
previously published papers on teaching creatively, this one is part of a
series of detailed thoughts elaborating on the topic. It consists of meticulous
explanations on how to teach “too & enough” in a way that develops the
learners’ curiosity and inquiry. The aim shifts from delivering the lesson conventionally
to teaching it in a more creative way. Both the teacher and her students have
to engage in transforming usual activities in class into challenging cognitive
game-like lessons. Interaction will do the rest.
The teacher should adopt
a more lenient way in presenting the target tutorial by allowing the students
to give it soft pushes as the lesson progresses. The students, on the other
hand, are expected to show their grasp of the lesson about the confusing words
“too” and “enough” with adjectives and other parts of speech for instance, by rigorous
practice and bright ideas. They should learn to be able to expand their understanding
scope of the use and usage of language to go deeper and wider with creative
manipulations of these words in different contexts. The more varied and
remarkable the sentences are the more creativity takes place.
The digital students
learn in a variety of ways, a little inelegantly through games and interesting assorted
exercises; aren’t they multi-tasking learners?! That’s why teachers have to
focus on the mental side to rouse their curiosity and encourage them to get
engaged and to think creatively. Cognitive methods work well with them. It
stretches their scope about learning and beyond. Teachers, especially the young
hats, roughly belong to the same generation, so they can find out ways to
involve the students in their own learning so as to become able to pave their personal
paths into learning creatively and innovatively.
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