Thinking Critically And Creatively

Thinking Critically And Creatively-29
This sequence of activities involves students in playfully generating and examining data in a variety of ways, requiring both divergent thinking (fluency, flexibility, elaboration, and originality) and convergent thinking (evaluation, providing justification for choices, drawing conclusions based on evidence presented).The activities can be adapted for almost any content at various levels of complexity: literary or historical events or characters, contemporary or historic issues or problems (literature, social studies); concepts or operations, inventions or discoveries (math or science); or almost any other content that is a focus of study.In general, the process includes these steps and thinking processes: Depending on the complexity of the concepts and/or data to be used as a basis for the activities, all of these steps could be used in a single lesson, or the sequence could be broken into several subsequent lessons over time, with more time for reflection, sharing, and elaborating on first thoughts with more complex ideas and more time for creative incubation as the content demands.

This sequence of activities involves students in playfully generating and examining data in a variety of ways, requiring both divergent thinking (fluency, flexibility, elaboration, and originality) and convergent thinking (evaluation, providing justification for choices, drawing conclusions based on evidence presented).The activities can be adapted for almost any content at various levels of complexity: literary or historical events or characters, contemporary or historic issues or problems (literature, social studies); concepts or operations, inventions or discoveries (math or science); or almost any other content that is a focus of study.In general, the process includes these steps and thinking processes: Depending on the complexity of the concepts and/or data to be used as a basis for the activities, all of these steps could be used in a single lesson, or the sequence could be broken into several subsequent lessons over time, with more time for reflection, sharing, and elaborating on first thoughts with more complex ideas and more time for creative incubation as the content demands.

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Step Two: Ranking and Prioritizing Next, tell students to consider the items on their list and, without any discussion or sharing, to rank them in order of most significant to least significant (they may determine “significance”).

They must be prepared to explain and justify their top two or three choices. When students have completed ranking at least through their top three items, have students volunteer to share their top one or two items and explain their reasons for those choices.

How can we manage all this within the constraints of assessment-driven standardized curriculum and instruction?

How can we truly engage even our most creative and advanced thinkers in analytical thinking, making informed judgments and evaluation based on critical analysis, and the creation of innovative ideas, perspectives, and products that actually solve problems?

Basically, the activities involve generating or gathering data.

Thinking Critically And Creatively Gcse French Speaking Coursework

This means that students are evaluating and prioritizing data, analyzing and organizing that data into data sets and naming the sets, generating questions, drawing conclusions based on data analysis and evaluation, and communicating the results.Gifted students need to be involved with analysis, evaluation, and creative synthesis of data and information, asking new questions and generating innovative ideas, solutions, and products because of their advanced cognitive development, preference for complexity, questioning of the status quo, idealism, and need for social action.This is particularly true of the creatively gifted learner who must find relevance and opportunities for creative synthesis and expression in order to truly engage in the learning process.We also know that, in order to develop these critical and creative thinking skills as thinking habits, students must engage in these kinds of thinking activities frequently, in meaningful, appropriate contexts. Are gifted students being given opportunities for exploring ideas and developing skills of critical analysis, evaluation, and creativity in classrooms today?Not so much, according to a study reported in Newsweek (2010) by Bronson and Merryman.This step could be a short timed activity, perhaps 3 minutes, with no talking or sharing allowed during this step.Set a goal based on the time allowed (eight listed items in 3 minutes, for example).Keeping the time short for this initial listing of data keeps students on task.When time is called, ask for a show of hands for students who achieved the goal that was set, and then tell students that from this point on, they are encouraged to add to their original list if they think of any new ideas or if they hear any good ideas they hadn’t thought of.Critical and creative thinking strategies are not merely “fun” or “cute” activities to be pulled out at the end of the week or semester, or after the state tests are over for the year in order to fill time and entertain students.They are ways of deeply engaging and interacting with ideas and concepts in meaningful context, building meaning and understanding through multiple processing of ideas and information in increasingly sophisticated levels of thinking, adding depth and complexity to the content being learned, and finding personal relevance in the learning process.

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