Post on 13-Mar-2023
Creative & Critical Creative & Critical Thinking in the ClassroomThinking in the Classroom
An Interactive WorkshopLisa Athearn, Ph.D.OFE Faculty Fellow
What is Critical Thinking?
Participant’s Definitions/Characteristics
What characteristicscome 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
Question/Hypothesis
Focus &
Observation
Content &
Value
Analysis&
Deliberation
Decision/Description
New Focus& Observation
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/InventiveProcess 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.
Here’s 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 solutionto the problem at hand.
So…what are we doing?
We want to improve the way we and our students think.Cognitive Process InstructionPracticalInnovativeFun!
How do we do it?
Outside (Field) WorkCritical EssaysClassroom DiscussionsPeer LearningRole PlaySocratic DialogueOther 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
HonestlyOpenlyRationallyImaginatively
Ask Questions about this dogma
Our Socratic Dialogue
How do we know when learning has taken place?
Identify the dogmaPrompt: 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 somethingAnd it possess quality if this unique way is also appropriate for the situation
Not every novel act will have qualitative meritNot 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 S’s
Sensitivity: the use of our sensesNoticing 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 settingSerendipity: “a unexpected discovery that is unplanned”
Scientific discoveries are often the result of fortunate accidents
(Halpern, 2003)
Encouraging Creativity
Different solutions to a common problemTeach students how to ask relevant questionsReward originality, let students feel their ideas are valuedEncourage risk-taking and non-conformityProvide ample examples to illustrate and practice creative skills
(Halpern)
Practicum: the fun part : )
Critical Thinking puzzles
Creative Thinking puzzles
Participant’s responses and discussion