Encouraging Skillful, Critical, and Creative Thinking

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WELCOME TO ENCOURAGING SKILLFUL, CRITICAL, AND
CREATIVE THINKING
Jim Gilbert, Richard Solomon and Neil
Davidson
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Five Conceptual Themes of ESCCT

• Think Skillfully
• Think to Learn
• Think Together
• Think About Ones Thinking
• Think Big Through Creative and Critical Thinking

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PREREQUISITES FOR CREATING THE THOUGHTFUL AND
RESPECTFUL CLASSROOM
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WHAT IS A COMMUNITY OF RESPECTFUL AND THOUGHTFUL
LEARNERS AND HOW IS IT DIFFERENT FROM A
TRADITIONAL CLASSROOM?
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DEVOTE INSTRUCTIONAL TIME TO CLASS AND COMMUNITY
BUILDING
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SEARCHING FOR MULTIPLE INTELLIGENCES A
COMMUNITY BUILDING ACTIVITY
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SIX TYPES OF CONVERSATIONAL DATA

• Facts
• Concepts
• Preferences
• Informed Opinions
• Experiences
• Feelings

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RESPECTFUL LISTENING
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EMOTIONAL OR ACTIVE LISTENING
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VALIDATING
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GIVING AND RECEIVING FEEDBACK

• Constructive Positive
• Constructive Negative
• Constructive Corrective

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THE CONFLICT RESOLUTION METHOD
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APCA (Finding Common Ground)

• Ask for clarification
• Paraphrase
• Check for understanding
• Add, if necessary

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WHAT BEHAVIORS DO YOU EXPECT FROM YOUR CLASSMATES?
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PRODUCTIVE HABITS OF MIND
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THEME ONETHINKING SKILLFULLY

• In this theme we will examine these topics
• Cognitive structures (basic neurological
  connections students need for thinking)
• Thinking skills and processes
• Five mind/brain learning principles for thinking

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FORMAL LESSON PLAN MODEL TO HELP STUDENTS DEVELOP
THEIR COGNITIVE STRUCTURES FOR THINKING

• Students experience and explore sensory data.
• Students describe the sensory data.
• Teacher explains and clarifies data.
• Students demonstrate understanding.
• Teacher and students evaluate the lesson.

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WHAT IS THE IMPORTANCE OF COMPARATIVE COGNITIVE
STRUCTURES FOR THINKING?
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Different Comparative Cognitive Structures

• Conservation of constancy, common traits, common
  purpose, order, and frequency or probability
• Spatial orientation of material, representational
  and abstract space
• Temporal orientation for telling time, sequencing
  events over time, and for measuring time

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Jigsaw
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13 Thinking Processes

1. Comparing
2. Classifying
3. Inducing
4. Deducing
5. Analyzing errors
6. Decision making

• 7 . Investigation
• 8. Constructing support
• 9. Abstracting
• 10. Analyzing perspectives
• 11. Experimental inquiry
• 12. Problem solving
• 13. Invention

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GRAPHICORGANIZERS
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Five Brain/Mind Learning Principles of Teaching
Thinking

1. Each brain/mind learns in a unique way.
2. The brain/mind requires social interaction
3. The brain/mind is influenced by emotions.
4. The brain/mind searches for patterns.
5. The brain/mind is a complex organ that can
   function on many levels and in many ways
   simultaneously.

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THEME TWOTHINKING TO LEARN

• This theme relates to teaching students how to
  apply the thinking skills they have acquired to
  the course content or curriculum.

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WHAT ARE ESSENTIAL AND UNIT QUESTIONS?
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THREE QUESTIONINGFRAMEWORKS

1. THINK-TRIX
2. Q-MATRIX
3. SIX TYPES OF DATA/ QUESTIONS

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F. Lymans Think-Trix
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B. BLOOMS TAXONOMY

• Knowledge
• Comprehension
• Application
• Analysis
• Synthesis
• Evaluation

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Expanded Taxonomy of Learning by Anderson and
Krathwohl

• Remember
• Understand
• Apply
• Analyze
• Evaluate
• Create

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THEME THREETHINKING TOGETHER

• In this section of the course we will share
  different cooperative learning procedures for
  thinking in pairs (dyads), triads, quads and
  other group configurations.

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WHAT IS COOPERATIVELEARNING?
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10 PAIRED COOPERATIVE LEARNING PROCEDURES FOR
THINKING TOGETHER

1. Think-Pair-Share
2. Two Step Interview
3. Pairs Check
4. Rally Round
5. Reciprocal Teaching

1. Pairs Consensus
2. Pair Question Answer
3. Paired Word Webbing
4. Paired Webbing
5. Co-op Cards

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11 COOPERATIVE LEARNING GROUP FORMATION
PROCEDURES FOR DYADS, TRIADS AND QUADS

1. Mill Freeze
2. 1 Stay, 2 Stray
3. Inside/Outside Circles
4. Stir the Class
5. Turn to Your Neighbor
6. Random Learning Pairs

1. Line Up
2. Yes, No, Maybe
3. Thumbs Up, Thumbs Down, Arms Folded
4. Corners/Clusters
5. Stand Up, Sit Down

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12 COOPERATIVE LEARNING PROCEDURES FOR THINKING
TOGETHER IN QUADS

1. Simple Jigsaw
2. Numbered Heads Together
3. Three Step Interview
4. Partners
5. Round Table/Round Table Brainstorming
6. Group Discussion with Talking Chips

1. Think-Pair-Share
2. Think-Trix Cooperative Questioning
3. Three Minute Review
4. Expert Jigsaw
5. Team Webbing
6. Team Projects

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THEME FOURTHINKING ABOUT ONES THINKING
The fourth theme of the course, thinking about
ones thinking, sometimes termed metacognition,
addresses the question how do we empower our
students to reflect on their own thoughts, their
intrapersonal data, and the internal processes
they use to create meaning.
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SIX PROCEDURES THAT FOSTER METACOGNITION

1. Think Alouds
2. Pairs Check
3. Cooperative Concept Attainment

• Concept Mapping
• KWL
• Reflection Instruments
• Reflection Ladder
• EIAG Journal
• Self-Regulation Assessment Form
• Creative Thinking Assessment Form
• Critical Thinking Assessment Form

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WHAT ARE COGNITIVE FILTERS?

• What cognitive filters do you use?

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THEME FIVETEACHING STUDENTS TO THINK BIG

• In this theme we will focus on learning
  activities designed to enable students to think
  creatively and critically on the larger issues
  that we confront in the 21st century such as
• war and peace
• global warming
• environmental protection
• hunger and poverty
• ethics
• quality education, and other important topics

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WHAT IS CREATIVE THINKING?
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PAUL TORRANCE ON FOUR SIMULTANEOUS DIMENSIONS OF
CREATIVITY

• Fluency
• Flexibility
• Elaboration
• Originality

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• White the facts
• Red emotions
• Black negatives
• Yellow positives
• Green creative
• Blue control

Thinking!
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OPINION CHARTING
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LETS HAVE A STRUCTUREDCONTROVERSY!
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WHAT IS CRITICAL THINKING?
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WHAT IS AUTHENTIC LEARNING?
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SAMPLE STUDENT DEVELOPED MASTERY PROJECTS THAT
ARE ALSO USEFUL PRODUCTS
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SUGGESTED TARGET AUDIENCES
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RULES FOR GENERAL BRAINSTORMING

• Say anything that comes to mind during the time
  limit.
• You may repeat, modify or piggyback upon the ides
  previously presented.
• Do not discuss, praise, criticize or reject the
  ideas presented.
• Select someone to record the ideas.
• Evaluate the ideas after brainstorming is
  completed.

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FIVE STEPS FOR GROUP PROBLEM SOLVING

1. Define the problem
2. Brainstorm alternatives to the problem
3. Select the best alternative
4. Implement the alternative selected
5. Evaluate the implementation of the alternative
   selected

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ALTERNATIVE METHOD TO GROUP PROBLEM SOLVING

• Formulate a solution individually
• Share your solution with your team mates
• Listen to the ideas of your team mates
• Create a new solution using the ideas of your
  team mates

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WHAT IS THE SCIENTIFIC METHOD?
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HOW MANY RECTANGLES CAN YOU FIND?
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(n) (n-1) 2
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THE SIX STEPS OF GROUP INVESTIGATION

1. The class determines sub-topics of a
   multi-faceted problem and organizes into research
   groups.
2. Each group plans what it will investigate and how
   it will go about doing it.
3. All groups carry out their plans.
4. Groups plan their presentations.
5. Groups deliver their presentations.
6. The teacher and students collaborate in the
   evaluations of the investigations.

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THE 1O STEPS OF CO-OP CO-OP

1. Sub-topic preparation
2. Sub-topic presentations
3. Preparation of team presentations
4. Team presentations
5. Evaluation

1. Participant-centered group discussion
2. Selection of learning teams
3. Teambuilding
4. Team topic selection
5. Sub-topic selection

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BEFORE TEACHING YOUR TEAM MATES CONSIDER THESE
FOUR QUESTIONS

1. What should we teach our team mates?
2. How shall we teach our team mates, i.e. lecture,
   role-play, use Co-op Cards, use visuals, etc.?
3. How will we know that our team mates have learned
   the information? Should we test them?
4. What parts do we play when we teach our team
   mates?

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• Must include
• A cooperative learning procedure
• A thinking skill
• A reflective piece
• A graphic organizer
• Everyone in the group has a role

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THANK YOU FOR TAKING ENCOURAGING SKILLFUL,
CRITICAL, AND CREATIVE THINKING
Jim Gilbert, Richard Solomon and Neil Davidson
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Jim Gilbert Richard Solomon and Neil Davidson