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breakout session:
building thinkers1
Building Thinkers through
Critical and Creative
Learning Strategies
LouEllen Brademan – ISD
Rose Moore – ISD
Shilpi Patel – DSS 2
3
AGENDA
Connect to PD Focus & Increased Rigor
The WHY of Critical and Creative Thinking
Experience Critical and Creative Thinking
Strategies (WHAT and HOW)
Planning Next Steps & Building Capacity
4
OUTCOMES
Learn the WHAT, WHY, and HOW of
using critical and creative thinking
strategies to raise the rigor for all
students.
Begin planning ways to support your
staff with implementing critical and
creative thinking strategies in their
everyday instruction.
Today's students need to be critical thinkers, problem
solvers, and effective communicators who are proficient
in both core subjects and new 21st century skills.
Ken Kay, President, Partnership for 21st Century Skills
5
6
Teachers will be able to:
 Build relationships with students that support effort and self-efficacy in
reaching higher standards
 Recognize the 21st Century Skills (Critical & Creative Thinking) within our
curriculum
 Plan lessons that teach 21st Century Skills (Critical & Creative Thinking)
by designing instructional tasks that require high levels of thinking for the
essential skills
 Using instructional strategies that support and promote student
thinking at high levels
 Engaging students in intellectual discourse
 Raising students’ levels of metacognition
 Providing students multiple opportunities to problem solve
 Choose assessments that allow students to demonstrate
21st Century Skills (Critical & Creative Thinking) at high
levels. 7
Will this
be on the
Test?
8
Fluency
• Thinking of and listing many ideas
Flexibility
• Thinking from different perspectives
Originality
• Coming up with unique ideas
Elaboration
• Building upon an existing idea – adding details
9
Connect Extend Challenge
How are the ideas and
information presented
connected to what you already
knew?
What new ideas did you get
that extended or broadened
your thinking in new
directions?
What challenges or puzzles
have come up in your mind
from the ideas and information
presented?
10
THE WHY
• Read excerpt from Chapter of Making Thinking Visible.
• Record your thinking using the PLUS , MINUS,
INTERESTING (PMI) Critical and Creative Thinking (CCT)
strategy.
– What are the plus, minus, and interesting aspects of your reading?
11
PLUS MINUS INTERESTING
What are the plus, minus, and interesting
aspects of your reading?
Green
Plus
Yellow
Minus
Blue
Interesting
12
Why Teach Critical and Creative Thinking
in All K- 12 Classrooms?
Moving
away from
an industrial
economy
and toward
a knowledge
economy
innovation is
a major
keystone
13
14
Source: "Tough
Choices or Tough
Times" 2007, National
center on education
and the economy
The demand for non-
routine skills is rising fast,
as the need for routine and
manual skills falls.
CRITICAL
THINKING
is for science
& math
True or False
CREATIVE
THINKING
is for the arts &
humanities
15
CRITICAL & CREATIVE thinking
can and should be applied to
ANY subject, content or problem.
FALSE
16
CREATIVITY
is a right brain
activity
True or False
17
The Creativity Crisis, Bronson & Merryman
•CREATIVE THINKING requires divergent
thinking and then convergent thinking.
•CREATIVITY requires constant shifting
between right and left brain activity.
FALSE
18
CREATIVITY
can be
taught.
True or False
19
• Practicing promotes more creative thinking.
• Treffinger’s Creative Problem-Solving Method
is composed of fact-finding, problem-finding,
idea-finding, solution-finding, and plan of
action and has the highest success in
increasing children’s creativity.
TRUE:CREATIVITY can be taught.
20
CRITICAL and CREATIVE Thinking
•Critical and creative thinking are interrelated
processes essential to problem solving.
•Creative thinking involves constructing something
original.
•Critical thinking involves logic and reasoning skills.
•As we solve problems, we navigate between both
thinking patterns across all disciplines and grade
levels.
21
• Students need explicit instruction and
exposure to thinking strategies in
context in order to be able to apply
them.
• Strategies are engaging for students
and teachers!
CRITICAL and CREATIVE Thinking
22
TORRANCE KIDS
• In1958, four hundred children completed
creativity tasks designed by professor E. Paul
Torrance
• The children were asked “How could you improve
this toy to make it better and more fun to play
with?”
23
• Those who came up with more good ideas on Torrance’s tasks grew
up to be entrepreneurs, inventors, college presidents, authors, doctors,
diplomats, and software developers.
• Jonathan Plucker of Indiana University recently reanalyzed Torrance’s
data. The correlation to lifetime creative accomplishment was more
than three times stronger for childhood creativity than childhood IQ.
24
Sir Ken Robinson …
“there is a consistent
mission to transform the
culture of education and
organizations with a
richer conception of
human creativity and
intelligence.”
25
Dr. Edward de Bono Dr. Richard Paul
Nine Strategies for
Teaching Critical and Creative
Thinking
adapted from the work of . . .
26
CHALK TALK: Round 1
27
CHALK TALK: Round 2
28
CHALK TALK: Round 3
29
21st Century Skills Rethinking How Students Learn p. 314
Without a combination of critical
thinking, problem-solving, effective
teamwork, and creativity, learning
remains stagnant, more useful for
passing a test than solving a real
world challenge.
30
If critical and creative thinking are being implemented in
your school what will be evident?
Students Teachers
31
Post your responses on Today’s Meet at
http://todaysmeet.com/CCTLeadership2013
What sprouted at your table discussions?
32
33
Go as far as you
can see. When
you get there,
you can see
farther.
Thomas Carlyle34
Web Resources
• www.criticalthinking.org
• www.edwdebono.com
• www.vtshome.org
• http://www.sirkenrobinson.com/
• http://www.creativelearning.com/
• http://www.loc.gov/teachers.com
35

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Building thinkers 7 30 13

  • 2. Building Thinkers through Critical and Creative Learning Strategies LouEllen Brademan – ISD Rose Moore – ISD Shilpi Patel – DSS 2
  • 3. 3
  • 4. AGENDA Connect to PD Focus & Increased Rigor The WHY of Critical and Creative Thinking Experience Critical and Creative Thinking Strategies (WHAT and HOW) Planning Next Steps & Building Capacity 4
  • 5. OUTCOMES Learn the WHAT, WHY, and HOW of using critical and creative thinking strategies to raise the rigor for all students. Begin planning ways to support your staff with implementing critical and creative thinking strategies in their everyday instruction. Today's students need to be critical thinkers, problem solvers, and effective communicators who are proficient in both core subjects and new 21st century skills. Ken Kay, President, Partnership for 21st Century Skills 5
  • 6. 6
  • 7. Teachers will be able to:  Build relationships with students that support effort and self-efficacy in reaching higher standards  Recognize the 21st Century Skills (Critical & Creative Thinking) within our curriculum  Plan lessons that teach 21st Century Skills (Critical & Creative Thinking) by designing instructional tasks that require high levels of thinking for the essential skills  Using instructional strategies that support and promote student thinking at high levels  Engaging students in intellectual discourse  Raising students’ levels of metacognition  Providing students multiple opportunities to problem solve  Choose assessments that allow students to demonstrate 21st Century Skills (Critical & Creative Thinking) at high levels. 7
  • 8. Will this be on the Test? 8
  • 9. Fluency • Thinking of and listing many ideas Flexibility • Thinking from different perspectives Originality • Coming up with unique ideas Elaboration • Building upon an existing idea – adding details 9
  • 10. Connect Extend Challenge How are the ideas and information presented connected to what you already knew? What new ideas did you get that extended or broadened your thinking in new directions? What challenges or puzzles have come up in your mind from the ideas and information presented? 10
  • 11. THE WHY • Read excerpt from Chapter of Making Thinking Visible. • Record your thinking using the PLUS , MINUS, INTERESTING (PMI) Critical and Creative Thinking (CCT) strategy. – What are the plus, minus, and interesting aspects of your reading? 11 PLUS MINUS INTERESTING
  • 12. What are the plus, minus, and interesting aspects of your reading? Green Plus Yellow Minus Blue Interesting 12
  • 13. Why Teach Critical and Creative Thinking in All K- 12 Classrooms? Moving away from an industrial economy and toward a knowledge economy innovation is a major keystone 13
  • 14. 14 Source: "Tough Choices or Tough Times" 2007, National center on education and the economy The demand for non- routine skills is rising fast, as the need for routine and manual skills falls.
  • 15. CRITICAL THINKING is for science & math True or False CREATIVE THINKING is for the arts & humanities 15
  • 16. CRITICAL & CREATIVE thinking can and should be applied to ANY subject, content or problem. FALSE 16
  • 17. CREATIVITY is a right brain activity True or False 17
  • 18. The Creativity Crisis, Bronson & Merryman •CREATIVE THINKING requires divergent thinking and then convergent thinking. •CREATIVITY requires constant shifting between right and left brain activity. FALSE 18
  • 20. • Practicing promotes more creative thinking. • Treffinger’s Creative Problem-Solving Method is composed of fact-finding, problem-finding, idea-finding, solution-finding, and plan of action and has the highest success in increasing children’s creativity. TRUE:CREATIVITY can be taught. 20
  • 21. CRITICAL and CREATIVE Thinking •Critical and creative thinking are interrelated processes essential to problem solving. •Creative thinking involves constructing something original. •Critical thinking involves logic and reasoning skills. •As we solve problems, we navigate between both thinking patterns across all disciplines and grade levels. 21
  • 22. • Students need explicit instruction and exposure to thinking strategies in context in order to be able to apply them. • Strategies are engaging for students and teachers! CRITICAL and CREATIVE Thinking 22
  • 23. TORRANCE KIDS • In1958, four hundred children completed creativity tasks designed by professor E. Paul Torrance • The children were asked “How could you improve this toy to make it better and more fun to play with?” 23
  • 24. • Those who came up with more good ideas on Torrance’s tasks grew up to be entrepreneurs, inventors, college presidents, authors, doctors, diplomats, and software developers. • Jonathan Plucker of Indiana University recently reanalyzed Torrance’s data. The correlation to lifetime creative accomplishment was more than three times stronger for childhood creativity than childhood IQ. 24
  • 25. Sir Ken Robinson … “there is a consistent mission to transform the culture of education and organizations with a richer conception of human creativity and intelligence.” 25
  • 26. Dr. Edward de Bono Dr. Richard Paul Nine Strategies for Teaching Critical and Creative Thinking adapted from the work of . . . 26
  • 30. 21st Century Skills Rethinking How Students Learn p. 314 Without a combination of critical thinking, problem-solving, effective teamwork, and creativity, learning remains stagnant, more useful for passing a test than solving a real world challenge. 30
  • 31. If critical and creative thinking are being implemented in your school what will be evident? Students Teachers 31 Post your responses on Today’s Meet at http://todaysmeet.com/CCTLeadership2013
  • 32. What sprouted at your table discussions? 32
  • 33. 33
  • 34. Go as far as you can see. When you get there, you can see farther. Thomas Carlyle34
  • 35. Web Resources • www.criticalthinking.org • www.edwdebono.com • www.vtshome.org • http://www.sirkenrobinson.com/ • http://www.creativelearning.com/ • http://www.loc.gov/teachers.com 35