Critical thinking and creative thinking

And creative al and creative the australian curriculum, students develop capability in critical and creative thinking as they learn to generate and evaluate knowledge, clarify concepts and ideas, seek possibilities, consider alternatives and solve problems. Critical and creative thinking involves students thinking broadly and deeply using skills, behaviours and dispositions such as reason, logic, resourcefulness, imagination and innovation in all learning areas at school and in their lives beyond ng that is productive, purposeful and intentional is at the centre of effective learning. By applying a sequence of thinking skills, students develop an increasingly sophisticated understanding of the processes they can use whenever they encounter problems, unfamiliar information and new ideas. In addition, the progressive development of knowledge about thinking and the practice of using thinking strategies can increase students’ motivation for, and management of, their own learning. They become more confident and autonomous problem-solvers and ding to the challenges of the twenty-first century – with its complex environmental, social and economic pressures – requires young people to be creative, innovative, enterprising and adaptable, with the motivation, confidence and skills to use critical and creative thinking capability combines two types of thinking: critical thinking and creative thinking. Though the two are not interchangeable, they are strongly linked, bringing complementary dimensions to thinking and al thinking is at the core of most intellectual activity that involves students learning to recognise or develop an argument, use evidence in support of that argument, draw reasoned conclusions, and use information to solve problems. Examples of critical thinking skills are interpreting, analysing, evaluating, explaining, sequencing, reasoning, comparing, questioning, inferring, hypothesising, appraising, testing and ve thinking involves students learning to generate and apply new ideas in specific contexts, seeing existing situations in a new way, identifying alternative explanations, and seeing or making new links that generate a positive outcome. The products of creative endeavour can involve complex representations and images, investigations and performances, digital and computer-generated output, or occur as virtual t formation is the mental activity that helps us compare, contrast and classify ideas, objects, and events. It underpins the organising itions such as inquisitiveness, reasonableness, intellectual flexibility, open- and fair-mindedness, a readiness to try new ways of doing things and consider alternatives, and persistence promote and are enhanced by critical and creative icon shows where critical and creative thinking has been identified in learning area content descriptions and key ideas for critical and creative thinking are organised into four interrelated elements in the learning continuum, as shown in the figure sing elements for critical and creative elements are not a taxonomy of thinking. In developing and acting with critical and creative thinking, students:Identify and clarify information and se and process ting ideas, possibilities and element involves students creating ideas and actions, and considering and expanding on known actions and ts imagine possibilities and connect ideas through considering alternatives, seeking solutions and putting ideas into action. In developing and acting with critical and creative thinking, students:Imagine possibilities and connect er solutions and put ideas into ting on thinking and element involves students reflecting on, adjusting and explaining their thinking and identifying the thinking behind choices, strategies and actions ts think about thinking (metacognition), reflect on actions and processes, and transfer knowledge into new contexts to create alternatives or open up possibilities. In developing and acting with critical and creative thinking, students:Apply logic and conclusions and design a course of te procedures and al and creative thinking in the learning imparting of knowledge (content) and the development of thinking skills are accepted today as primary purposes of education. The explicit teaching and embedding of critical and creative thinking throughout the learning areas encourages students to engage in higher order thinking. By using logic and imagination, and by reflecting on how they best tackle issues, tasks and challenges, students are increasingly able to select from a range of thinking strategies and use them selectively and spontaneously in an increasing range of learning ties that foster critical and creative thinking should include both independent and collaborative tasks, and entail some sort of transition or tension between ways of thinking. They should be challenging and engaging, and contain approaches that are within the ability range of the learners, but also challenge them to think logically, reason, be open-minded, seek alternatives, tolerate ambiguity, inquire into possibilities, be innovative risk-takers and use their al and creative thinking can be encouraged simultaneously through activities that integrate reason, logic, imagination and innovation; for example, focusing on a topic in a logical, analytical way for some time, sorting out conflicting claims, weighing evidence, thinking through possible solutions, and then, following reflection and perhaps a burst of creative energy, coming up with innovative and considered responses.

Critical thinking creative thinking

By sharing thinking, visualisation and innovation, and by giving and receiving effective feedback, students learn to value the diversity of learning and communication learning area or subject with the highest proportion of content descriptions tagged with critical and creative thinking is placed first in the list. The f–6/7 australian curriculum: humanities and social sciences, students develop critical and creative thinking capability as they learn how to build discipline-specific knowledge about history, geography, civics and citizenship, and economics and business. Students learn and practise critical and creative thinking as they pose questions, research, analyse, evaluate and communicate information, concepts and ts identify, explore and determine questions to clarify social issues and events, and apply reasoning, interpretation and analytical skills to data and information. Critical thinking is essential to the historical inquiry process because it requires the ability to question sources, interpret the past from incomplete documentation, assess reliability when selecting information from resources, and develop an argument using evidence. Students develop critical thinking through geographical investigations that help them think logically when evaluating and using evidence, testing explanations, analysing arguments and making decisions, and when thinking deeply about questions that do not have straightforward answers. Students learn to critically evaluate texts about people, places, events, processes and issues, including consumer and financial, for shades of meaning, feeling and opinion, by identifying subjective language, bias, fact and opinion, and how language and images can be used to manipulate meaning. They develop civic knowledge by considering multiple perspectives and alternatives, and reflecting on actions, values and attitudes, thus informing their decision-making and the strategies they choose to negotiate and resolve ts develop creative thinking through the examination of social, political, legal, civic, environmental and economic issues, past and present, that that are contested, do not have obvious or straightforward answers, and that require problem-solving and innovative solutions. Students are encouraged to be curious and imaginative in investigations and fieldwork, and to explore relevant imaginative al and creative thinking is essential for imagining probable, possible and preferred futures in relation to social, environmental, economic and civic sustainability and issues. Students think creatively about appropriate courses of action and develop plans for personal and collective action. They develop enterprising behaviours and capabilities to imagine possibilities, consider alternatives, test hypotheses, and seek and create innovative solutions, and think creatively about the impact of issues on their own lives and the lives of the australian curriculum: history, critical thinking is essential to the historical inquiry process because it requires the ability to question sources, interpret the past from incomplete documentation, develop an argument using evidence, and assess reliability when selecting information from resources. Creative thinking is important in developing new interpretations to explain aspects of the past that are contested or not well the australian curriculum: geography, students develop critical and creative thinking as they investigate geographical information, concepts and ideas through inquiry-based learning. They develop and practise critical and creative thinking by using strategies that help them think logically when evaluating and using evidence, testing explanations, analysing arguments and making decisions, and when thinking deeply about questions that do not have straightforward answers. Students learn the value and process of developing creative questions and the importance of speculation. The geography curriculum also stimulates students to think creatively about the ways that the places and spaces they use might be better designed, and about possible, probable and preferable futures. 10 civics and the australian curriculum: civics and citizenship, students develop critical thinking skills in their investigation of australia’s democratic system of government.

Students develop critical and creative thinking through the examination of political, legal and social issues that do not have obvious or straightforward answers and that require problem-solving and innovative solutions. Students consider multiple perspectives and alternatives, think creatively about appropriate courses of action and develop plans for action. The australian curriculum: civics and citizenship stimulates students to think creatively about the impact of civic issues on their own lives and the lives of others, and to consider how these issues might be addressed. 10 economics and the australian curriculum: economics and business, students develop their critical and creative thinking as they identify, explore and determine questions to clarify economics and business issues and/or events and apply reasoning, interpretation and analytical skills to data and/or information. They develop enterprising behaviours and capabilities to imagine possibilities, consider alternatives, test hypotheses, and seek and create innovative solutions to economics and business issues and/or the australian curriculum: the arts, critical and creative thinking is integral to making and responding to artworks. In creating artworks, students draw on their curiosity, imagination and thinking skills to pose questions and explore ideas, spaces, materials and technologies. They consider possibilities and make choices that assist them to take risks and express their ideas, concepts, thoughts and feelings creatively. They offer and receive effective feedback about past and present artworks and performances, and communicate and share their thinking, visualisation and innovations to a variety of the australian curriculum: technologies, students develop capability in critical and creative thinking as they imagine, generate, develop and critically evaluate ideas. Students analyse problems, refine concepts and reflect on the decision-making process by engaging in systems, design and computational thinking. They identify, explore and clarify technologies information and use that knowledge in a range of ts think critically and creatively about possible, probable and preferred futures. Experimenting, drawing, modelling, designing and working with digital tools, equipment and software helps students to build their visual and spatial thinking and to create solutions, products, services and and physical the australian curriculum: health and physical education (hpe), students develop their ability to think logically, critically and creatively in response to a range of health and physical education issues, ideas and challenges. They learn how to critically evaluate evidence related to the learning area and the broad range of associated media and other messages to creatively generate and explore original alternatives and possibilities. In the hpe curriculum, students’ critical and creative thinking skills are developed through learning experiences that encourage them to pose questions and seek solutions to health issues by exploring and designing appropriate strategies to promote and advocate personal, social and community health and wellbeing. Students also use critical thinking to examine their own beliefs and challenge societal factors that negatively influence their own and others’ identity, health and australian curriculum: health and physical education also provides learning opportunities that support creative thinking through dance making, games creation and technique refinement. Including a critical inquiry approach is one of the five propositions that have shaped the hpe al and creative thinking are essential to developing analytical and evaluative skills and understandings in the australian curriculum: english.

Students use critical and creative thinking through listening to, reading, viewing, creating and presenting texts, interacting with others, and when they recreate and experiment with literature, and discuss the aesthetic or social value of texts. Through close analysis of text and through reading, viewing and listening, students critically analyse the opinions, points of view and unstated assumptions embedded in texts. In discussion, students develop critical thinking as they share personal responses and express preferences for specific texts, state and justify their points of view and respond to the views of creating their own written, visual and multimodal texts, students also explore the influence or impact of subjective language, feeling and opinion on the interpretation of text. Students also use and develop their creative thinking capability when they consider the innovations made by authors, imagine possibilities, plan, explore and create ideas for imaginative texts based on real or imagined events. Students explore the creative possibilities of the english language to represent novel ng in the australian curriculum: languages enables students to interact with people and ideas from diverse backgrounds and perspectives, which enhances critical thinking and reflection, and encourages creative, divergent and imaginative thinking. By learning to notice, connect, compare and analyse aspects of the target language, students develop critical, analytical and problem-solving the australian curriculum: mathematics, students develop critical and creative thinking as they learn to generate and evaluate knowledge, ideas and possibilities, and use them when seeking solutions. Engaging students in reasoning and thinking about solutions to problems and the strategies needed to find these solutions are core parts of the australian curriculum: ts are encouraged to be critical thinkers when justifying their choice of a calculation strategy or identifying relevant questions during a statistical investigation. They are encouraged to look for alternative ways to approach mathematical problems; for example, identifying when a problem is similar to a previous one, drawing diagrams or simplifying a problem to control some the australian curriculum: science, students develop capability in critical and creative thinking as they learn to generate and evaluate knowledge, ideas and possibilities, and use them when seeking new pathways or solutions. In the science learning area, critical and creative thinking are embedded in the skills of posing questions, making predictions, speculating, solving problems through investigation, making evidence-based decisions, and analysing and evaluating evidence. Students develop understandings of concepts through active inquiry that involves planning and selecting appropriate information, evaluating sources of information to formulate conclusions and to critically reflect on their own and the collective ve thinking enables the development of ideas that are new to the individual, and this is intrinsic to the development of scientific understanding. Scientific inquiry promotes critical and creative thinking by encouraging flexibility and open-mindedness as students speculate about their observations of the world and the ability to use and design new processes to achieve this. Students’ conceptual understanding becomes more sophisticated as they actively acquire an increasingly scientific view of their world and the ability to examine it from new the australian curriculum: work studies, years 9–10, students develop an ability to think logically, critically and creatively in relation to concepts of work and workplaces contexts. These capabilities are developed through an emphasis on critical thinking processes that encourage students to question assumptions and empower them to create their own understanding of work and personal and workplace ts’ creative thinking skills are developed and practised through learning opportunities that encourage innovative, entrepreneurial and project-based activities, supporting creative responses to workplace, professional and industrial problems. For example, a student could evaluate possible job scenarios based on local labour market data and personal l capabilities - creative and critical thinking - learning continuum. Australian curriculum, assessment and reporting al and creative al and creative the australian curriculum, students develop capability in critical and creative thinking as they learn to generate and evaluate knowledge, clarify concepts and ideas, seek possibilities, consider alternatives and solve problems.

Read article ing creative and critical rs can help students become 21st-century problem solvers by introducing them to a broad range of thinking you doubt that we live in a world of accelerating change, just consider the everyday life experiences of millions of children and teenagers today:They can view live images from every corner of the world and talk with or exchange video images with other young people who live many time zones have more technology in their classrooms (and in many cases, in their backpacks) than existed in the workplaces of their parents 20 years will study subjects that were unknown when their teachers and parents were students, and they may well enter careers that do not exist contrast with most of their parents, more of today's young people will routinely come into contact with other people of diverse backgrounds and experiences. Indeed, increasingly, we don't even know the realities mean that we must empower students to become creative thinkers, critical thinkers, and problem solvers—people who are continually learning and who can apply their new knowledge to complex, novel, open-ended challenges; people who will proceed confidently and competently into the new horizons of life and education, we routinely teach students how to use various sets of cognitive tools to make academic work easier, more efficient, or more productive: for example, research methods, note-taking strategies, or ways to remember and organize information. In teaching thinking, we need to give students cognitive tools and teach them to use these tools systematically to solve real-life problems and to manage change. These tools apply to two essential categories: creative thinking and critical ve thinking, critical is creative thinking? We stereotype the creative thinker as wild and zany, thriving on off-the-wall, impractical ideas; in contrast, we envision the critical thinker as serious, deep, analytical, and impersonal. Consider instead a different view—that these two ways of thinking are complementary and equally important. Thinking involves searching for meaningful new connections by generating many unusual, original, and varied possibilities, as well as details that expand or enrich possibilities. Critical thinking, on the other hand, involves examining possibilities carefully, fairly, and constructively—focusing your thoughts and actions by organizing and analyzing possibilities, refining and developing the most promising possibilities, ranking or prioritizing options, and choosing certain ting many possibilities is not enough by itself to help you solve a problem. Effective problem solvers must think both creatively and critically, generating options and focusing their generating and focusing involve learning and applying certain guidelines (attitudes and habits of mind that support effective thinking) and tools. It is often possible to increase the quantity and quality of options by building on the thinking of others or by seeing new combinations that may be stronger than any of their torming is probably the most widely known generating tool (but often the most misunderstood and misused tool, too). When focusing their thinking, productive thinkers examine options carefully but constructively, placing more emphasis on screening, supporting, or selecting options than on criticizing deliberate. When focusing, it is important to keep the goals and purposes of the task clearly in sight and to ensure that you evaluate the options in relation to their relevance and importance for the problem solver's basic the center for creative learning, we have developed a creative problem solver's basic toolbox of generating and focusing tools (see fig. Using specific criteria to systematically evaluate each of several options or possibilities to guide judgment and selection of : copyright 2008 by the center for creative learning. Used with rs can incorporate instruction in creative and critical thinking into the curriculum in a number of ways, either singly or in combination. Don't try to teach all the tools at students are comfortable with the basic generating and focusing tools, teachers may guide them in applying these tools through the creative problem solving framework, a model for attaining clarity about tasks, defining problems in a constructive way, generating possible solutions, preparing for action and successful implementation of solutions, and dealing with change.

For more information about the creative problem solving framework, see the resources at the center for creative is also important to engage students in finding and solving real-life problems or challenges within the classroom, the school, or the community. Two widely known enrichment programs can provide engaging opportunities for students to apply creative problem ing students for a changing helping students learn and apply the attitudes and practical tools of effective problem solvers, teachers can enhance student learning in powerful ways that extend beyond memorization and recall. Students who are competent in not only the basics of content areas but also the basics of productive and creative thinking will be lifelong learners, knowledge creators, and problem solvers who can live and work effectively in a world of constant , t. They also stretched their thinking beyond this first, rather obvious connection and soon turned to the flexible neck of the lamp, which led them to consider modifying the back of the chair so that its position could be moved (from left to right, or from straight to a reclining position). Or make larger) might have stimulated the thinking of the makers of a phone with giant touch-tone buttons on its keypad. Thinking about grandma and where she lived, the family decided to use the following criteria:Which dog can grandma best afford? Most students found that it was a helpful tool that they would use again when choosing among many ment programs that foster creativity and problem problem solving problem solving program international (fpspi) is a nonprofit educational corporation administering creative problem-solving activities for students in grades k-12. More than 250,000 students in several countries participate annually in competitive and noncompetitive activities in creative problem-solving. The topics for 2008–09 c games, cyber conflict, space junk, counterfeit economy, and ation destination imagination flagship program is a process-based program that helps young people build lifelong skills in creative and critical thinking, teamwork, time management, and problem solving. Teams also learn and practice quick-thinking skills for the instant challenge portion of the j. Treffinger is president of the center for creative learning, sarasota, florida; on keywords to see similar products:student engagement, thinking ght © 2008 by donald j. And creative al & creative thinking programusing critical and creative thinking to develop reflective we change our work, learning and 2 34 …. Critical thinking is reasonable, reflective thinking that is focused on deciding what to believe or do. From science to arts, from business to teaching, critical thinking skills create a more efficient thinker and problem solver. Good thinkers explore, inquire, probe, into new areas, seek clarity, think critically and carefully, are organized thinkers.

We want interaction with other people to be sensible and we want the dispositions to be al thinking involves both dispositions and abilities:Critical thinking a clear statement of the thesis or questionseek reasonstry to be well informeduse and mention credible sourcestake into account the total situationtry to remain relevant to the main pointkeep in mind the original and/or basic concernlook for alternativesbe open minded: a. Reason from premises with which one disagrees, without letting the disagreement interfere with one’s reasoning (suppositional thinking); c. Withhold judgment when the evidence and reason are a position/change a position when the evidence and reasons are sufficient to do soseek as much precision as the subject permitsdeal in an orderly manner with the parts of a complex wholeuse one’s critical thinking abilitiesbe sensitive to the feelings, level of knowledge, and degree of cies toward distinct patterns of thinking ition to be curious and questioningdisposition to think broadly and adventurouslydisposition to reason clearly and carefullydisposition to organize one’s thinkingdisposition to give thinking al thinking ng on a questionanalyzing argumentsasking and answering questions of clarification and/or challengejudging the credibility of a sourceobserving and judging observation reportsdeducing and judging deductionsinducing and judging inductionsmaking value judgmentsdefining terms and judging definitions in 3 dimensions (a.