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    Creative & Critical Thinking in The Classroom

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    jp.proenca
    This document outlines an interactive workshop on creative and critical thinking in the classroom led by Lisa Athearn. The workshop discusses definitions of critical thinking, obstacles to critical thinking, models for critical thinking, and techniques for teaching critical thinking such as Socratic dialogue and practical exercises. It also covers defining and encouraging creativity in the classroom using techniques like lateral thinking, noticing details, and bringing separate ideas together. The workshop concludes with puzzles and exercises to demonstrate creative and critical thinking.

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    Creative & Critical Thinking in The Classroom

    Uploaded by

    jp.proenca
    487 views29 pages
    This document outlines an interactive workshop on creative and critical thinking in the classroom led by Lisa Athearn. The workshop discusses definitions of critical thinking, obstacles to critical thinking, models for critical thinking, and techniques for teaching critical thinking such as Socratic dialogue and practical exercises. It also covers defining and encouraging creativity in the classroom using techniques like lateral thinking, noticing details, and bringing separate ideas together. The workshop concludes with puzzles and exercises to demonstrate creative and critical thinking.

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    Critical Thinking

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    This document outlines an interactive workshop on creative and critical thinking in the classroom led by Lisa Athearn. The workshop discusses definitions of critical thinking, obstacles to critical thinking, models for critical thinking, and techniques for teaching critical thinking such as Socratic dialogue and practical exercises. It also covers defining and encouraging creativity in the classroom using techniques like lateral thinking, noticing details, and bringing separate ideas together. The workshop concludes with puzzles and exercises to demonstrate creative and critical thinking.

    Copyright:

    Attribution Non-Commercial (BY-NC)
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    487 views29 pages

    Creative & Critical Thinking in The Classroom

    Uploaded by

    jp.proenca
    This document outlines an interactive workshop on creative and critical thinking in the classroom led by Lisa Athearn. The workshop discusses definitions of critical thinking, obstacles to critical thinking, models for critical thinking, and techniques for teaching critical thinking such as Socratic dialogue and practical exercises. It also covers defining and encouraging creativity in the classroom using techniques like lateral thinking, noticing details, and bringing separate ideas together. The workshop concludes with puzzles and exercises to demonstrate creative and critical thinking.

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    At a glance
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    Some of the key takeaways from the text include that critical thinking involves evaluating problems, solutions and thought processes in a reasonable and reflective manner. Creative thinking involves novelty, quality and thinking in new innovative ways.

    The text provides definitions of critical thinking from Ennis (1984) as 'reasonable and reflective thinking that is focused upon deciding what to believe or do' and from Halpern (2003) as 'the use of those cognitive skills or strategies that increase the probability of a desirable outcome.'

    Vertical thinking is described as careful, logical and clear-cut, while lateral thinking is described as 'a way of thinking around a problem' and involves thinking in new innovative ways rather than just digging deeper into the same problem.

    Creative & Critical

    Thinking in the Classroom

    An Interactive Workshop
    Lisa Athearn, Ph.D.
    OFE Faculty Fellow
    What is Critical Thinking?

    Participants Definitions/Characteristics

    What characteristics
    come to mind as
    essential in defining
    critical thinking?
    What is Critical Thinking?
    Ennis (1984) defines
    critical thinking as:

    reasonable and

    reflective thinking that is

    focused upon deciding

    what to believe or do.


    What is Critical Thinking?

    Halpern (2003) defines critical thinking as:

    the use of those cognitive skills or


    strategies that increase the probability
    of a desirable outcome.

    Critical thinking is purposeful, reasoned,


    and goal directed.
    Obstacles to Critical Thinking

    Old view of teacher as


    transmitter of knowledge
    Textbooks
    Course
    Class size
    Research Pressures
    Reward Structure
    Critical Thinking Model

    Focus
    &
    Observation
    Question/
    Hypothesis
    New Focus
    & Observation

    Decision/
    Description Analysis Content
    & &
    Deliberation Value
    Part One of Critical Thinking:

    (1) Evaluative/Analytical

    This is the critical element of critical thinking.

    -not negative
    -evaluating the problem
    -evaluating the solution
    -evaluating the thought process
    (1) Evaluative/Analytical

    -evaluating the problem

    -evaluating the solution

    -evaluating the
    thought process
    Part Two of Critical Thinking:
    (2) Conceptual/Inventive
    Process oriented, not product
    -asking questions (non-informative in nature)
    -thinking outside of the box
    Can you connect the dots?
    Using no more than four straight lines & without lifting your pencil,
    draw a line through all nine dots.
    Give up?
    Heres one possible solution
    Heres a few more
    These solutions require one
    to think outside the box.
    To see a problem and also
    a solution from a fresh and
    innovative perspective.
    Finally, when one engages
    in critical thinking she
    creates an effective solution
    to the problem at hand.
    Sowhat are we doing?
    We want to improve the way we and our
    students think.
    Cognitive Process Instruction
    Practical
    Innovative
    Fun!
    How do we do it?
    Outside (Field) Work
    Critical Essays
    Classroom Discussions
    Peer Learning
    Role Play
    Socratic Dialogue
    Other suggestions???
    The Socratic Method
    Phillips (2001) an open system of
    philosophical inquiry that allows one to
    interrogate from many vantage points.
    sustained attempt to explore the
    ramifications of certain opinions and then
    offer compelling objections and alternatives.
    Socratic Dialogue
    Why do it?
    -to discover truths
    -helps you understand your own position
    -opens your mind to different ideas, solutions,
    problems, etc.
    -exposes us to the notion that we might not
    hold the answers to all our questions
    -informed vs. enlightened
    Socratic Dialogue
    How do we do it?

    -Topic tied to some commonly held dogma


    -Confront dogma
    Honestly
    Openly
    Rationally
    Imaginatively
    Ask Questions about this dogma
    Our Socratic Dialogue
    How do we know when learning has taken
    place?
    Identify the dogma
    Prompt: What is learning?
    Prompt: How do we measure learning? Are
    these measures accurate in gauging learning?
    Prompt: Are there different means of
    measurement, if so, what are they?
    Creative Thinking in the Classroom
    What is it?
    Two parts: Novelty & Quality (Halpern)
    Novel in offering a unique way of going about
    something
    And it possess quality if this unique way is also
    appropriate for the situation
    Not every novel act will have qualitative merit
    Not every appropriate solution will be novel
    Unique actions that also get the job done are
    creative in nature.
    Vertical vs. Lateral Thinking
    Vertical thinking: careful, logical, clear-cut

    Lateral thinking: a way of thinking around a


    problem (Halpern)

    Vertical thinking is concerned with digging the same


    hole deeper. Lateral thinking is concerned with
    digging the hole somewhere else (DeBono, 1977)
    Which would you use
    Vertical or Lateral Thinking?
    Using only the objects
    shown, how would you
    attach the candle to the
    wall so that it may be
    burned?
    Creative Thinking & the 3 Ss
    Sensitivity: the use of our senses
    Noticing the world around us in a critical and
    intense way
    Synergy: the meshing together of separate
    elements into a meaningful whole
    Can apply this to the classroom setting
    Serendipity: a unexpected discovery that is
    unplanned
    Scientific discoveries are often the result of
    fortunate accidents
    (Halpern, 2003)
    Encouraging Creativity
    Different solutions to a common problem
    Teach students how to ask relevant questions
    Reward originality, let students feel their
    ideas are valued
    Encourage risk-taking and non-conformity
    Provide ample examples to illustrate and
    practice creative skills
    (Halpern)
    Practicum: the fun part : )
    Critical Thinking puzzles

    Creative Thinking puzzles

    Participants responses and discussion


    Context & Meaning Exercise
    Creativity, Interpretation
    & Memory Exercise

    Create and interpret as you listen


    Whats your point of view?
    Can you attach the nuts?
    Creative & Critical
    Thinking in the Classroom

    An Interactive Workshop
    Lisa Athearn, Ph.D.
    OFE Faculty Fellow

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