Strategies for Developing Creativity and Critical Thinking
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This document provides strategies for teachers to develop creativity and critical thinking in students. It lists the top five ways to develop each skill. For creativity, the strategies are to allow student-designed experiments, open-ended questions, interest-based groups, judgment-free discussions, and group responses. For critical thinking, the top strategies are to allow hypotheses to fail and be retested, require students to justify answers, conduct Socratic seminars, use cooperative learning groups, and activate prior knowledge with low-level questions. The strategies are meant to be quick, easy to implement, and fit most classrooms.
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Заседание дискуссионного клуба "Автоном" 7 декабря 2014 года было посвящено городским коммунам - практике совместной жизни нескольких человек, формально не являющихся семьёй, в одной большой городской квартире. Эти практики вызваны не идеологическими или религиозными, а вполне практическими причинами. Именно поэтому они получают всё большее распространение не только среди субкультурной молодёжи или бесправных мигрантов из Средней Азии, но и среди казалось бы вполне интегрированных в "мэйнстримный" социум людей.
По некоторым оценкам, такая коммунитарная практика в большинстве случаев ведёт к позитивным изменениям в мировоззрении у тех, кто живёт вместе. Мы поговорили о возможных либертарных перспективах и проблемах, связанных с таким образом жизни. С небольшим рассказом о городских коммунах выступили Лена, Вадим и Андрей, участники подобных проектов. После доклада, как всегда, состоялась дискуссия.
http://avtonom.org
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«Коммуны» в городских квартирах: совместная жизнь и либертарное будущее
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Strategies for Developing Creativity and Critical Thinking Final Version
This document provides strategies for developing creativity and critical thinking in the classroom. It first defines creativity as developing new ideas through combining existing knowledge in novel ways. Critical thinking is deciding what to believe or do in a reasonable, reflective manner.
To develop creativity, the document recommends allowing open-ended questions, interest-based groups, student-designed experiments, and judgment-free discussions. To develop critical thinking, it suggests activating prior knowledge with low-level questions, cooperative learning groups, Socratic seminars, justifying answers, creating a hierarchy of questions, and allowing students to retest hypotheses after failure.
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The document outlines various interactive instructional strategies including debate, panels, brainstorming, peer partner learning, laboratory groups, jigsaw learning, problem solving, structured controversy, tutorial groups, and interviewing. Each strategy is defined and its purpose and how to implement it are described in 1-3 sentences. The strategies encourage student interaction, collaboration, and active engagement with course content.
Assessment for learning
The document discusses assessment for learning. It defines assessment for learning as assessment that occurs during the learning process to inform teaching and help students. Some key points made include:
- Assessment for learning allows teachers to understand students' thinking and identify misconceptions in order to adapt teaching accordingly.
- Formative assessment tools mentioned include questioning, self-assessment, peer assessment, tests/quizzes, and feedback.
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The document discusses the differences between lectures and discussions as teaching methods. It notes that discussions allow students to actively engage with ideas and concepts, and can be effective for changing behaviors and attitudes. The goals of discussions are to develop problem-solving and critical thinking skills and enable students to articulate positions. Common issues are students not participating and discussions going off track. The document provides tips for conducting effective discussions, such as asking open-ended questions, directing discussions through targeted questions and responses, controlling discussions, and aligning discussions with curriculum goals.
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The document discusses various collaborative learning activities and higher order thinking skills (HOTS) activities that can be used in the classroom. It provides descriptions and step-by-step instructions for implementing different group activities like round robin, numbered heads together, pairs check, three step interview, and think pair share. These activities encourage cooperation among students and hold individuals accountable for contributing to the group. The document also briefly defines creative learning and HOTS, noting that they develop skills like problem solving, creativity, and building knowledge through creative instructional techniques rather than memorization.
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Group discussions are an important teaching approach that support student-centered learning. To make group discussions effective, teachers should carefully decide on topics, set structured tasks, and form diverse groups of 3-4 students. Teachers should also establish ground rules, provide discussion skill exercises, and support discussions by listening in and addressing any problems that emerge. Moving between small group and whole class discussions helps students feel valued and deepens understanding of different viewpoints.
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Brainstorming
Brainstorming, case studies, debates, and discussion are active learning strategies that encourage student participation and engagement. Brainstorming involves freely generating ideas about a topic without criticism. Case studies present real-world scenarios for students to analyze. Debates structure the exploration of issues with opposing viewpoints. Discussions allow students to work with concepts through questioning and sharing opinions. These strategies develop students' critical thinking, problem solving, and communication skills.
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The document outlines five strategies for developing creativity in high school students and five strategies for developing critical thinking. For creativity, it suggests brainstorming sessions with no judgment of ideas, allowing mistakes to be made so students can learn, finding what excites students and allowing music or other interests, having teachers model creativity, and allowing extra time for creative projects. For critical thinking, it recommends asking open-ended questions, in-class debates, maintaining a sense of humor, taking time to think through problems instead of rushing decisions, and keeping an open mind when discussing topics.
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The document discusses effective questioning techniques for teachers to use in the classroom. It begins by explaining that teachers traditionally use questions to check learning and understanding, but should also use more open-ended questions to encourage deeper thinking. It then provides examples of different questioning strategies like "thinking time", "no hands up", and "phone a friend" which give students more time to formulate responses and participate more fully. The document concludes by emphasizing the importance of using higher-order "big questions", "focus questions", and "fat questions" that challenge students to provide more complex, extended answers in order to develop critical thinking skills.
Collaborative learning and assessment for learning.pptx
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Study groups provide several key advantages for students:
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This document provides information on different teaching techniques including seminars, group discussions, debates, and brainstorming. It defines what each technique is, how it is conducted, its objectives and advantages. Seminars involve a group discussing a specific topic guided by a teacher. They can be classified by size from mini to international. Group discussions are a way for students to share ideas on a topic. Debates involve arguing different sides of an issue according to set rules. Brainstorming is a creative thinking activity designed to generate many ideas from a group.
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Strategies for Developing Creativity and Critical Thinking
- 1. Strategies for Developing Creativity and Critical Thinking For the New Faculty Members
- 2. Overview Quick easy strategies to put in place Seamless to add to your current lessons Can fit most any classroom
- 4. 5. Allow students to develop group response Give students the opportunity to learn from each other. Sometimes students need help with the response. 4. Allow students to have “judgment free” discussions There is no right or wrong answer during discussions.
- 5. 3. Create interest based groups Allow students to work with others that have similar interests. 2. Provide open ended questions Open ended questions allow for more thinking and expanding on answers.
- 6. 1. Allow students to design, hypothesis and test their own experiment Students will be highly engaged when they are in charge of their learning. They will be searching for answers to their own questions.
- 7. TO DEVELOP CRITICAL THINKING Top Five Ways
- 8. 5. Activate knowledge with low level question bell ringer. This helps set the tone and the focus of the lesson. Provide materials for students to use. 4. Cooperative learning groups Small groups help students discuss the topic, ask each other questions and learn from the perspective of others.
- 9. 3. Socratic seminar discussions 2. Have students justify their answers
- 10. 1. Allow room to fail and retest hypothesis. Students need the opportunity to have a productive struggle. Students need to learn that out of failure will come knowledge and success.