Critical & Creative Thinking for comming generations to be creative and tecahers as well

COMMITTED TO EQUITY AND EXCELLENCE IN EDUCATION
Pathways to Thinking
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Session 1
01

Thinking as a Skill
Phase 1
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02

Four Corners
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03

A person’s IQ or intelligence is
fixed at birth so teaching thinking
as a skill is not very effective
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In order to develop thinking
skills, we must increase the
difficulty level of the syllabus
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Difficulty vs Complexity
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Critical thinking skills and creative
thinking skills are completely
different from each other
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The Traditional Distinction
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CREATIVE CRITICAL
generating ideas analysing ideas
divergent convergent
lateral thinking vertical thinking
possibilities probabilities
idea generation evaluation/critique
intuition logic/reason
suspended judgement judgement

A dynamic and interdependent
relationship
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Critical thinking is more important
than creative thinking in the
classroom
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The Significance
of Thinking
Phase 2
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Why do we need critical
thinking in classrooms?
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Which levels do critical
thinking and creative
thinking fall under? Why?
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The Building Blocks of
Logical Reasoning
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Session 2
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Session Overview
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Deductive Reasoning
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Inductive Reasoning
02
Inference
01
04 Abductive Reasoning

Inference
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Knowing the unknown from the known
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Source: http://editorialcartoonists.com/cartoon/display.cfm/143664/
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Inference refers to the logical process in
which new conclusions are arrived at from
the given premises.
It is a method of creating new knowledge
from prior or given knowledge.
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Focus on Reading Literacy:
Inference in textual comprehension
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Focus on Reading Literacy:
Strategies to Teach Inference
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● Modelling
● ‘What makes you say that?’ thinking
routine
● Picture-reading
● Transcribed conversations
● Textual passages
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Inductive Reasoning
From specific to general...
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Which box is next in the
sequence?
What makes you say that?
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Example of inductive arguments- from specific observations to
general conclusions
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Focus on scientific literacy:
Inductive arguments in scientific
generalizations
Inductive arguments help make scientific
generalizations that can predict or describe the
natural world.
E.g. Tiger 1 has stripes...
Tiger 9876 has stripes...
Tiger n has stripes...
Therefore, all tigers have stripes
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Focus on Mathematical Literacy:
Inductive arguments in Mathematical
Facts
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Multiplication Repeated addition Sum
4 X -2 -2 + -2 + -2 + -2 -8
3 X -7 -7 + -7 + -7 -21
5 X -6 -6 + -6 + -6 + -6 + -6 -30
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Source: Daniel Miessler, 2018
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Deductive Reasoning
From general to specific
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Example of a deductive argument
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All acids have a PH value below 7
HCl is an acid
Therefore, HCl Acid has a PH value
below 7
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Validity & Truth
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Focus on Scientific, Mathematical & Reading
Literacy
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Food for thought!
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Abductive Reasoning
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Inference to the best explanation
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source: xkcd.com
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source: research-methodology.net
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Session 3
Fun with
Fallacies!
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A belief about a premise that is held to be true and certain
although there is no evidence to support it
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ASSUMPTIONS
A belief about a premise that is held to be true and
certain although there is no evidence to support it
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Types of Assumptions
Necessary Assumption
An assumption that is necessary for a
conclusion to be true.
In the following argument the
necessary assumption is that Socrates
was born once, because only those are
born can die.
Eg. Socrates is a man
All men are mortal
Therefore, Socrates is mortal
Sufficient Assumption
An assumption that would prove the
conclusion to be true but is not
necessary.
In the same argument the sufficient
assumption is that a man is a type of
human being- it is sufficient to prove
the conclusion, because all human
beings die, but not necessary because
there are other mortals besides human
beings.
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The Devil’s Advocate!
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43
It is a hot August afternoon. The location is the living room in
an old bungalow in Bomba. The 7 foot window is open and the
curtains are blowing in the breeze generated by the
thunderstorm that just passed through the area. On the floor
are the bodies of Bill and Mary. They are surrounded by
puddles of water and broken glass. Neither Bill nor Mary has
clothing on. How did they die?
43 Source: Mike Fellows, ENS Institute
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44
A man is walking down the street, sees a
restaurant and enters. He asks the waiter
for a glass of water. The waiter pulls out a
gun and points it at him. The man says
thank you and leaves the restaurant. What
happened?
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There is a cabin on the side of a
mountain. Three people are inside;
they are dead. How did they die?
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Focus on Scientific Literacy:
The Assumptions of Science
▪ Nature is orderly, and the laws of nature describe
its order
▪ Nature is intelligible and understandable by us
▪ All phenomena have natural causes
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Focus on Mathematical Literacy:
The Assumptions of Mathematics
▪ Euclid’s axioms
▪ First Axiom: Things which are equal to the same thing are also
equal to one another.
▪ Second Axiom: If equals are added to equals, the whole are equal.
▪ Third Axiom: If equals be subtracted from equals, the remainders
are equal.
▪ Fourth Axiom: Things which coincide with one another are equal
to one another.
▪ Fifth Axiom: The whole is greater than the part.
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The Parallel Postulate
A Case Study
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50
Rocket-Writing
Why is it important to check
assumptions?
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FALLACIES
Fallacies are errors or wrong moves in reasoning.
Fallacies may made deliberately made to mislead
others, or can be made out of ignorance.
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1.
Ad Populum
A logical fallacy in which
something is considered
to be true because it’s
popular.
Source: Giorgi Koberidze, 2016
Source: Giorgi Koberidze, 2016
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2.
Appeal to
Ignorance
A logical fallacy in
which something is
believed to be true
because it has not been
proven false yet.
Source: theconversation.com
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3.
Appeal to
Authority
It is a logical fallacy in which
something is believed to be
true solely because an expert
has said so.
Source: the upturnedmicroscope.com
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4.
Hasty
Generalization
A logical fallacy in which a
general conclusion is reached
based on insignificant or
insufficient evidence.
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5.
Red Herring
A distracting, misleading or
irrelevant detail that is added
to an argument.
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58
THE CREATIVE
BUILDING BLOCKS OF
Problem-Solving 58
Session 4
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59
source: researchgate.com
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Explanations
A reason or justification given for a claim or belief 1
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What is a scientific explanation?
Who do you agree with & Why?
Rita: I think a scientific explanation gives an answer and supports it with evidence
Sohan: I think a scientific explanation describes everything you know about a topic
Ayaan: I think a scientific explanation uses a scientific concept to tell you how
something works
Seema: I think a scientific explanation helps you convince someone else that your
opinion is correct.
61 Adapted from www.nagaresa.org
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Source: www.wikipedia.com
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Session 5
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Session 6
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Source: Hamlin Elementary
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Argumentation
Challenge
for reading, scientific and
mathematical literacy

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Creative Thinking Skills
Day 2
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104
Session 1
The Creative
Learner
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How we think...
Section 1
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106
source: winchestercpd.com
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What we believe now...
107
source:vectorguru/depositphotos
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What the research states...
108
· Both hemispheres of the brain have to work together in
tandem for generating new ideas (both critical and creative
thinking)
· Contrary to popular belief, both sides of the brain are used
across the subjects.
· Brain-imaging studies reveal that innovators tend to
synchronically use neural networks located in both
hemispheres of the brain while engaged in ‘creative’ tasks.
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Types of Creative Thinking...
Section 2
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Four-C Model
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Questions to Ponder
112
● Do you these categories of creative
thinking have to be used in this order?
● Do you think these boundaries can be
blurred? If so, provide examples.
● Which two categories of creative thinking
do you think are most relevant to schools?
Why?
● Can you think of some examples of Big-C
creativity specific to the subject you
teach?
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Blocks to Creativity...
Section 3
113

We may fear...
• making mistakes
• looking foolish
• being criticised
• being alone
• being outcast
• disturbing tradition
• being associated with taboos
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Misconceptions about
Creativity...
Section 4
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Creativity is limited to the Arts
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A person’s creativity is pure
inborn talent
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Creativity is naturally fun, it
doesn’t require conscious effort
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Only originality matters in
creativity
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Prior Knowledge is not
required to think creatively
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Creativity consists mainly of
‘Aha!’ moments and random,
lucky breakthroughs...
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Lateral Thinking:
Thinking Creatively with Structures
Session 2
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Beyond Brainstorming-
Creativity & Constraints
Section 1
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Brainstorm Alternative Uses for a
Sock
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Image 1
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Image 2
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Image 3
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Which image best
represents the kind of
thinking demonstrated by
your group?

Case Studies: Constraints
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Questions to Ponder
• Can constraints be overcome?
• Do constraints aid or hamper creativity?
• Would the creative outputs of these
thinkers be less or more without these
constraints?
• Are constraints necessary for creativity?
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Structuring Creativity
Section 2
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Task: A New Can-Opener
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Reversing Assumptions
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source: illusionsindex.org
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Fractionation- Cherry Split
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image source: en.wiki[edia.org
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Random Stimulation-
Brutethink
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image source: en.wiki[edia.org
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source: Matchstick LLC, 2011
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source: http://squareone.blog/lateral-thinking-a-practice-much-needed-today/
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Approaches to Foster
Creative Thinking- I
Session 3
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Collaborative Learning
Section-1
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image source: en.wikipedia.org
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source: ConnecTED.unmc.edu
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Video: Collaborative Learning
Builds Deeper Understanding
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Problem-based learning
Section 2
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Video: 7 steps of PBL
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The Maastricht 7-Jump Process
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Possibility Thinking
Section 3
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150
● All the literature that has ever been written in the modern
English language consists of patterns of only 26 letters
● All of the paintings ever made are patterns of only three
primary colours
● All the music ever written consists of patterns of no more
than 12 notes
● All the arithmetical expressions we know consist of only
10 symbols
● And for the vast computations of digital computers,
everything is made up of patterns of only 2 components
Thus when we speak of something as being “new” we are
really talking about original patterns of existing
components
Imagine the possibilities...
Source: Don Fabun Three Roads to Awareness Published by
Glencoe Press, Beverly Hills, California.
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Colour Questioning
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Design Thinking
Session 4
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The Design Thinking
Approach & Process
Section 1
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The Design-Thinking
Process
source: https://uxdesign.cc/user-experience-is-design-thinking-2428a0a360c2
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Applications of
Design Thinking
Section 2
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Zoo-logic!
source:
nextlesson.org
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Water Conservation
Challenge
157
source:
calcademy.org
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Good Food!
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source: AARP.org
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Fighting Fire!
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image source: vexels.com
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Back to the Future!
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source: annefrank.org
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Assessing Creativity
Session 6
161

Too much, too soon:
When assessing creativity
goes wrong!
Section 1
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Case Study
eaves
verywhere
utumn
inally!
Sohail’s Work Tanya’s Work
image sources: pinterest.com
163

Questions to Ponder...
· On what criteria did Mrs Kher assess students’
work?
· On what criteria should she have assessed
students’ work?
· How could Mrs Kher have given feedback
differently?
· What is the relationship between negative
criticism and creativity?
· What is the relationship between blind praise
and creativity?
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Demonstration of Creativity vs
Actual Creativity
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image source: freepik.com
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Sugarcoating
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source: canadianbusiness.com
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Cross your arms!
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The Feedforward
Technique
Section 2
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The Feedforward Formula
• What you noticed/observed
• What your student achieved
• What your student needs to work upon
• Possible next steps towards the learning
goal
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Using Exemplars & Rubrics
for Assessment
Section 3
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What is an exemplar?
An exemplar is a tangible sample of a learning
outcome. Usually student work from previous batches
or other classes, an exemplar is a demonstration of
quality standards.
Before asking students to begin solving a problem,
teachers can present the exemplar, encourage
students to closely observe it and facilitate a
discussion of its strengths and weaknesses.
The advantage exemplars offer is that they generate
discussion about what are the standards to be
achieved and exceeded.
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Exemplar of an Exemplar
source: modelsofexcellence.eleducation.org
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Multiple & Diverse
Exemplars
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Single-point rubric for
exemplars
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What is a rubric?
A rubric summarizes what a range of concrete works looks like as
reflections of a complex performance goal.
Note two key words: complex and summarizes. All complex
performance evaluation requires a judgment of quality in terms of
one or more criteria, whether we are considering essays, role-plays,
or a work of art.
The rubric is a summary that generalizes from lots and lots of
samples (sometimes called models, exemplars, or anchors) across
the range of quality, in response to a performance demand.
The rubric thus serves as a quick reminder of what all the specific
samples of work look like across a range of quality.
source: Wiggins, Grant. "Intelligent Vs. Thoughtless Use Of Rubrics And Models (Part 1)". Granted, And..., 2013,
https://grantwiggins.wordpress.com/2013/01/17/intelligent-vs-thoughtless-use-of-rubrics-and-models-part-1/.
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source: chtl.hkbu.edu.hk
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The need for objectivity
and clarity...
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Re-view: Case Study
eaves
verywhere
utumn
inally!
Sohail’s Work Tanya’s Work
image sources: pinterest.com
180

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