1. Critical and Creative thinking
"Thinking is skilled work. It is not true that we are naturally endowed with the ability to think clearly and logically - without learning how, or without practicing." Alfred Mander, Logic for the Millions, 1947
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2. Creativity in context
“… creativity is not a rival to literacy or numeracy education… Creativity should be a core, integrated element of teaching and learning throughout the curriculum and the school environment.” 2006 Sir Ken Robinson
The inclusion of the 7 general capabilities plus 3 additional NSW areas are intended to assist students achieve the broad outcomes of the K-10 Curriculum Framework, and the Statement of Equity Principles and the Melbourne Declaration on Educational Goals for Young Australians (2008).

3. Video One

5. Activity If we are not prepared to be wrong we won’t develop anything original Talk with a colleague and defend this statement

6. Defining Creativity / Critical Thinking
Creativity is about producing an idea, product, performance, or a way of doing something that is novel, appropriate and has value. (Plucker, Beghetto & Dow, 2004)
Critical thinking is that mode of thinking — about any subject, content, or problem in which the thinker improves the quality of his or her thinking by skilfully analysing, assessing, and reconstructing it. (

7. A well-cultivated creative and
critical thinker:
asks the right questions and identifies the problem
formulates ideas clearly and precisely
assesses relevant information
Is open-minded and explores
recognizes, assesses and challenges their assumptions, implications, and practical consequences
communicates effectively

8. How do we create the conditions for critical & creative thinking in schools?
Schools encourage critical & creative thinking when;
• Whole School Approach is undertaken
• Wide range of creative thinking
strategies are employed
• Meaningful learning activities embed
creative & critical thinking
Collaboration & Communication
Critical thinking and creativity
Exploration, experimentation with and building upon knowledge
Planning & Reflection

9. Activity As a group How do we develop creativity in the classroom?
"The principal goal of education in the schools should be creating men and women who are capable of doing new things, not simply repeating what other generations have done; men and women who are creative, inventive and discoverers, who can be critical and verify, and not accept, everything they are offered." - Jean Piaget, Swiss philosopher and scientist "Education for Democracy," Education for Democracy: Proceedings from the Cambridge School Conference on Progressive Education, 1988

10. Creative & Critical Thinking
Steve Jobs

11. Video Three

12. Learning opportunities with time for ideas creation, incubation and production
Designing learning experiences that value creativity
Balance between student autonomy & structured
High expectations and challenge with intellectual rigour, complexity, higher order thinking skills
Exposure to the “infinite possibilities”
Physical space that stimulates the creative flow
Networked with “like minds” – sharing of passion and creativity
Access to experts in the field of study – real life experience
Teach the skills to develop creativity
Encourage, accept, value and recognise creativity in learning

13. Critical Thinking

14. Critical Thinking
As a leader of change in your school what question could you pose if this was your school data?

15. Critical Thinking Can you justify a decision or course of action?
Evaluating - The learner makes decisions based on in-depth
reflection, criticism and assessment.
Checking
Hypothesising
Critiquing
Experimenting
Judging
Testing
Detecting
Monitoring
  Can you justify a decision or course of action?

16. Evaluating Choose Judge Rate Conclude Validate Deduce Predict Debate
Justify
Recommend
Discriminate
Value
Argue
Decide
Criticise
Rank
Reject
Judge
Rate
Validate
Predict
Assess
Score
Revise
Determine
Prioritise
Tell why
Compare
Evaluate
Defend
Select
Measure
Judging the value of ideas, materials and methods by developing and applying standards and criteria.

17. Classroom Roles for Evaluating
Teacher roles
Clarifies
Accepts
Guides
Student roles
Judges
Disputes
Compares
Critiques
Questions
Argues
Assesses
Decides
Selects
Justifies
Active participant

18. Critical Thinking
Thinkers Keys (T. Ryan) e.g. The What If, The Disadvantage , The Prediction,
The Alternative, The Forced Relationship , The Brick Wall , The Variations,
Philosophy for Children (moral and ethical dilemmas and conundrums)
Future Problem Solving eg: Tournament of Minds
Questioning techniques – fertile questioning, Inquiry question, use of Wait
Time, SWOT(Strengths, Weaknesses, Opportunities, Threats), Meaning/main points, Prejudice/point of view, Evidence/examples, Relevance/reliability
P.C.D. approach – Possibilities, Consequences, Decision
Creative problem solving process
Reflection / metacognition - thinking reflectively about how you have/are
approached the problem.

19. Creative & Critical Thinking
What does the syllabus say?
The Science K–10 (incorporating Science and Technology K–6) Syllabus provides students with opportunities to develop critical and creative thinking skills through asking and posing questions, making predictions, engaging in first-hand investigations and design projects, problem solving, making evidence-based decisions and analysing and evaluating evidence.

20. Creative & Critical Thinking
And what about assessing the general capabilities?
Generating higher quality learning outcomes depends on providing students with challenging and thoughtful learning experiences which enable them to demonstrate effectively what they have learned. This includes the skills of creativity, problem solving and critical thinking.

21. "The important thing is not to stop questioning
"The important thing is not to stop questioning. Curiosity has its own reason for existing.“ Albert Einstein, German-born US physicist and winner of the 1921 Nobel Prize in Physics ( )