A CULTURE OF LEARNING

Critical Thinking and Creativity

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 skillfully analysing, assessing and reconstructing it. Critical thinking is self-directed, self-disciplined, self-monitored and self-corrective thinking. It presupposes assent to rigorous standards of excellence and mindful command of their use. It entails effective communication and problem-solving abilities.

A well-cultivated critical thinker:

• Raises vital questions and problems, formulating them clearly and precisely.
• Gathers and assesses relevant information, using abstract ideas to interpret it effectively.
• Comes to well-reasoned conclusions and solutions, testing them against relevant criteria and standards.
• Thinks open-mindedly within alternative systems of thought, recognizing and assessing, as needs be, their assumptions, implications and practical consequences.
• Communicates effectively with others in figuring out solutions to complex problem.

Creativity is the ability to think up and design new inventions, produce works of art, solve problems in new ways, or develop an idea based on an original, novel, or unconventional approach.

Creativity in a learning environment – what does it look like?

When learners are being creative they are likely to:

• Question and challenge: Creative learners are curious and don’t necessarily follow the rules.
• Make connections and see relationships: Creative learners think laterally and make associations between things that are not usually connected.
• Imagine what might be: They see possibilities, ask ‘what if?’, picture alternatives and look at things from different viewpoints.
• Explore ideas and options: Creative learners play with ideas, try alternatives and fresh approaches, keep open minds and modify their ideas to achieve creative results.
• Reflect critically on ideas, actions and outcomes: They review progress, invite and use feedback, criticise constructively and make perceptive observations.

Learning progression:

The learning progression must build on prior knowledge, experiences and student interest and challenge students to produce new knowledge. It needs to pose problems and investigations beyond the collection of superficial facts. Learning progression must be structured and sequenced with goals to encourage learners to take greater responsibility and raise their expectations. This may involve explicit teaching, individual or collaborative activities and hands on learning experiences. It must be relevant, innovative and challenging for all. Inspiration, regular effective feedback and guidance are essential for learning to progress.

Here are some photos from our Stage 2 students engaging in Critical and Creative thinking.

Jeannine Ucdereli
Assistant Principal Learning and Teaching