When you think of someone who is “creative”, who comes to mind? When you think of someone who is a “problem solver or critical thinker”, who comes to.
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When you think of someone who is “creative”, who comes to mind?
When you think of someone who is a “problem solver or critical thinker”, who comes to mind?
Part one Why do we have to teach this stuff? What makes problem solve/think critically/be creative so
difficult? How do you cultivate these skills?
Part two What does teaching critical thinking look like? Tools,
Strategies How do teachers teach problem solving skills? Tools,
Strategies
Part three How do you know if you have students have problem solving
skills, creativity and critical thinking skills? Assessment.
Part One
Industrial Age and the Information Age
Multiplication tables and mass media
Global citizenshipAchievement
As early as 1916, Dewey pointed out that, all which the school can and need do for pupils,
so far as their minds are concerned…..
is to develop their ability to think
~ (Dewey, 1916 as cited in Fisher,2003)
Schools will nurture skills of creative problem-solving in the face of novel situations, and students will learn to exercise courage in making decisions and assuming responsibility for them.
Students will learn to process and manipulate information. They will be trained to think critically and to reflect on what they have learned, as well as to transfer and apply knowledge from one discipline to another and to daily Life. ~ Nagendralingan Ratnavadivel(Malaysian Educational Research Association)
“What students should know and be able to do to learn effectively and live productively in an increasingly digital
world ...”
ISTE: NETS-S: www.iste.org/nets
Students use critical thinking skills to plan and conduct research, manage projects, solve problems and make informed decisions using appropriate digital tools and resources. Students:
• Identify and define authentic problems and significant questions for investigation.
• Plan and manage activities to develop a solution or complete a project.
• Collect and analyze data to identify solutions and/or make informed decisions.
• Use multiple processes and diverse perspectives to explore alternative solutions.
http://www.readingrockets.org/article/21409
MisperceptionsSelf perception “I am not creative/smart” Definition of creativity/problem solving
is obscureBackground knowledge
PovertyCultural barriersValue of education
Cultivation is weak – lots of tools, but seems difficult to use…
It’s HARD! - not a click away!
Just go towww.criticalthinking.comand click on “answers”!
Practice, practice, practicepreparation
SafetyRespectful, community, clear
expectations/guidelines, Open mindedIt takes SHIFT
Its like my diet!
QuestioningStructuring the classroomResponding to studentsModeling behaviors
To challenge students’ intellect. To help students collect and recollect
information, process that information into meaningful relationships, and apply those relationships in different/novel situations.
Can focus students on their own emotions, motivations, and metacognitive processes
Invitational/Plural “What characteristics do you have in common with the
main character?” “What hunches do you have to explain the solution?”
Engage specific cognitive operations at various levels of complexity Completing, identifying, listing, reciting, naming, selecting Three story Intellect Model
Address external or internal content that is relevant to the learner External = found around the learner….playground,
classroom, home Internal = in the learners mind…emotion…metacognition
Questions and questioningHow do you know that it is true..?What is the main assumption..?What is the evidence in support of that…?How credible is the source…?Are there other possible explanations….Are there similarities and differences
between X and Y…?
Verification questionsClosed questionsRhetorical questions with the answer included
Defensive questionsAgreement questions
Gathering/recalling Count, define, identify, select…
Making sense of dataCompare/contrast, distinguish, sequence, infer,
synthesize
Applying/evaluatingPredict, judge, evaluate,
hypothesize, if/then
The Three Story Intellect
There are one-story intellects, two-
story intellects and three-story
intellects with skylights.
All fact collectors, who have no aim
beyond their facts are one-story men.
Two-story men compare, reason,
generalize, using the labors of the fact
collectors as well as their own.
Three story men idealize, imagine,
predict……their best illumination
comes from above, through the
skylight.
~ Oliver Wendell Holmes
Gath
eri
ng
/re
call
ing
Makin
g S
en
se o
f D
ata
An
aly
zin
g/
Eva
luati
ng
Skinny vs. FatSimple yes/no vs. elaborate responseYou can “fatten up” skinny - “explain” or
“defend”High Consensus vs. Low Consensus
High = most would agree; low no right or wrong
Review vs. TrueRegurgitate learned info vs. open investigation
(we may not know the perfect answer) bound by personal experiences
QuestioningStructuring the classroom
Responding to studentsModeling behaviors
Remember…you create the cultureArranging for small group and large-group interactions
Manage the resources of time, energy, space and materials to facilitate thinking
Legitimizing thinking as a valid goal for students
QuestioningStructuring the classroomResponding to studentsModeling behaviors
Silence
Providing Data
Accepting without Judgment
Clarifying
Empathizing
Practice what you preachListeningProblem solvingBehavior/ReactionsValue differencesEnthusiasm for thinking
We need to move towards a
knowledge generating society. The ability to
think critically & creatively and to
reason logically
constitute the template for building a society that will be able to not just adopt or adapt borrowed knowledge but that which will be able to
create & market its own knowledge. (Ratnavadivel, 2001)
Part two
Students don’t come by this naturallyIt is a SKILL that can be developedThey need to be taught explicitlyThere are loads of tools that help them
learn how to develop these skillsStart with lower level skills (Bloom’s)and scaffold upClassifying is a good start pointWork up to Evaluation and Analysis
Preview thinking skillExplain and model skill stepsEnable student review of stepsHave students use skillReflect and shareConclude lesson
PreviewRehearse ExecutePonder
CT’ers look at self honestly/aware of prejudices
CT’ers know their attitudes/values influence CT’ers are fair/respectfulCT’ers are willing to change thinkingCT’ers are not easily manipulatedCT’ers are question askersCT’ers are independent thinkersCT’ers look for connections CT’ers based decisions on evidence
1. Provide a thoughtful classroom environment
2. Make the invisible – visible 3. Scaffold and cue (use tools)4. Provide continuing direct
instruction5. Integrate thinking instruction
with content …move it around
Questioning/Discussion ToolsThink – Pair – Share BookmarksThinktrix/Questivities ™Problem Solving WheelGraphic OrganizersThinking Maps ™/Mind maps
Others????
Very effective toolIdeas are respected but must be supported
http://truthmapping.com/about.php
Students don’t come by this naturallySKILLS can be developedFocus on one thinking skill at a timeThey need to be taught explicitlyThere are loads of tools that help them learn how to develop these skillsStart lower level (Bloom’s) & scaffold up
Part three
Sample oneSample two
Process and product assessmentFormative feedback Paradigm shift or augmentation in the way most assessment occurs inside and outside the classroom.
Drill and PracticeRehearsalAuthentic Performance
Encore teachers get this!Skills assessed individually =
“Champions of Trivial Pursuit” Skills assessed in conjunction =
knowledge basedFoundational knowledge is
necessaryCircus/Government
TriangulationChecklistRubricsPortfoliosPerformances
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