Critical and Creative thinking -

Critical and Creative thinking -

CRITICAL AND CREATIVE THINKING "Thinking is skilled work. It is not true that we are naturally endowed with the ability to think clearly and logically - without learning how, or without practicing." Alfred Mander, Logic for the Millions, 1947 Creativity in context creativity is not a rival to literacy or numeracy education Creativity should be a core, integrated element of teaching and learning throughout the curriculum and the school environment. 2006 Sir Ken Robinson

The inclusion of the 7 general capabilities plus 3 additional NSW areas are intended to assist students achieve the broad outcomes of the K-10 Curriculum Framework, and the Statement of Equity Principles and the Melbourne Declaration on Educational Goals for Young Australians (2008). Video One Activity If we are not prepared to be wrong we wont develop anything original

Talk with a colleague and defend this statement Defining Creativity / Critical Thinking Creativity is about producing an idea, product, performance, or a way of doing something that is novel, appropriate and has value. (Plucker, Beghetto & Dow, 2004) Critical thinking is that mode of thinking about any subject, content, or problem in which the thinker improves the quality of his or her thinking by skilfully analysing, assessing, and reconstructing it. ( A well-cultivated creative and

critical thinker: asks the right questions and identifies the problem formulates ideas clearly and precisely assesses relevant information Is open-minded and explores recognizes, assesses and challenges their assumptions, implications, and practical consequences communicates effectively How do we create the conditions for critical & creative thinking in schools? Schools encourage critical & creative thinking when;

Whole School Approach is undertaken Wide range of creative thinking strategies are employed Meaningful learning activities embed creative & critical thinking Collaboration & Communication Critical thinking and creativity Exploration, experimentation with and building upon knowledge Planning & Reflection Activity As a group

How do we develop creativity in the classroom? "The principal goal of education in the schools should be creating men and women who are capable of doing new things, not simply repeating what other generations have done; men and women who are creative, inventive and discoverers, who can be critical and verify, and not accept, everything they are offered." - Jean Piaget, Swiss philosopher and scientist "Education for Democracy," Education for Democracy: Proceedings from the Cambridge School Conference on Progressive Education, 1988 CREATIVE & CRITICAL THINKING Steve Jobs

Video Three Learning opportunities with time for ideas creation, incubation and production Designing learning experiences that value creativity Balance between student autonomy & structured High expectations and challenge with intellectual rigour, complexity, higher order thinking skills Exposure to the infinite possibilities Physical space that stimulates the creative flow Networked with like minds sharing of passion and creativity Access to experts in the field of study real life experience Teach the skills to develop creativity Encourage, accept, value and recognise creativity in learning

CRITICAL THINKING CRITICAL THINKING As a leader of change in your school what question could you pose if this was your school data? CRITICAL THINKING Evaluating - The learner makes decisions based on in-depth reflection, criticism and assessment.

Checking Hypothesising Critiquing Experimenting Judging Testing Detecting Monitoring Can you justify a decision or course of action? Evaluating

Judge Rate Validate Predict Assess Score Revise Determine Prioritise Tell why Compare Evaluate

Defend Select Measure Choose

Conclude Deduce Debate Justify Recommend Discriminate Value Argue

Decide Criticise Rank Reject Judging the value of ideas, materials and methods by developing and applying standards and criteria. Classroom Roles for Evaluating Teacher roles

Student roles Clarifies Accepts Guides

Judges Disputes Compares Critiques Questions Argues Assesses

Decides Selects Justifies Active participant CRITICAL THINKING Thinkers Keys (T. Ryan) e.g. The What If, The Disadvantage , The Prediction, The Alternative, The Forced Relationship , The Brick Wall , The Variations, Philosophy for Children (moral and ethical dilemmas and conundrums) Future Problem Solving eg: Tournament of Minds Questioning techniques fertile questioning, Inquiry question, use of Wait Time, SWOT(Strengths, Weaknesses, Opportunities, Threats), Meaning/main points, Prejudice/point of view, Evidence/examples, Relevance/reliability

P.C.D. approach Possibilities, Consequences, Decision Creative problem solving process Reflection / metacognition - thinking reflectively about how you have/are approached the problem. CREATIVE & CRITICAL THINKING What does the syllabus say? The Science K10 (incorporating Science and Technology K6) Syllabus provides students with opportunities to develop critical and creative thinking skills through asking and posing questions, making predictions, engaging in first-hand investigations and

design projects, problem solving, making evidencebased decisions and analysing and evaluating evidence. CREATIVE & CRITICAL THINKING And what about assessing the general capabilities? Generating higher quality learning outcomes depends on providing students with challenging and thoughtful learning experiences which enable them to demonstrate effectively what they have learned. This includes the skills of creativity, problem solving and critical thinking.

"The important thing is not to stop questioning. Curiosity has its own reason for existing. Albert Einstein, German-born US physicist and winner of the 1921 Nobel Prize in Physics (1879-1955)

Recently Viewed Presentations

  •  Context Free Grammars  Definition of a grammar G

    Context Free Grammars Definition of a grammar G

    Context Free Grammars Definition of a grammar G Deriving strings and defining L(G) Context-Free Language definition * * Context-Free Grammars Definition * Definition A context-free grammar G = (V, Σ, S, P) V: finite set of variables (nonterminals) Σ: finite...
  • Title


    Credit Suisse 24th Annual Healthcare Conference. Milton Johnson Chairman of the Board and Chief Executive Officer. Bill Rutherford Chief Financial Officer and Executive Vice President. Vic Campbell Senior Vice President. Mark KimbroughVice President, Investor Relations.
  • Iagos Soliloquy Shakespeares Sonnets Other Writers  Sonnets The
  • Athinai.4 Oct. 2010, Slide 1 Athinai.4 Oct. 2010,

    Athinai.4 Oct. 2010, Slide 1 Athinai.4 Oct. 2010,

    EPOMM-PLUS: basic idea and aim "To establish EPOMM as THE authority and THE networking instrument for the promotion of mobility management throughout the EU" Extending the Netwo


    Ensure all program activity is recorded on the appropriate site sign-in sheet or as directed by your volunteer leader Report site activity on a monthly basis or as instructed by your volunteer leader NEW: E-file sites must input Quality Reviewer...
  • Diet and color polymorphism in the sea star,

    Diet and color polymorphism in the sea star,

    The images above are of a purple individual who was fed Mytilus californianus. In the photo on the left the lower arms appear to have a slightly different color and texture. This difference has been attributed to the extension of...
  • Gatsby: Critical theory LGQ -

    Gatsby: Critical theory LGQ -

    A clear Queer Symbol of attraction, therefore can be read in this slightly opaque sentence. Even if Nick is unaware, a LGQ reading places his sexuality as gay and he tells the story through this lens - even. down to...
  • Comparing Plant and Animal Cells Lab -

    Comparing Plant and Animal Cells Lab -

    of Elodea plant onto a glass slide. Add a DAB of Iodine using the flat toothpick (less is more) Place cover slip over sample. Observe in the microscope under LOW power and HIGH power - draw a sketch of what...