criticalandcreativethinking final

8/10/2019 CriticalandCreativeThinking Final

1/34


2/34

Critical and CreativeThinking

Prepared and Presented by: DinaJradi, Rasha Hammoud, & Rola

Hallak


3/34

What do we need a paper clip for?

Think about it


4/34

IB Standards and Practices

Teaching and learning develops learners as

thinkersand inquirers.

IB Standards and Practices


5/34

Session Questions

Perspective: What are the different viewpoints

on thinking?

Form: What is thinking?

Function: How does thinking work?

Connection: How are critical and creative

thinking different? Change: How have thinking routines been

developed to enhance critical and creative

thinking?


6/34

Session Questions

Causation: Why is it important to nurtureproblem-solving?

Reflection: How do we know that we are

thinking? Responsibility: What is the schools

responsibility to develop and support a

community of thinkers?


7/34

Perspective: What are the different

viewpoints on thinking?

Socrates provided his students with problem-

solving tasks and challenging questions.

Piaget viewed thinking as an active process

Dewey believed that thinking paved the way

for new beliefs and introduced the correct

habits of reflection

Fisher added the conceptualization of

thinking.


8/34

Perspective: What are the different

viewpoints on thinking?

Robert Ennis extended Deweys perspective to

include action with respect to thinking.

Bruner recognized the context of learning and

social and cultural influences as a must to

develop thinking.

Swartz suggested to infuse thinking in

teaching

De Bono introduced proactive thinking.


9/34

Form: What is thinking?

Simply, extrinsically stimulated thinking, is any

cognitive processing that is purposely invited

by question, task, or challenge.


10/34

Form: The features of skillful

thinking Be flexible

Be meaningful and purposeful

Be developed through the application of thinking skills

Arise in authentic learning situations Support effective learning

Illustrate social responsibility for action

Be personally fulfilling

Be useful (academically and mentally)

Be transferable to other contexts and situations (in and out

of school)


11/34


Thinking Skill Descriptor Cognitive Functions

Information processing skills Finding relevant information

Sorting, classifying, sequencing

information

Comparing /contrasting information Identifying and analyzing relationships


12/34



Reasoning skills Giving reasons for opinions/actions

Inferring

Making deductions

Making informed judgments/decisions Using precise language to reason


13/34



Enquiry Asking questions

Defining questions for inquiry

Planning research

Predicting outcomes Anticipating consequences

Drawing conclusions


14/34



Creativity Generating Ideas

Developing Ideas

Hypothesizing imagination

Seeking innovative alternatives

Evaluation Developing evaluation criteria

Applying evaluation criteria

Judging the value of information and

ideas


15/34

Connection: How are critical and

creative thinking different?

Inspirational video
http://videos/Above%20And%20Beyond%20-%20YouTube.mp4http://videos/Above%20And%20Beyond%20-%20YouTube.mp4


16/34

Definition of critical and creative thinkingCreative thinking Critical thinking

Thinking that sets out to explore

and to develop new perceptions(Lipman 2003:245)

Reasonable and reflective thinking

focused on deciding what tobelieve or do (Ennis 1991)

Its a break with habitual patterns

of thought. (Robinson 2001)

Knowledge of the methods of

logical enquiry and reasoning(Glaser 1941)

Its the ability to produce work that

is novel. (Stenberg 2003)

The mental processes, strategies

and representations people use to

solve problems, make decisionsand learn new concepts (Stenberg

1985)


17/34

The contrasting nature of critical

and creative thinking

Creative thinking Critical thinking

Problem, situation,

issue, need, task or

challenge

Information or

data


18/34

Creative thinking Critical thinking

Open task

Many possible outcomes

Requires open questions

Requires imagination

Requires longer incubation or

cogitating time

More contemplative

Slower/longer to nurture

Originality predominant

Less open task

One correct outcome

More focused questions

Requires reflection on matter to be

critiqued

More readily engaged in or

immediately applied

More reactive

Arise more rapidly

Preconceptions considered or

scrutinized

Comparison through Contrasting Tasks


19/34

Change: How have thinking routines been

developed to enhance critical and creative

thinking? De Bonos six thinking hats develops critical

and creative thinking.

De Bonos Six Action Shoes are used whenthinking is over and action is the order of the

day.


20/34

De Bonos Six Thinking Hats


21/34


developed to enhance critical and creative thinking?


22/34


developed to enhance critical and creative thinking?


23/34

Why Must We Go to School

Why must we go to school dad?

Tell us, dear daddy, do.

Give us your thoughts on this problem, please;

No one knows better than you.

To prepare for life, my darling child,

Or so it seems to me;

And stop you all from running wild-

Now shut up and eat your tea!


24/34

Why must we go to school, dad?

Settle the question, do.

Tell us, dear daddy, as much as you can;

Were really relying on you.

To learn about fractions and Francis Drake,

I feel inclined to say,

And give your poor mother a bit of a break-

Now push off and go out to play!


25/34

Causation: Why is it important to

nurture problem-solving?Why must we go to school, daddy!

Tell us dear desperate dad.

One little hint, thats all I ask-

Its a puzzle thats driving us mad.

To find all the teachers something to do.

Or so Ive heard it said,

And swot up the questions your kidsll ask you,

My darlings-now, buzz off to bed

Ahlberg


26/34

Causation: Why is it important to

nurture problem-solving?

A problem solving approach in learning

promotes:

- understanding of the subject matter

- motivation, engagement and intrinsic interest in the subjectmatter

- appreciation of cognitive processes and open-ended inquiry

- recognition that there is often no, one correct answer

- preparation for life

- challenge in a real context


27/34

Problem-solving offers:

- potential for application of wide range of

cognitive skills including critical, creative and

metacognitive

- potential for collaboration to discuss and

consider alternative ideas

- authentic context related to real life

experiences


28/34

Reflection: How do we know that

we are thinking?


29/34

Depths or Levels of Metacognition

level Teacher mediation

Becoming aware of thinking and being able todescribe it

Describe what you have done.Describe how you are doing it.

Developing cognizance of thinking strategy/

cognitive process being used and after used

Why did you do it that way?

How did other people do it?

Could you have done it differently?

Evaluative reflection of procedure

(before/during/after)

How well did you approach you work?

How did you know the strategy is working?

How could you improve the strategy?

Transfer of procedural experience and

knowledge to another context

Where else would this strategy be useful?

Why?

What kind of solution did you develop?

How would you approach a similar problem

next time?

Connecting the conceptual understanding with

the procedural experience

How did this approach help you understand

what youre learning about?

What thought processes did you use?What ha ened alon our thinkin ourne

R ibilit Wh t i th h l


30/34

Responsibility: What is the schools


community of thinkers? Provide teachers with experiential insights

because:

Enacting what thinking feels like can help

teachers, as participants in learning, to realize

how to develop their practice to support

thinking.

Responsibility What is the schools


31/34



community of thinkers?Address the challenge and create the climate by:

- Providing teachers with professional development

time to develop appropriate pedagogy

- Emphasizing the thinking that students shouldengage in through teaching and learning policies

- Emphasizing that teaching techniques should include

explicit modeling, mediating and scaffolding



32/34



community of thinkers?Look for evidence by investigating:

- Are students responding positively?

- Is there more discussion and perspectives in

the classroom?

- Are teachers focused correctly on the

processes of thinking rather than the

delivering of the content?


33/34


34/34

References

Developing Thinking Developing Learning by

Debra McGregor

Department of Education and Skills

categorization of thinking skills in the KS3

National Strategy

criticalandcreativethinking final

Documents