CREATIVE AND CRITICAL THINKING

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CREATIVE AND CRITICAL THINKING

• HOW TO USE THESE SKILLS IN THE CREATIVE PURSUIT
  SPECIAL PROGRAM

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PRODUCTIVE THINKING skill

• BRAINSTORMING requires students to think of
  many, varied and unusual ideas/solutions using
  creative thinking skills.
• Used in product, impromptu, and presentation.

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PRODUCTIVE THINKING

• BRAINSTORMING
• Fluency think of many ideas, quantity rather
  than quality.
• Flexibility think of varied ideas, respond in a
  variety of categories.
• Originality think of unusual ideas, unique and
  clever responses.
• Elaboration build on basic ideas by adding
  details to make it more interesting and complete.

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STUDENT GROUND RULES

• 1. Rule out criticism--welcome all ideas, no
  wrong answers, no judgments.
• 2. Be creative in contributions--be open to
  original ideas, say what comes to mind.
• 3.Quantity is wanted--contribute a high quantity
  of ideas in a short time.
• 4. Combine, change, improve ideas--add to,
  modify, adapt, subsitute, combine, or improve on
  other ideas.

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ARTIFACTS AND LINCOLNSAMPLE CP
project-productive thinking skill

• List the many, varied, unusual things you might
  see at a museum about Abraham Lincoln.

Set of Lincolns Clothes
Copy of Gettysburg Address
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ELEMENTS OF COMMUNICATION skill

• Give many, varied single words to
• explain things
• describe feelings
• compare things
• Without words
• tell your feelings and needs
• let others know you understand
• make a network of ideas

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AFTER READING AND DISCUSSION..sampleCOMMUNICATION
AND LEARNING ABOUT OUR TOPIC-

• Write down feelings and thoughts you have about
  the information youve heard or read about the
  life of Abraham Lincoln.
• With a partner, share your lists and make a word
  web describing Lincoln.
• Think back.What do you think those artifacts are?
  Write labels for the items from his museum.

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PLANNING skill

• Planning requires student to elaborate on their
  ideas and carry out a successful activity.
• SKILL FOCUS
• consider detail
• sensitivity to problems
• organization of materials, time and
  
• manpower.

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How can I use what I have learned?

• What am I really interested in from what we are
  studying in Science and/or Social
  Studies?(sensitivity to problems)
• What topic should I use for creative pursuit?(Is
  it narrow but rich?)
• What resources will be available?
• (organization, time, manpower)

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DECISION MAKING skill

• This requires student to use careful evaluation
  of data before making a judgment or decision.
  Students must establish criteria, and give
  reasons for choice.
• Used in product, impromptu, presentation what
  artifacts to use.

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DISCOVERING AND INTERPRETING ARTIFACTSDECISION
MAKING WHAT ARTIFACTS TO USE? CP TOPIC

• History has been shaped by many diverse people,
  events, challenges, and ideas. Students
  discover and uncover the stories of history
  by using primary source documents and literature
  that recount the stories of history. Students
  can use these questions to help think about what
  is left behind for societies to interpret and
  understand what has happened in prior times.
• WHAT ARE ITEMS THAT HAVE BEEN LEFT BEHIND?
• WHAT PERIOD OF THE PERSONS LIFE IS THIS FROM?
• WHAT WAS IT USED FOR?
• WHY WAS IT IMPORTANT?
• WHAT DOES IT TELL US ABOUT THE PERSON, PLACE OR
  TIME PERIOD?

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CREATIVE PURSUIT PROBLEM 2009-10

• Using the skills you have practiced, participate
  in the Creative Pursuit Task.

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MUSEUM PROJECTsample..using Lincoln as out
topic.

• Students will create a museum that displays 5-10
  artifacts about Abraham Lincoln. Each artifact
  should have a label with the description of the
  item and its use. Research your topic using
  primary sources to learn the most important
  things about it.

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MATERIALSsee Creative Pursuits packet for more
details

• Museum display BE CREATIVE!
• For artifacts clay, molding foam, paper mache,
  metal, stone, wood, paper, drawing or object.

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FORECASTING skill

• This requires students to consider what they want
  to do and what the effects and consequences might
  be.
• Make many, varied predictions about a situation,
  examining cause and effect relationships.
• Used in product, presentation and impromptu.

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Responding to an Impromptu using Forecasting
with topic..
Why is Lincoln considered a good President? What
are the many, varied ways you can let people know
what you stand for? What are the many, varied
ideas you have about what kind of man Lincoln
was? What things do you think Lincoln could have
accomplished if he had lived longer?
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LITERACY RESOURCES ABOUT MUSEUMS

• Here is a list of books for you and your students
  to enjoy and to get you excited about visiting
  museums.
• The Shape Game by Anthony Browne
• Behind the Museum DoorPoems to Celebrate the
  Wonder of Museums, edited by lee Bennett Hopkins
• From the Mixed Up Files of Mrs. Basil E.
  Frankweiler, by E.L. Konigsburg
• Matthews Dream by Leo Lionni
• Franks Great Museum Adventure by Rod Clement
• How to Take Your Grandmother to the Museum by
  Lois Wyse and Molly Rose Godman

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Lincoln Artifacts Websites

• http//www.picturehistory.com/category/cat_id/16/s
  ubcat_id/316/page/14
• http//libraryofcongress/exhibits/lincoln
• http//smithsonian.edu

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Make it your own

• Now its your turn! What topic would you like to
  use?