1. Critical and Creative Thinking
PROFESSOR BILL LUCAS
@LucasLearn

2. Looking ahead to 2021, 2024, 2027 and 2030
OECD 2030 Framework for Education

3. 4 Dimensional Education

4. Desirable Capabilities – 7Cs
Confidence
Craftsmanship
Commitment
Curiosity
Collaboration
Creativity
Communication

5. Evidence from educational research
Leslie Gutman & Ingrid Schoon (2013)
The impact of non-cognitive skills on outcomes for young people.
London: Institute of Education.

6. Why Critical and Creative Thinking?
Victoria
New Pedagogies for Deeper Learning
Educating Ruby/ Learning Power
P21
Critical and Creative Thinking
Questions & Possibilities
Reasoning
Meta-cognition
Critical Thinking and Knowledge Construction
Creative Thinking
Character
Creativity
Curiosity
Commitment
Craftsmanship
Confidence
Critical Thinking
Ethical
Understanding Concepts
Decision-making & Actions
Intercultural
Cultural Practices
Cultural Diversity
Citizenship
Personal and Social
Self-Awareness & Management
Social-Awareness &
Management
Collaboration
Communication

7. Pedagogies for capability
What’s different about teaching for capability?

8. How do you cultivate any Capability or Habit of Mind?
Understand it - its components and what it
looks like when students do it
Create climate for it - role models,
co-curriculum, displays,
language, rewards
Cultivate it (a) - split screen – subject + habit
(b) - choose pedagogies and
materials to encourage it
Build learner engagement - students own it

9. Pedagogy for Capability © Lucas, Claxton & Spencer

10. The idea of ‘signature pedagogy’ What might it be for cultivating capabilities?
Lee Shulman (2005) Signature pedagogies in the professions. Daedelus, 134, 52-59

11. Focus on Critical and Creative Thinking

12. 1. Make Creativity and Critical Thinking Visible

13. 2. Teach knowledge and Capabilities

14. Our Five-Dimensional Model of Creativity
Bill Lucas, Ellen Spencer and Guy Claxton (2013) ‘Progression in student creativity in school: first steps towards new forms of formative assessments’, OECD Education Working Papers, No 86. Paris: OECD Publishing

15. Classroom as Learning Community
Playful Experimentation
Problem-based Learning
13. Possibility Thinking
14. Process mapping
15. Meditation
1. Questioning techniques
2. Mantle of the Expert
3. Philosophy for Children
VCAA – Questions and Possibilities in
Imaginative
Inquisitive
Deliberate Practice
VCAA – Reasoning in
Persistent
Disciplined
& elsewhere
10. Drafting
11. Expert demonstration
12. Student feedback
Growth mindset
Classroom as Learning Community
4. Role play and simulation
5. Reframing
6. Perspective taking
7. Group working
8. Peer teaching
9. Authentic assessment

16. Key pedagogy for Critical & Creative Thinking

17. Key methods being used by Victorian schools
case studies
problem-based learning
thinking routines
philosophy for children
role play
games
deep questions
teacher modelling
authentic tasks
thinking out loud
peer teaching
coaching
self-managed projects
enquiry-led teaching

19. What’s different about assessing capabilities?

20. Approaches to Assessing Capabilities
PUPIL
TEACHER
REAL WORLD
ONLINE
Real-time feedback
Photos
Self-report questionnaires
Logs/diaries/
journals
Peer review
Group critique
Digital badges
Portfolios
In-process
evaluation
Criterion-
referenced
grading
Performance
tasks
Rating of
products and
processes
Structured
interviews
Capstone projects
Expert reviews
Authentic tests eg
presentations,
podcasts
films
Gallery critique
Exhibitions
Reliable,
validated
online tests

22. Assessment as a Way of Life Gallery Critique – Ron Berger
1. Be kind
2. Be specific
3. Be helpful

23. @LucasLearn @EducatingRuby
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