Developing creative thinking and creativity
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This document provides strategies for teachers to develop critical thinking skills in students. It recommends that teachers pose different types of questions, including recall, comprehension, and higher-level questions. It also suggests incorporating technology research, pre-planning discussion questions, and modeling critical thinking processes. The document advocates using group problem-solving and developing student creativity through modeling, discussion questions, and creating a safe learning environment.
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Developing creative thinking and creativity
The document discusses strategies for developing critical thinking skills in students. It recommends that teachers ask different types of questions, including recall, comprehension, and higher-level questions. Teachers should wait for student responses and input. The document also suggests incorporating technology, such as online research of other cultures. Students should work in groups on problem solving, and teachers should model critical thinking techniques for students.
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This document provides strategies for developing creativity and critical thinking in the classroom. For creativity, it suggests questioning assumptions, redefining problems, generating ideas, cross-fertilizing ideas across disciplines, and encouraging creative collaboration. For critical thinking, it recommends using questions, classroom discussions and debates using various models, case study methods, writing assignments, and cooperative learning strategies. The goal is to challenge students at different cognitive levels and provide an environment that encourages open-minded thinking.
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Strategies to develop creativity and critical thinking
The document discusses strategies for developing creativity and critical thinking in students. It begins by quoting experts emphasizing the importance of creativity and critical thinking. It then explores common misconceptions about the differences between creativity and critical thinking. While they are often seen as opposing skills, the document argues they are both essential. It provides five strategies each for developing creativity and critical thinking in students. The strategies include creating an open and safe environment, modeling the desired behaviors, allowing time and materials for exploration, asking open-ended questions, and facilitating questioning and justification of conclusions.
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1) Assessment is fundamentally important to the educational process and can be used to support student progression or demotivate learners.
2) There are various types of assessment including teacher, peer, and self-assessment that can be used formatively or summatively.
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This document discusses various theories and models for understanding how students learn including learning styles, thinking styles, and multiple intelligences. It describes learning styles models proposed by Rita and Kenn Dunn and David Kolb. It also discusses assessing students using pre-assessments, surveys, portfolios, and various informal assessment strategies during and after learning. The goal is to understand each student's unique way of learning in order to meet their individual needs.
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Developing creative thinking and creativity
The document discusses strategies for developing critical thinking skills in students. It recommends that teachers ask different types of questions, including recall, comprehension, and higher-level questions. Teachers should wait for student responses and input. The document also suggests incorporating technology, such as online research of other cultures. Students should work in groups on problem solving, and teachers should model critical thinking techniques for students.
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2. Model effective conferencing skills. Have students practice with each other before meeting with parents.
3. Provide templates, checklists, or rubrics to help students organize evidence and reflections.
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1. Explain the purpose and benefits to students, teachers, and parents. Emphasize student ownership and reflection.
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Handout -critical_thinking_-_teaching_methods_and_strategies (1)
The document discusses methods for teaching critical thinking skills in the classroom. It recommends using lesson plans that anticipate, build, and consolidate knowledge. Teachers should ask high-order questions that require applying concepts rather than just recalling facts. An effective classroom environment models thinking, challenges students to think independently, and uses techniques like cooperative learning. The goal is to encourage students to ask questions, apply what they learn, and debate ideas rather than just memorizing information.
Inquiry
The document provides information about inquiry-based learning and instruction. It discusses inquiry-based learning as a student-centered approach that shifts away from linear teaching methods. Students lead inquiries, not teachers, who take on a supportive role. Inquiry can be used at any grade or developmental level based on the idea that people learn through exploration. The document then provides examples of how to structure inquiry-based lessons and questions.
Critical thinking
This document discusses strategies for promoting critical thinking in the classroom. It recommends that teachers transition from simply supplying answers to asking open-ended questions that have no right or wrong answers and encourage exploration. Questions should require students to synthesize information and understand how different concepts fit together. The document also identifies barriers to critical thinking like too much memorization and not enough conceptual learning. It provides strategies for critical thinking like assessing students' prior knowledge, setting learning purposes, and using questioning techniques that encourage elaboration, disagreement, summarization, and examining assumptions.
LCIN Presentation: Effective Online Discussions
This document summarizes a presentation on effective online discussions. It covers tips for planning discussions, the importance of instructor presence, using provocative questions, and case studies. Planning involves setting clear learning objectives. The community of inquiry model and Bloom's taxonomy can help design activities. Facilitation requires summarizing, moderating, guiding, and troubleshooting. Provocative questions apply Socratic techniques. A sample case study outlines objectives for a student-led psychology discussion.
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Strategies that work with gifted students are just good teaching and work with all children. Included are 5 specific strategies that tend to engage and challenge students.
Approaches to learning (atl)
Approaches to learning (ATL) are trans-disciplinary skills that are developed in students from primary years through the diploma program. ATL skills enable students to become stronger, self-regulated learners and lifelong learners. These skills include communication, social/collaboration, self-management, research, thinking, and transferring skills across disciplines. Developing ATL skills helps students take responsibility for their own learning by increasing their awareness of how they learn best and improving their use of learning strategies.
Postive Teaching
The document summarizes an effective lesson plan about the Mayans. The lesson uses constructivist principles by starting with an essential question and having students form hypotheses through research. Students work collaboratively in groups to investigate factors in the fall of the Mayan civilization and present their findings. The lesson incorporates technology, multiple intelligences, and differentiation. It assesses students through group and individual assignments.
Questioning Skills (3).pptx
The document provides guidelines for effective questioning at different stages of a lesson - pre, middle, and post assessment. It discusses types of questions like open-ended, closed-ended, funnel, probing, and leading questions. The guidelines emphasize preparing a list of questions aligned to learning objectives for each assessment stage. Questions should move from easier to more difficult, involve all students, and promote higher-order thinking. Teachers should provide feedback and acknowledge student responses.
Curious Minds Presentation for ECE Teachers
This document outlines an approach for developing curious minds in young children through inquiry-based learning. It discusses activating prior knowledge, providing background information, modeling outcomes, establishing topics, and having students research questions and present their findings. The key components of the inquiry process include defining outcomes, activating background knowledge, supporting research, and incorporating feedback. The teacher acts as a guide, asking questions to refine student thinking, while students work collaboratively to learn through exploration and discussion.
Effective Teaching Final
The document describes a lesson plan about the Mayans called "El Misterio de los Mayas" that incorporates characteristics of effective teaching. The lesson involves students working collaboratively in groups to form hypotheses about what caused the fall of the Mayan civilization through research and testing their ideas. It integrates technology, encourages higher-order thinking skills through the scientific process, and allows for feedback and assessment through group and individual assignments.
Teach in classroom
This document discusses different teaching methods used in the classroom, including lectures and small group learning. Lectures are described as an efficient way for teachers to provide an overview and stimulate student interest, but they risk students merely memorizing facts without understanding. Small group learning is presented as more student-centered and promoting skills like problem-solving. Key factors for effective small group learning include the group size, preparation from both students and tutors, and ensuring adequate resources and feedback. The document also examines different learning and teaching styles to optimize instruction.
T&L Questioning
Questioning is a critical skill for teachers as it is the primary method of interaction, assessment of learning, and providing appropriate challenges. Effective questioning reinforces learning objectives, involves all pupils, and engages pupils in higher-order thinking like justification and reasoning. It is easy for teachers to fall into pitfalls like an overreliance on closed questions, not giving pupils time to think, and not involving the whole class. Teachers should evaluate their own questioning techniques using recordings and focus on balancing open and closed questions as well as handling incorrect answers effectively.
Edp332 assignment 3.1
The document discusses shifting perspectives in instructional design from a traditional top-down, linear model to a more flexible model based on how people actually learn through open learning environments. It advocates designing instruction around ill-defined problems to foster conceptual development and problem solving skills. Several examples of open learning environments are provided that encourage divergent thinking, hands-on problem solving, and use of technology to support learning.
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- 2. POSING QUESTIONS Recall questions to check vertical knowledge Wait before accepting answers Comprehension questions to check for student understanding of concepts or ideas Wait after answers for additional student input Higher level questions to develop higher level thinking Develop student skills for reflective skepticism
- 3. INCORPORATE TECHNOLOGY Research by student to support position Develop higher thinking presentations by students Web research of other cultures for study Study foreign student(s) culture for research Collaboration with other schools online Develop rules for Web searching
- 4. PREPLANNED QUESTIONS Focus discussion boundaries Introduction of new concepts – check for understanding Differentiate questions to aid students in using different types of thinking Devise questions to help students form, and then question opinions
- 5. GROUP PROBLEM SOLVING Learning to work in groups – high level answers to posed problems No way – Best way; support your group’s solution Intra-group cooperation – group dynamic skills Inter-group competition – teamwork and pressure Higher order thinking problems to stimulate group Learn to combine differing talents to succeed
- 6. MODELING CRITICAL THINKING Have groups develop a sample problem Brainstorm with groups to develop questions to guide problem solution discuss importance of activating previous knowledge Show process of analyzing information to reach solution Model research techniques with technology Discuss potential obstacles and ways to cross them Present solution for higher order discussion by groups
- 8. MODELING Show students how to be Creative Build student confidence Be creative yourself Make it FUN Mistakes are OKAY Try different materials Allow students to discover
- 9. DISCUSSION QUESTIONS Integrate subjects to stimulate creativity Allow time after questions for higher thinking Allow time after answer for others to engage Help students discover vertical knowledge Develop questions to help students self-assess Student devised questions for discussion Build to higher level questions for higher thinking
- 10. SAFE LEARNING ENVIRONMENT Reward creativity Applaud risk takers No wrong answer, just different views Try different technologies to stimulate creativity Help students build on their creativity Find out what excites them Show that frustration is part of learning Help students to imagine and explore alternatives
- 11. REAL LIFE ISSUES Discover your students experiences, tell them yours Honest, truthful, and sincere and expect it returned Ask students to look at issues from alternate viewpoints Self-image exploration by students Peer evaluations and cross assessment of projects Time management skills for life Help students recognize the importance of content
- 12. GROUP/PARTNER WORK Collaboration increases creativity Let groups design their own project Allow options to demonstrate learning Define obstacles as learning opportunities Discuss anxiety and self-control for success Discuss learning obstacles you have encountered Design questions to help groups handle obstacles Show how to Identify and challenge assumptions