Thinking Critically And Creatively

Thinking Critically And Creatively-39
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.Consider how this sequence of critical and creative thinking activities might be applied with math content in a study of percents.

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.Consider how this sequence of critical and creative thinking activities might be applied with math content in a study of percents.

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When thinking skills are taught in relevant content, students practice higher order thinking skills to the point of developing creative thinking habits, while at the same time playing with ideas and processing content information in multiple ways.

They find personal meaning and relevance in the learning. APPLYING TABA’S STRATEGIES FOR CONCEPT DEVELOPMENT One sequence of critical and creative thinking activities that incorporates some of Taba’s strategies for concept development can be effectively applied to many different content topics and purposes.

The more data students have to work with on the topic, the better.

Unique or original ideas that fit are especially valued as they reflect flexibility in thinking.

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.

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.

Basically, the activities involve generating or gathering data.

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.

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