Creativity and critical thinking a learning journey

Creativity and critical thinking a learning journey

Steve Padget

Independent teacher and writer

Steve Padget

Independent teacher and writer

The active knower … is the goal of education (Aronowitz)

창의력과창의력과창의력과창의력과 비판적비판적비판적비판적 사고사고사고사고

학습학습학습학습 여행여행여행여행

Session planSession plan

1. Working definitions of Creativity and Critical Thinking.

2. Implications for the teacher in training.

3. How Creativity and Critical Thinking contribute to a model of

learning and teaching.

4. Classroom implications.

5. Practical methodologies.

창의력과창의력과창의력과창의력과비판적비판적비판적비판적사고의사고의사고의사고의정의를정의를정의를정의를작업작업작업작업.

훈련훈련훈련훈련교사에교사에교사에교사에대한대한대한대한영향영향영향영향.

어떻게어떻게어떻게어떻게창의력과창의력과창의력과창의력과비판적비판적비판적비판적사고는사고는사고는사고는학습과학습과학습과학습과교교교교

육의육의육의육의모델에모델에모델에모델에기여합니다기여합니다기여합니다기여합니다.

교실교실교실교실영향영향영향영향.

실용실용실용실용방법론방법론방법론방법론.

… the activity of teaching is not the transfer of knowledge,

but the creation of possibilities for the construction of

knowledge.

Paulo Freire

Consider …Consider …

교육의교육의교육의교육의 활동은활동은활동은활동은, 지식의지식의지식의지식의 양도되지양도되지양도되지양도되지 않습니다않습니다않습니다않습니다

지식의지식의지식의지식의 건설건설건설건설 가능성을하지만가능성을하지만가능성을하지만가능성을하지만 창출창출창출창출.

• Big ‘C’

Assertive creativity – Picasso, Mozart, Shakespeare …

Huge cultural impact on human life.

• Little ‘c’

General creativity – the skills of everyday problem solving –

skills that we all possess and can be developed – skills which

enable us to learn…

This kind of creativity has a huge impact on individual's life.

• Identified by (amongst others) Arthur Cropley, Anna Craft.

Big ‘C’ … little ‘c’Big ‘C’ … little ‘c’

Definitions – Creativity is …Definitions – Creativity is …

The application of knowledge and skills in new ways, to achieve

values and outcomes. (NCSL)

Imaginative activity fashioned so as to produce outcomes that are

both original and of value. (NAACE)

Features of creativity are:

The use of the imagination, the pursuit of purposes, being

original, judging value.

Creativity thrives when it is identified, encouraged and fostered.

Definitions – Critical Thinking is …Definitions – Critical Thinking is …

A complex mixture of personal skills which will, given the right

encouragement, grow in sophistication and effectiveness over

time.

Rationality, self awareness, honesty, open mindedness, discipline

and judgement - the ability to make evaluations against

appropriate criteria.

Attitude + Knowledge + Thinking Skills = Intelligent thinking(Halpern, 2003, p7; after Russell via d’Angelo)

ImplicationsFor teachers in training

ImplicationsFor teachers in training

• A commitment to the development of your own and others’

learning.

• A view of yourselves as being creative individuals.

• A commitment to sharing ideas.

• An open mindedness to innovation and flexibility of approach.

1. What you bring to the party

ImplicationsFor teachers in training

ImplicationsFor teachers in training

• A concept of the term ‘creativity’ taking it from a narrow arts

and performance based concept to an appreciation of the

broader implications of creativity in the context of the

learning and teaching experience;

• an appreciation of the close relationship that exists between

creativity and critical thinking;

• a rapidly growing repertoire of creative teaching strategies

with the confidence, understanding and ability to deliver

them;

2. What you will develop on the programme

ImplicationsFor teachers in training

ImplicationsFor teachers in training

• an awareness of the distinctive dynamics of the creative

classroom;

• an explicit understanding of the centrality of language in the

thinking and learning process and the implications of this;

• the ability to reflect critically in order to grow professionally

and learn from experience.

These are essential

professional, technical and ethical understandings.

3. And further …

ImplicationsFor teachers in training

ImplicationsFor teachers in training

.. effective teaching is much more than just a compilation of

skills and strategies [but] a deliberate philosophical and

ethical code of conduct.’ (Larrivee, 2000)

the practising teacher is making ‘a purposive cultural

intervention in individual human development which is deeply

saturated with the values and history of the society and

community in which it is located.’ (Alexander, 2005)

Larrivee, B. 2000, Transforming Teaching Practice: becoming the critically reflective teacher in

Reflective Practice, Volume 1, Number 3, 2000.

Alexander, R.J. Education, Culture and Cognition: intervening for growth, Keynote: 12 July 2005

Culture, Dialogue And Learning: Notes On An Emerging Pedagogy, University of

Cambridge, UK

4. And Even further …

Consider …Consider …

Which model do you prefer and why?

A for B A about B A with B

Colonial & patronising power relationship

Ownership of knowledge

Imposition of vision

Didactic, banking style

Together we explore knowledge.

Learners make meaning based on their

view of their world – and then move

forward having gained independence.

There is no teaching without learning.

Learning modelLearning model

• The learner is placed at the

centre of the learning process.

• Curricular arrangements are

developed to suit the learners’

prior knowledge.

• Learning is based on searching

for and making meaning and

problem solving in a dynamic

social setting.

• Methods are used that enable

learners to make new

connections thereby gaining

new understandings.

Learning modelLearning model

• There is an expectation that learners’ analyses, interpretations and

hypotheses will be valued as key steps of learning thus promoting

critical thinking skills.

• The language life is democratic and rich with dialogic transactions

based on the use of open, rich and provocative questions.

• Learners learn how to take part in the assessment of their progress.

• And, fundamentally, that the activity of teaching is not the transfer

of knowledge, but the creation of possibilities for the construction of

knowledge.

Learning modelAfter Friere’s ‘Pedagogy of active and reflective practice’

Learning modelAfter Friere’s ‘Pedagogy of active and reflective practice’

Dialogue and collaboration

(Interdependent and concurrent)

Reflection

as a product of action

Constructive and

creative solutions

(Action)

Critical Thinking Creativity

Creative learning & teaching

Learning modelLearning model

Dialogue and collaboration

(Interdependent and concurrent)

Environment

Prohibiting

Affording

Inviting

Potentiating

Learning dispositions

Resilience, reciprocity,

resourcefulness,

reflectiveness

Guy Claxton

Building Learning Power

Language

Learner �� learner

Teacher �� learner

Dialogic use of

Language

Robin Alexander

Dialogic Teaching

Neil Mercer

Interthinking, the

Sociocultural approach

Setting

Making meaning by

using language in a

social context

Positive interdependence

Reciprocity

Collaboration skills

Cooperative learning

Lev Vygotsky

Jerome Bruner

Social constructivism

Learning modelLearning model

Constructive and

creative solutions

(Action)

Learning is social

Learning is language based

Learning is making meaning

Learning is thinking for a purpose

Creativity

Learning modelLearning model

Reflection

as a product of action

Critical Thinking

Synthesis

Analysis

Evaluation … of product

and process … (metacognition)

Learning modelLearning model

Monologic � dialogic

Transmission � Interpretational

Not the sage on

the stage,

but the guide on

the side

Consider …Consider …

Classroom implicationsClassroom implications

Collaboration

Choice

Challenge

Communication

Confidence

Environment

for learning

At least Affording

or Inviting

Aspiring to be

Potentiating

Classroom implicationsClassroom implications

Team working - Development of people skills

Independent enquiry - Initiative and research skills

Self management - Self discipline, motivation

Reflective learning - Metacognition and learning to learn

Effective participation - Say yes, get involved, care, share ..

Creative thinking - Taking risks, solving problems

The PLTS agenda

Learning implicationsLearning implications

Collaboration

Co-construction

Strong social context

Cross curricular

Modular design

Tentative – community of enquiry

Explicit thinking skills

In an environment

supportive of:

Teaching implicationsTeaching implications

• A facilitating pedagogy

• Language for learning and

thinking

• Active and interactive

• Learner driven

• Group work – allow storming

• Reflection and review

• Creative focus

• Constant challenge

• Mistakes as learning

experiences

• Vertical tutoring/teaching

• Learners talking on task

• Self assessment / peer

assessment.

Teaching implicationsTeaching implications

knowledge

ideas

skills

----------------------------

habits of mind

interests

values

beliefs

identity

The content curriculum

The learning curriculum

What Guy Claxton calls Deep Learning describes the layers of

learning ‘below the line’.

A whole school issueA whole school issue

We aim to provide an environment in which your child feels

stimulated and in which he/she will learn to become a more

independent creative thinker with a lively and enquiring mind.

An example from a primary school [i]

Learning may be defined as “a process of undergoing personal

change” and as such the school recognises that it is what the learner

thinks, says and does that creates the learning not what the teacher

thinks, says and does.

An example from a secondary school [ii]

[i] Woodnewton Primary school, Corby, Northants.[ii] St Robert of Newminster Catholic High School, Washington, Tyne and Wear.

A thinking school A thinking school ‘is an educational community in

which all members share a

common commitment to giving

regular careful thought to

everything that takes place. This

will involve both students and

staff learning how to think

reflectively, critically and

creatively, and to employing

these skills and techniques in the

co-construction of a meaningful

curriculum and associated

activities.

Bob Burden

There are 51

Thinking Schools

Accredited in a scheme by Exeter

University

"The way the pupils developed

the process themselves, being

co-constructors of learning with

teachers and creative

practitioners aided their creative

thinking.“

"Creativity is difficult to define

and seeing a purpose of the

process rather than the end

project was vital.“

..creative school..creative school

There are 55

Schools of Creativity

Through Creative Partnerships

Teaching methodologiesTeaching methodologies

Community of enquiry

Philosophy for Children

Mantle of the Expert

Thinking Through School

Learning Dispositions

Building Learning Power

The ELLI Project.

Habits of Mind

Accelerated Learning

Accelerated Learning

CASE

Mapwise

ALPS

StrategicWhole School

StrategicWhole School

Teaching methodologiesTeaching methodologies

Thinking Tools

LogoVisual Thinking

Thinking Hats

CoRT 1-6

TASC

Mind Maps

Thinking Maps

TacticalClassroom methods

TacticalClassroom methods

Barriers and enablersBarriers and enablers

• the use competition as a driver of improvement,

• the attempted standardisation of learning and

teaching through the National Curriculum and its

associated strategies,

• and the use of stringent testing and assessment

against externally imposed criteria

• collaboration within and between schools,

• the development of cooperative learning in

classrooms with the associated risk taking,

• and a culture of learning to be wrong

“Intelligence is like four-wheel drive.

It only allows you to get stuck in more remote places.”

“Nothing you do for children is ever wasted.”

Garrison Keillor