Chapter 16: Teaching Critical Thinking, Problem Solving, and Research

EQ: How do you teach critical thinking, problem solving, and research?

General Notes• To teach the higher order process skills

of critical thinking, problem solving, and research to gifted learners is to engage them in lifelong learning skills that provide the scaffolding for all worthwhile learning in the future.

General Notes Cont.• Because higher order thought is not

formulaic, it requires being open to the moment, asking the probing question at the right time, engaging the class in the right activity based on when they most need it, and assessing levels of functioning with regularity.

Elements of Reasoning• Purpose, goal, or end view• Question at issue (or problem to be solved)• Points of view or frame of reference• Experiences, data, evidence• Concepts and ideas• Assumptions• Inferences• Implications and consequences

Template for Analyzing the Logic of an Article

• The main purpose of this article is…• The key question that the author is addressing is…• The most important information in this article is…• The main inferences and/or conclusions in this

article are…• The key concept(s) we need to understand in this

article is (are)…–By these concepts the author means…

Template for Analyzing the Logic of an Article Cont.

• The main assumption(s) underlying the author’s thinking is (are)…

• If we take this line of reasoning seriously, the implications are…–If we fail to take this line of reasoning

seriously, the implications are…• The main point(s) of view presented in this

article is (are)…

Problem Solving• Students are in charge of their own learning.• The problem statement is ambiguous,

incomplete, and yet appealing to students because of its real-world quality and the stakeholder role that they assume in it.• The role of the teacher is facilitative, not

directive, aiding students primarily through question asking and providing additional scaffolding of the problem with new information or resources needed.• Students complete a need to know board

Problem Solving Steps• Recognize a problem• Represent the problem• Deliver or choose a solution plan• Execute the plan• Evaluate the solution

Purdue University IDEAL

• I—identify the problem or potential problems• D—define, delineate, or clarify the problem(s)• E—explore options or approaches to solving

the problem(s)• A—act or carry out the planned solution

activities• L—look at the effects and evaluate the

solution

• Mess Finding• Data Finding• Problem Finding• Idea Finding• Solution Finding• Acceptance Finding

Creative Problem Solving

Metacognition

• There is value in direct instruction, collaborative learning across age levels, and reflection techniques such as journaling, discussion, and introspection

Strategies…

• Question asking• Summarizing and paraphrasing• Identifying the main idea• Keeping logs• Using checklists

Teaching Research—Compare this to BIG 6

• Identify your issue of problem• Read about your issue and identify

points of view or arguments through information sources• Form a set of questions that can be

answered by a specific set of data.

Teaching Research—Compare this to BIG 6 Cont.

• Gather evidence through research techniques such as surveys, interviews, or analysis of primary and secondary source documents.• Manipulate and transform data so

that it can be interpreted• Draw conclusions and make

inferences

Teaching Research—Compare this to BIG 6 Cont.

• Determine implications and consequences• Communicate your findings –Prepare an oral presentation for

classmates based on note cards and written report

Non-cognitive Aspects of Thinking

–Listening to students–Appreciating individuality and openness–Encouraging open discussion–Promoting active learning–Accepting student ideas–Allowing time to think–Nurturing confidence–Giving helpful feedback

Reflection: Discussion QuestionGive an example of how you teach

critical thinking, problem solving and research in your classroom.

Chapter 17: Teaching Creativity

EQ: How do you teach creativity?

General Notes• The ways in which gifted students are

socialized to working with others, learning to work on areas of interest, and following their passions are critical to maintaining high interest and motivation for learning.• Lessons about the importance of time

and effort are also best taught within creativity.

General Notes Cont.• Type III enrichment activities help

students be engaged.• Recent research on the use of creative

problem solving and problem-based learning lends support to the idea that all students can benefit from such instruction.

Characteristics Creative People Have• Challenging but doable tasks• Time and space to concentrate on tasks• Goal-oriented tasks with a feedback

mechanism• High level of task involvement, to the

exclusion of everyday concerns• Loss of self-consciousness replaced by task

orientation• Time passing unnoticed

Perkins’ Creativity Model• Involves traits that make a person creative• Requires four fundamental acts: planning,

abstracting, undoing, and making means into ends• The guiding force that creates a product is purpose

or intent• Is a process of selecting among many possible

outcomes by using such approaches as noting opportunities and flaws, directed remembering, reasoning, looking harder, setting work aside, using schemata, and problem finding

• Involves a style, values, beliefs, and tactics

Instill Creativity

• Work autonomy: students plan their own work• Time allocation• Mentors• Supportive environment• Use of creative skills

Applications of Creativity to C & I• Creative expression: exposed to

different artistic media and ways to express themselves orally, in writing, and kinesthetically in creative modes. Journaling of thoughts and ideas should be routinely encouraged. Use of movement and dance in the classroom should be employed as well.

Applications of Creativity to C & I Cont.

• Aptitude and Interest Matches: they develop skills if the area in which they are working reflects strength and is an area in which they have passionate interest. Also, an area they find challenging deepens their knowledge base.

Applications of Creativity to C & I Cont.

• Links to the Professions: students require both mentorships and internships to acquaint them with the activities, beliefs, and culture of a variety of professions.

Applications of Creativity to C & I Cont.

• Reading of Biographies: read biographies and autobiographies of individuals who have demonstrated creative breakthroughs in a variety of fields.• Academic Counseling: importance of

academic counseling as a technique to help students find their strongest interests and abilities.

Applications of Creativity to C & I Cont.

•Multiple Options and Outlets for Creativity: classroom assignments and projects should always provide alternative ways to demonstrate proficiency.• Emphasis on Metacognition: learning

how to plan, monitor, and assess one’s work is a critical part of becoming more creative.

Applications of Creativity to C & I Cont.

• Open-Ended Activities and Approaches: employing open-ended questions and problem-based scenarios or simulations• Emphasis on Targeted Extracurricular

Options: prime area to use their creative talents such as Future Problem Solving and Odyssey of the Mind

Teaching Creativity• Fluency—ability to think of, or to

recall, many ideas or problems for a given concept or task–Creative thinking can be developed or

taught in all subjects–In selective comparison, one is able to

relate new information to information acquired in the past.–Brainstorming

Teaching Creativity• Flexibility—capacity to produce new

ideas that deviate from normally expected ideas, and to be able to produce new ideas that shift categorically during the process of ideas production.

Teaching Creativity• Elaboration—process of filling in

details, developing ideas, or bringing an abstract concept to life–These same skills are central

components of the most popular models that focus on creative problem solving and problem-based learning.

• Originality

Use of Creativity Instruments• The use of performance-based tasks and

tryout strategies for identifying these special populations appears to be a more promising way to approach the identification of creativity potential in schools.–Performance Task • (Nonverbal)• (Verbal)• (Mathematical)

Reflection: Discussion QuestionHow do you ensure teaching creativity in your classroom?

Preview

• Chapter 18 CCGL/Peer Review Unit April 11 • Action Research Presentation April

4. • No Class due to Spring Break March

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