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Critical and Creative Thinking across the Curriculum

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by

Margo Leatch

on 19 May 2014

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Transcript of Critical and Creative Thinking across the Curriculum

When we ask students to think,
what outcomes are we expecting?
Critical and Creative Thinking
across the Curriculum

using skills, behaviours and dispositions such as
reason
logic
resourcefulness
imagination and
innovation
Critical and creative thinking are integral to activities that require students to think broadly and deeply...
in all learning areas at school and
in their lives beyond school.
interpreting
analysing
evaluating
explaining
sequencing
reasoning
comparing
generate and apply new ideas
seeing existing situations in a new way
identifying alternative explanations
making new links
sifting and refining ideas to discover possibilities
constructing theories and objects
acting on intuition
"It's important to think. It's
what separates us from lentils"
from The Fisher King
What does this mean for students?
What are we really asking students to do?
What are we asking teachers to teach?
How will we know we have improved student learning?
The brain is like a muscle.
It needs to be exercised to make it 'grow'.
How do we develop strong thinking skills in our students?
questioning
inferring
hypothesising
appraising
testing
generalising
No Hands Up
popsticks
randomiser
response boards
apps
Graffiti Board
concept map
brainstorming
mind map
mind web
Thinking Routines
Think Pair Share
See Think Wonder
What makes you say that?
I used to think - but now I think...
Generate-Sort-Connect-Elaborate
Connect-Extend-Challenge
Wait Time






working to support the students as they learn that 'what I think I can say'
inquiry based learning is dependent on critical and analytical approach to new learning.
values thinking as an important part of learning and behaviour
"What could be happening here?"
"Share your thoughts on what you see."
"What might the artist have been thinking?"
AND
"What do you think about what _______ said?"
"How would you add to what _______ said?"
Students become more aware of what other students are saying, and see the value in listening to their peers
- student voice

The 4 Oral Language Teaching Foci

Expressing Ideas/Thoughts and Opinions
Listening and Responding - self/ others
Questioning/ Challenging and Clarifying
Justifying an opinion
Invitational Prompts
vs
Interrogation (Q&A)
Assessment for Learning
Sharing Learning Expectations
Clarifying and sharing learning intentions
and criteria for success. Students can co-construct the learning.
Questioning
Engineering effective classroom discussions, 'fat' questions and a culture of inquiry.
Blooms Taxonomy, Questioning Matrix, Thinker’s Keys
Feedback
Good Feedback Causes Thinking
Promote learning conversations
Self Assessment
Activating students/children as the owners of their own learning.
Peer Assessment
Activating children/students as instructional resources for one another.
Students learn to respect 'reflection
time' and 'processing time'.
Crevola
Acknowledgment: Thanks to Alma Tooke for her presentation at ACER conference, which helped me create this.
What do you think?
What do you think?
to increase engagement in learning
to expand thinking and connections
exercise the brain
Invitational Prompts
What might it look like when learners are using these?
What might it look like when learners are using these?
For example
What are other possibilities for questions?
Full transcript