creativity and critical thinking - creative openings resources... · 1. working definitions of...
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Creativity and critical thinking a learning journey
Creativity and critical thinking a learning journey
Steve Padget
Independent teacher and writer
Steve Padget
Independent teacher and writer
The active knower … is the goal of education (Aronowitz)
창의력과창의력과창의력과창의력과 비판적비판적비판적비판적 사고사고사고사고
학습학습학습학습 여행여행여행여행
Session planSession plan
1. Working definitions of Creativity and Critical Thinking.
2. Implications for the teacher in training.
3. How Creativity and Critical Thinking contribute to a model of
learning and teaching.
4. Classroom implications.
5. Practical methodologies.
창의력과창의력과창의력과창의력과비판적비판적비판적비판적사고의사고의사고의사고의정의를정의를정의를정의를작업작업작업작업.
훈련훈련훈련훈련교사에교사에교사에교사에대한대한대한대한영향영향영향영향.
어떻게어떻게어떻게어떻게창의력과창의력과창의력과창의력과비판적비판적비판적비판적사고는사고는사고는사고는학습과학습과학습과학습과교교교교
육의육의육의육의모델에모델에모델에모델에기여합니다기여합니다기여합니다기여합니다.
교실교실교실교실영향영향영향영향.
실용실용실용실용방법론방법론방법론방법론.
… the activity of teaching is not the transfer of knowledge,
but the creation of possibilities for the construction of
knowledge.
Paulo Freire
Consider …Consider …
교육의교육의교육의교육의 활동은활동은활동은활동은, 지식의지식의지식의지식의 양도되지양도되지양도되지양도되지 않습니다않습니다않습니다않습니다
지식의지식의지식의지식의 건설건설건설건설 가능성을하지만가능성을하지만가능성을하지만가능성을하지만 창출창출창출창출.
• Big ‘C’
Assertive creativity – Picasso, Mozart, Shakespeare …
Huge cultural impact on human life.
• Little ‘c’
General creativity – the skills of everyday problem solving –
skills that we all possess and can be developed – skills which
enable us to learn…
This kind of creativity has a huge impact on individual's life.
• Identified by (amongst others) Arthur Cropley, Anna Craft.
Big ‘C’ … little ‘c’Big ‘C’ … little ‘c’
Definitions – Creativity is …Definitions – Creativity is …
The application of knowledge and skills in new ways, to achieve
values and outcomes. (NCSL)
Imaginative activity fashioned so as to produce outcomes that are
both original and of value. (NAACE)
Features of creativity are:
The use of the imagination, the pursuit of purposes, being
original, judging value.
Creativity thrives when it is identified, encouraged and fostered.
Definitions – Critical Thinking is …Definitions – Critical Thinking is …
A complex mixture of personal skills which will, given the right
encouragement, grow in sophistication and effectiveness over
time.
Rationality, self awareness, honesty, open mindedness, discipline
and judgement - the ability to make evaluations against
appropriate criteria.
Attitude + Knowledge + Thinking Skills = Intelligent thinking(Halpern, 2003, p7; after Russell via d’Angelo)
ImplicationsFor teachers in training
ImplicationsFor teachers in training
• A commitment to the development of your own and others’
learning.
• A view of yourselves as being creative individuals.
• A commitment to sharing ideas.
• An open mindedness to innovation and flexibility of approach.
1. What you bring to the party
ImplicationsFor teachers in training
ImplicationsFor teachers in training
• A concept of the term ‘creativity’ taking it from a narrow arts
and performance based concept to an appreciation of the
broader implications of creativity in the context of the
learning and teaching experience;
• an appreciation of the close relationship that exists between
creativity and critical thinking;
• a rapidly growing repertoire of creative teaching strategies
with the confidence, understanding and ability to deliver
them;
2. What you will develop on the programme
ImplicationsFor teachers in training
ImplicationsFor teachers in training
• an awareness of the distinctive dynamics of the creative
classroom;
• an explicit understanding of the centrality of language in the
thinking and learning process and the implications of this;
• the ability to reflect critically in order to grow professionally
and learn from experience.
These are essential
professional, technical and ethical understandings.
3. And further …
ImplicationsFor teachers in training
ImplicationsFor teachers in training
.. effective teaching is much more than just a compilation of
skills and strategies [but] a deliberate philosophical and
ethical code of conduct.’ (Larrivee, 2000)
the practising teacher is making ‘a purposive cultural
intervention in individual human development which is deeply
saturated with the values and history of the society and
community in which it is located.’ (Alexander, 2005)
Larrivee, B. 2000, Transforming Teaching Practice: becoming the critically reflective teacher in
Reflective Practice, Volume 1, Number 3, 2000.
Alexander, R.J. Education, Culture and Cognition: intervening for growth, Keynote: 12 July 2005
Culture, Dialogue And Learning: Notes On An Emerging Pedagogy, University of
Cambridge, UK
4. And Even further …
Consider …Consider …
Which model do you prefer and why?
A for B A about B A with B
Colonial & patronising power relationship
Ownership of knowledge
Imposition of vision
Didactic, banking style
Together we explore knowledge.
Learners make meaning based on their
view of their world – and then move
forward having gained independence.
There is no teaching without learning.
Learning modelLearning model
• The learner is placed at the
centre of the learning process.
• Curricular arrangements are
developed to suit the learners’
prior knowledge.
• Learning is based on searching
for and making meaning and
problem solving in a dynamic
social setting.
• Methods are used that enable
learners to make new
connections thereby gaining
new understandings.
Learning modelLearning model
• There is an expectation that learners’ analyses, interpretations and
hypotheses will be valued as key steps of learning thus promoting
critical thinking skills.
• The language life is democratic and rich with dialogic transactions
based on the use of open, rich and provocative questions.
• Learners learn how to take part in the assessment of their progress.
• And, fundamentally, that the activity of teaching is not the transfer
of knowledge, but the creation of possibilities for the construction of
knowledge.
Learning modelAfter Friere’s ‘Pedagogy of active and reflective practice’
Learning modelAfter Friere’s ‘Pedagogy of active and reflective practice’
Dialogue and collaboration
(Interdependent and concurrent)
Reflection
as a product of action
Constructive and
creative solutions
(Action)
Critical Thinking Creativity
Creative learning & teaching
Learning modelLearning model
Dialogue and collaboration
(Interdependent and concurrent)
Environment
Prohibiting
Affording
Inviting
Potentiating
Learning dispositions
Resilience, reciprocity,
resourcefulness,
reflectiveness
Guy Claxton
Building Learning Power
Language
Learner �� learner
Teacher �� learner
Dialogic use of
Language
Robin Alexander
Dialogic Teaching
Neil Mercer
Interthinking, the
Sociocultural approach
Setting
Making meaning by
using language in a
social context
Positive interdependence
Reciprocity
Collaboration skills
Cooperative learning
Lev Vygotsky
Jerome Bruner
Social constructivism
Learning modelLearning model
Constructive and
creative solutions
(Action)
Learning is social
Learning is language based
Learning is making meaning
Learning is thinking for a purpose
Creativity
Learning modelLearning model
Reflection
as a product of action
Critical Thinking
Synthesis
Analysis
Evaluation … of product
and process … (metacognition)
Learning modelLearning model
Monologic � dialogic
Transmission � Interpretational
Not the sage on
the stage,
but the guide on
the side
Classroom implicationsClassroom implications
Collaboration
Choice
Challenge
Communication
Confidence
Environment
for learning
At least Affording
or Inviting
Aspiring to be
Potentiating
Classroom implicationsClassroom implications
Team working - Development of people skills
Independent enquiry - Initiative and research skills
Self management - Self discipline, motivation
Reflective learning - Metacognition and learning to learn
Effective participation - Say yes, get involved, care, share ..
Creative thinking - Taking risks, solving problems
The PLTS agenda
Learning implicationsLearning implications
Collaboration
Co-construction
Strong social context
Cross curricular
Modular design
Tentative – community of enquiry
Explicit thinking skills
In an environment
supportive of:
Teaching implicationsTeaching implications
• A facilitating pedagogy
• Language for learning and
thinking
• Active and interactive
• Learner driven
• Group work – allow storming
• Reflection and review
• Creative focus
• Constant challenge
• Mistakes as learning
experiences
• Vertical tutoring/teaching
• Learners talking on task
• Self assessment / peer
assessment.
Teaching implicationsTeaching implications
knowledge
ideas
skills
----------------------------
habits of mind
interests
values
beliefs
identity
The content curriculum
The learning curriculum
What Guy Claxton calls Deep Learning describes the layers of
learning ‘below the line’.
A whole school issueA whole school issue
We aim to provide an environment in which your child feels
stimulated and in which he/she will learn to become a more
independent creative thinker with a lively and enquiring mind.
An example from a primary school [i]
Learning may be defined as “a process of undergoing personal
change” and as such the school recognises that it is what the learner
thinks, says and does that creates the learning not what the teacher
thinks, says and does.
An example from a secondary school [ii]
[i] Woodnewton Primary school, Corby, Northants.[ii] St Robert of Newminster Catholic High School, Washington, Tyne and Wear.
A thinking school A thinking school ‘is an educational community in
which all members share a
common commitment to giving
regular careful thought to
everything that takes place. This
will involve both students and
staff learning how to think
reflectively, critically and
creatively, and to employing
these skills and techniques in the
co-construction of a meaningful
curriculum and associated
activities.
Bob Burden
There are 51
Thinking Schools
Accredited in a scheme by Exeter
University
"The way the pupils developed
the process themselves, being
co-constructors of learning with
teachers and creative
practitioners aided their creative
thinking.“
"Creativity is difficult to define
and seeing a purpose of the
process rather than the end
project was vital.“
..creative school..creative school
There are 55
Schools of Creativity
Through Creative Partnerships
Teaching methodologiesTeaching methodologies
Community of enquiry
Philosophy for Children
Mantle of the Expert
Thinking Through School
Learning Dispositions
Building Learning Power
The ELLI Project.
Habits of Mind
Accelerated Learning
Accelerated Learning
CASE
Mapwise
ALPS
StrategicWhole School
StrategicWhole School
Teaching methodologiesTeaching methodologies
Thinking Tools
LogoVisual Thinking
Thinking Hats
CoRT 1-6
TASC
Mind Maps
Thinking Maps
TacticalClassroom methods
TacticalClassroom methods
Barriers and enablersBarriers and enablers
• the use competition as a driver of improvement,
• the attempted standardisation of learning and
teaching through the National Curriculum and its
associated strategies,
• and the use of stringent testing and assessment
against externally imposed criteria
• collaboration within and between schools,
• the development of cooperative learning in
classrooms with the associated risk taking,
• and a culture of learning to be wrong