Creative & Critical

Thinking in the Classroom

An Interactive Workshop
Lisa Athearn, Ph.D.
OFE Faculty Fellow
 What is Critical Thinking?

Participants Definitions/Characteristics

What characteristics
come to mind as
essential in defining
critical thinking?
What is Critical Thinking?
Ennis (1984) defines
critical thinking as:

reasonable and

reflective thinking that is

focused upon deciding

what to believe or do.

What is Critical Thinking?

Halpern (2003) defines critical thinking as:

the use of those cognitive skills or

strategies that increase the probability
of a desirable outcome.

Critical thinking is purposeful, reasoned,

and goal directed.
 Obstacles to Critical Thinking

Old view of teacher as

transmitter of knowledge
Textbooks
Course
Class size
Research Pressures
Reward Structure
Critical Thinking Model

Focus
&
Observation
Question/
Hypothesis
New Focus
& Observation

Decision/
Description Analysis Content
& &
Deliberation Value
Part One of Critical Thinking:

(1) Evaluative/Analytical

This is the critical element of critical thinking.

-not negative
-evaluating the problem
-evaluating the solution
-evaluating the thought process
(1) Evaluative/Analytical

-evaluating the problem

-evaluating the solution

-evaluating the
thought process
Part Two of Critical Thinking:
(2) Conceptual/Inventive
Process oriented, not product
-asking questions (non-informative in nature)
-thinking outside of the box
Can you connect the dots?
Using no more than four straight lines & without lifting your pencil,
draw a line through all nine dots.
Give up?
Heres one possible solution
Heres a few more
These solutions require one
to think outside the box.
To see a problem and also
a solution from a fresh and
innovative perspective.
Finally, when one engages
in critical thinking she
creates an effective solution
to the problem at hand.
Sowhat are we doing?
We want to improve the way we and our
students think.
Cognitive Process Instruction
Practical
Innovative
Fun!
How do we do it?
Outside (Field) Work
Critical Essays
Classroom Discussions
Peer Learning
Role Play
Socratic Dialogue
Other suggestions???
The Socratic Method
Phillips (2001) an open system of
philosophical inquiry that allows one to
interrogate from many vantage points.
sustained attempt to explore the
ramifications of certain opinions and then
offer compelling objections and alternatives.
Socratic Dialogue
Why do it?
-to discover truths
-helps you understand your own position
-opens your mind to different ideas, solutions,
problems, etc.
-exposes us to the notion that we might not
hold the answers to all our questions
-informed vs. enlightened
Socratic Dialogue
How do we do it?

-Topic tied to some commonly held dogma

-Confront dogma
Honestly
Openly
Rationally
Imaginatively
Ask Questions about this dogma
Our Socratic Dialogue
How do we know when learning has taken
place?
Identify the dogma
Prompt: What is learning?
Prompt: How do we measure learning? Are
these measures accurate in gauging learning?
Prompt: Are there different means of
measurement, if so, what are they?
Creative Thinking in the Classroom
What is it?
Two parts: Novelty & Quality (Halpern)
Novel in offering a unique way of going about
something
And it possess quality if this unique way is also
appropriate for the situation
Not every novel act will have qualitative merit
Not every appropriate solution will be novel
Unique actions that also get the job done are
creative in nature.
Vertical vs. Lateral Thinking
Vertical thinking: careful, logical, clear-cut

Lateral thinking: a way of thinking around a

problem (Halpern)

Vertical thinking is concerned with digging the same

hole deeper. Lateral thinking is concerned with
digging the hole somewhere else (DeBono, 1977)
Which would you use
Vertical or Lateral Thinking?
Using only the objects
shown, how would you
attach the candle to the
wall so that it may be
burned?
Creative Thinking & the 3 Ss
Sensitivity: the use of our senses
Noticing the world around us in a critical and
intense way
Synergy: the meshing together of separate
elements into a meaningful whole
Can apply this to the classroom setting
Serendipity: a unexpected discovery that is
unplanned
Scientific discoveries are often the result of
fortunate accidents
(Halpern, 2003)
Encouraging Creativity
Different solutions to a common problem
Teach students how to ask relevant questions
Reward originality, let students feel their
ideas are valued
Encourage risk-taking and non-conformity
Provide ample examples to illustrate and
practice creative skills
(Halpern)
Practicum: the fun part : )
Critical Thinking puzzles

Creative Thinking puzzles

Participants responses and discussion

Context & Meaning Exercise
Creativity, Interpretation
& Memory Exercise

Create and interpret as you listen

Whats your point of view?
Can you attach the nuts?
 Creative & Critical
Thinking in the Classroom

An Interactive Workshop
Lisa Athearn, Ph.D.
OFE Faculty Fellow