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Strategies for developing creativity and critical thinking

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LeAnn Skeen

Creativity and critical thinking skills should be explicitly taught and encouraged. The document provides strategies for developing these skills, including encouraging students to explore their environment with open-ended challenges, compare ideas, observe details accurately, classify information, imagine freely, and criticize constructively with practice. Teachers should help students see creativity as learnable, provide time for creative activities, and reward original thinking and improvement over time.

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Strategies for Developing Creativity And Critical Thinking Myrna Skeen Professor Torres Secondary Teaching Methods 6 March 2017
Creativity is found in all areas of life and is not limited to the arts, to geniuses, or to the talented. Creative thinking should be structured into the curriculum and encouraged through open-ended challenges. Lang and Evans 2006
Let’s look at some ideas for encouraging creativity
Encourage students to explore their environment Have them use all of their senses and combinations Of senses. Have them describe the things they Find interesting. Let them discover how to look at things With fresh eyes. Lang and Evans 2006
Encourage students to become interested in many things. Vary activities, take students on field trips, bring in speakers, and use media to help students “stretch their minds.” Lang and Evans 2006
Provide school time to encourage creativity Structure activities or exercises that require originality or problem solving. Have students suggest new uses for old things. Make frequent use of brainstorming and creative activities. Let them know that creativity is sought. Lang and Evans 2006
Help students believe they can learn to become more creative. Few inventors, scientists, or artists were very creative at first. Reward students who show evidence of creativity, and reward improvement. Lang and Evens 2006
Teach students what is involved in creativity Help them learn that creativity is influenced by the types, number, and originality of alternatives produced. Train students to use specific thinking skills and inquiry and problem-solving processes and how to transfer knowledge of these into new situations. Lang and Evans 2006
“To become critical thinkers, students need Instruction on what is involved in doing critical Thinking, interesting content, opportunity to practice It, and assessments of their attempts at critical thinking” (Lang and Evans 2006).
Let’s look at some ideas you can use to Encourage your students to be critical thinkers.
Comparing Comparing activities lead students to additional insights and awareness. As a result of many experiences in making comparisons, students learn how to observe perceptively and compare before drawing conclusions. Lang and Evans 2006
Observing When we are observing, we can make visual observations of data. Observing also can involve listening, touching, or smelling. The sense evidence used must be checked for accuracy. Students must be made aware of the possibility of distortion and thus false inference and misinterpretation. Lang and Evans 2006
Observing Continued We want perceptiveness, acuity, and accuracy. Reporting is needed for the accuracy of observation to be checked. Observing should lead to more accurate data on which to base conclusions, and to greater understanding. Like any other skill, practice is required for proficiency. Lang and Evans 2006
Classifying Classifying involves examining an assortment of items and sorting them into related groups. Each grouping is given a name. When they are classifying, students can process data mentally and organize them systematically. Ability to classify helps us bring order into our lives. Lang and Evans 2006
Imagining For imagining, students are asked to let their minds travel to whatever vistas they can invent, to create freely and to exercise that part of the mind that often goes untapped. In imagining there is a release from rules and regulations and unbinding from data. Lang and Evans 2006
Imagining Continued Divergent thinking is promoted. Imagining leads to creations and inventions; it brings humor, joy, spontaneity, and beauty into our lives. A feeling of accomplishment and enhanced self-concept can result from this rich inner resource. Lang and Evans 2006
Criticizing Criticizing lets students use a higher level of cognition and sharpen the thinking skills that will improve the quality of their lives. Lang and Evans 2006
References Lang, H. R., & Evans, D. N. (2006). Models, strategies, and methods for effective teaching . : Allyn and Bacon, Inc.

More Related Content

Strategies for developing creativity and critical thinking

  • 1. Strategies for Developing Creativity And Critical Thinking Myrna Skeen Professor Torres Secondary Teaching Methods 6 March 2017
  • 2. Creativity is found in all areas of life and is not limited to the arts, to geniuses, or to the talented. Creative thinking should be structured into the curriculum and encouraged through open-ended challenges. Lang and Evans 2006
  • 3. Let’s look at some ideas for encouraging creativity
  • 4. Encourage students to explore their environment Have them use all of their senses and combinations Of senses. Have them describe the things they Find interesting. Let them discover how to look at things With fresh eyes. Lang and Evans 2006
  • 5. Encourage students to become interested in many things. Vary activities, take students on field trips, bring in speakers, and use media to help students “stretch their minds.” Lang and Evans 2006
  • 6. Provide school time to encourage creativity Structure activities or exercises that require originality or problem solving. Have students suggest new uses for old things. Make frequent use of brainstorming and creative activities. Let them know that creativity is sought. Lang and Evans 2006
  • 7. Help students believe they can learn to become more creative. Few inventors, scientists, or artists were very creative at first. Reward students who show evidence of creativity, and reward improvement. Lang and Evens 2006
  • 8. Teach students what is involved in creativity Help them learn that creativity is influenced by the types, number, and originality of alternatives produced. Train students to use specific thinking skills and inquiry and problem-solving processes and how to transfer knowledge of these into new situations. Lang and Evans 2006
  • 9. “To become critical thinkers, students need Instruction on what is involved in doing critical Thinking, interesting content, opportunity to practice It, and assessments of their attempts at critical thinking” (Lang and Evans 2006).
  • 10. Let’s look at some ideas you can use to Encourage your students to be critical thinkers.
  • 11. Comparing Comparing activities lead students to additional insights and awareness. As a result of many experiences in making comparisons, students learn how to observe perceptively and compare before drawing conclusions. Lang and Evans 2006
  • 12. Observing When we are observing, we can make visual observations of data. Observing also can involve listening, touching, or smelling. The sense evidence used must be checked for accuracy. Students must be made aware of the possibility of distortion and thus false inference and misinterpretation. Lang and Evans 2006
  • 13. Observing Continued We want perceptiveness, acuity, and accuracy. Reporting is needed for the accuracy of observation to be checked. Observing should lead to more accurate data on which to base conclusions, and to greater understanding. Like any other skill, practice is required for proficiency. Lang and Evans 2006
  • 14. Classifying Classifying involves examining an assortment of items and sorting them into related groups. Each grouping is given a name. When they are classifying, students can process data mentally and organize them systematically. Ability to classify helps us bring order into our lives. Lang and Evans 2006
  • 15. Imagining For imagining, students are asked to let their minds travel to whatever vistas they can invent, to create freely and to exercise that part of the mind that often goes untapped. In imagining there is a release from rules and regulations and unbinding from data. Lang and Evans 2006
  • 16. Imagining Continued Divergent thinking is promoted. Imagining leads to creations and inventions; it brings humor, joy, spontaneity, and beauty into our lives. A feeling of accomplishment and enhanced self-concept can result from this rich inner resource. Lang and Evans 2006
  • 17. Criticizing Criticizing lets students use a higher level of cognition and sharpen the thinking skills that will improve the quality of their lives. Lang and Evans 2006
  • 18. References Lang, H. R., & Evans, D. N. (2006). Models, strategies, and methods for effective teaching . : Allyn and Bacon, Inc.