Critical thinking is used to solve problems, while creativity is used to present solutions and generate new questions. The document provides strategies for sparking critical thinking and creativity in the classroom. It suggests having students work in groups to solve problems using critical thinking and present solutions using creativity. The classroom environment should promote exploration, collaboration between teacher and students, and a safe space for learning. Real-world problems can help students apply what they learn. Activities should allow students to link concepts and collaborate in different roles.

1. Critical thinking is used to solve problems.
Creativity is used to present solution and going

2. 5 strategies for sparking critical
thinking
Implementing Strategies
 Students work in groups and are
presented a problem.
 Students use critical thinking to
solve.
 Students will start by doing lab
based problems and answering
questions based on observations.
 Students will then be solving inquiry
problems which guide the labs, and
yields in results that take further
analyses for understanding.
5 strategies for enlightening with
creativity
Implementing Strategies/Follow Up
 Solving problems requires that
students use creative methods
towards learning the new content.
 Students use creativity to present
solution to the problem and new
questions that could be addressed.
 Students will then be given the
opportunity for design and
application.

3. Classroom
Environment
1. Humor helps develop anticipation,
allow students to develop the
ability to find novel relationships,
and develop visual imagery
(Kellough & Kellough, 2011).
Teacher limits providing answer to
students and encourage them to
collaborate towards the answer.
Minimum content information is
given to students. Students are
expected to effectively work in
group and contribute towards
solving a problem.
1. Open and flexible classroom
arrangement and teaching. Teacher
is a facilitator and enabler who
establish the overall guidelines in
the classroom to promote a safe
learning environment. Rubric based
grading with student self-
evaluation, and teacher evaluation.
Less teacher talk, more learner talk.
Exploration based learning. Equal
teacher and student control.

4. Real World
Application
1. Use real world essential questions
that forces students to link what
they are learning in the class to
their world. Lower level questions
should guide students towards
answering the higher level
thinking questions. All questions
must be interesting to students.
2. Encourage students to develop their
own essential questions. Encourage
innovation.

5. Activities 2. Culminating activities which allow
students the opportunity to link
concepts together (Kellough &
Kellough, 2011). All members in
the group are important and have
different roles which changes from
assignment to assignment. Critical
thinking and persistency is
required of students.
3. Students are to start on their own,
and have an internal student
facilitator. Apply the skills learned
during exploration.

6. Collaboration 3. In collaborating with students,
challenging them to assist you in
developing a lesson plan that is
personalized and meet their
needs
4. It is also important that teachers
encourage students to be creative
and explain their thought process

7. Challenge 4. When students collaborate in
discovery and guided inquiry
learning they are being challenged
and challenging each other to
formulate questions. Also what
teachers can do to help students
in applying, developing, creativity
and critical thinking skills is
inserting questions in assessments
that are multiple-choice and
short-explanation in nature
(Kellough & Kellough).
5. to design their own experiments,

8. References
Kellough, N., & Kellough, R.D. (2011). Secondary School Teaching: A Guide to Methods
and Resources (4th ed.). Pearson Education, Inc.