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.

Give up?Here’s one possible solution…

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

Context & Meaning Exercise

Creativity, Interpretation & Memory Exercise

Create and interpret as you listen…

What’s your point of view?

Can you attach the nuts?

Creative & Critical Creative & Critical Thinking in the ClassroomThinking in the Classroom

An Interactive WorkshopLisa Athearn, Ph.D.OFE Faculty Fellow