Erin Healy - Critical and Creative Thinking


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A presentation from the inaugural TeachMeet Kununurra, held at the Kununurra Community Library on 14 November, 2013

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  • Nurturing – we are using what the children already have and encouraging it. Not something that we can give them, needs to start with themMetacognition – knowledge of our thinking
  • Neuroplasticity – changes in our brains in relation to intervention, our brain has a limitless potential and we are capable of always learning new thingsGeneral capability of the Australian CurriculumEYLF –outcome 4  problem solving, inquiry, experimentation, hypothesising, researching and investigating
  • - The teachers designs and provides opportunities that encourage the children to solve many different types of problems - all kinds of thinking are valued and accepted- like any skill, critical and creative thinking takes development and practice- it is our job to value, acknowledge and encourage our students ideas and their demonstrations of thinking
  • Classroom set up  children are able to access materials, are they kept on your desk? In the store room?- management  routines that the children know and can participate in
  • - Select a challenge  something in the shed/your lunchbox etc encourage children to think of something funny, interesting, different or unusual-every child provides a response  accept repeat responses initially, then challenge later- support  more thinking time please
  • Erin Healy - Critical and Creative Thinking

    1. 1. Nurturing Critical and Creative Thinking Skills Erin Healy St Joseph’s Kununurra
    2. 2. What are Critical and Creative Thinking Skills? • Thinking is complex, a variety of skills that we often use in collaboration with each other • Encouraging children to think for themselves • Metacognition
    3. 3. Why? • We want our students to become independent thinkers • Improves neuroplasticity of the brain • Improves cognitive growth • General capabilities • Early Years Learning Framework • Engage all children, especially those with FASD and trauma in new ways
    4. 4. A thinking classroom Is a classroom where;  Opportunities to solve different types of problems Different ways of thinking are valued Practice is provided Ideas and demonstrations of thinking are valued, acknowledged and encouraged
    5. 5. How do you identify creative kids? ☺They are imaginative, respectful and uninhibited ☺They are open to new idea and see things in a different way ☺They are curious, alert and adventurous ☺They are risk takers
    6. 6. ☺They are independent in their thinking and social behaviours ☺They are inventive ☺They are good at solving problems ☺They love challenges and can be easily bored with routine and mundane tasks
    7. 7. How? • Classroom set up • Classroom management • Language of instruction • Open ended activities • Reflections
    8. 8. Getting started • Use strategies and provide experiences that; - honor the thinking process -recognise the possibility that there is more than one answer - value alternative views - promote attentive listening - foster whole group engagement - support problem solving, creative and flexible thinking
    9. 9. Getting started • Select a challenge • Present it to the whole group • Every child provides a response • Answers can be real or fanciful • Support those who need it
    10. 10. The St Joey’s Context • Kindergarten • Pre Primary • Kindy and Year 4 Buddy class
    11. 11. There was an old lady…
    12. 12. Stepping Stones Visit
    13. 13. Melbourne Cup
    14. 14. Melbourne Cup
    15. 15. Melbourne Cup
    16. 16. Melbourne Cup
    17. 17. Melbourne Cup
    18. 18. What pets do we have?
    19. 19. What pets do we have?
    20. 20. What pets do we have?
    21. 21. What pets do we have?
    22. 22. What pets do we have?
    23. 23. What would be a good/bad pet for the Pigeon?
    24. 24. What would be a good/bad pet for the Pigeon?
    25. 25. What would be a good/bad pet for the Pigeon?
    26. 26. Transition Questions Something that is an animal Something that is soft Something that could be invisible Something that is scary Something that you are not having for lunch • Something that you find at home • • • • •