workshop on critical thinking and creativity
- 2. 21st century world that is globally- active,digitally transforming, collaboratively moving forward, creatively progressing, seeking competent human-resource that is quick in adapting to change. Twenty-first-century skills are abilities and attributes that can be taught or learned in order to enhance ways of thinking, learning, working and living in the world. (UNESCO)
- 4. 1. What is usually the most important question you can ask in any given situation? A. How much money can I make? B.Who is responsible? C.Why? D. Can I accomplish this?
- 5. 2. Critical thinking is all about _____________ while creative thinking is more about _____________. A. Analyzing problems and evaluating outcomes...discovering different perspectives and brainstorming ideas. B. Finding objective answers...coming up with subjective answers. C. Brainstorming...analysis. D. Shallow thinking...deeper-level thinking.
- 6. 3. Which of the following questions should you ask when you observe a problem? A. What do I hear/see/smell? B. Who is to blame? C. What is my gut reaction? D. Both a and c
- 7. 4. When a problem arises, you should... A. Solve it as soon as possible. B. Take time to observe the situation and discover the cause of the issue. C. Walk away; it is most likely not your responsibility. D. Ask your friends what they would do.
- 8. 5. Doing which of the following can expand your thinking as well as help you gather new information and discover new insights? A. Silently observing the situation. B. Writing up an action plan. C. Taking a moment for silent contemplation. D. Asking questions
- 9. 6. A powerful question... A. Narrows the scope of the conversation. B. Is less reliable than a yes or no question. C. Is open-ended and expands your thinking. D. Calls for a one-word response.
- 10. 7. What is an assumption? A. A perspective you may have. B. An idea you take for granted. C. A piece of information you have researched. D. The answer to a question.
- 11. 8. Which three actions should you take to analyze information? A. Compare, contrast and connect. B. Prioritize, pursue and persuade. C. Question, quiz and quarrel. D. Navigate, nurture and negotiate.
- 12. 9 . A group of students is trying to find a creative way to solve a problem. Which student is asking the most imaginative question? A. Laurel wants to know which books will give them answers. B. Henry is curious about which rules can be broken. C. Dolores is brainstorming a list of whom they can ask for help. D. Stevie is ready to give up.
- 13. 10. Intelligent mistakes... A. Could often be prevented by planning ahead. B. Don't serve a purpose. C. Are never beneficial. D.Usually can't be avoided.
- 14. is the ability to analyse and evaluate information, reasoning and situations, according to appropriate standards such as truth and logic, for the purpose of constructing sound and insightful new knowledge, understandings, hypotheses and beliefs. Critical thinking encompasses the subject’s ability to process and synthesise information in such a way that it enables them to apply it judiciously to tasks for informed decision-making and effective problem-solving.
- 15. • Creative thinking is defined as the thinking that enables students to apply their imagination to generating ideas, questions and hypotheses, experimenting with alternatives, and to evaluating their own and their peers’ ideas, final products and processes.
- 16. • Criticality assesses; Creativity originates. Critical and creative thought are both achievements of thought. • In critical thinking we assess thinking to make improvements. In creative thinking we generate thinking based on our sense of how to make things better.
- 17. • Thus critical thinking has a creative component: to produce a better product of thought, And creative thinking has a critical component: to reshape thinking in keeping with criteria of excellence. • Critical thinking without a creative output is merely negative thinking. • Creative thinking without a critical component is merely novel thinking.
- 18. • Identifies gaps in knowledge • Discriminates amongst information • Identifies patterns and makes connections • Applies logic • Identifies assumptions and motivations • Justifies arguments • Identifies criteria for decision-making • Evaluates options • Tests and monitors implementation
- 19. Creativity and critical thinking can be promoted through all school subjects, curriculum areas, and especially in cross- curricular activities.
- 20. Influence creative thinking through well-designed learning spaces The way space is designed has a significant impact on creative thinking and learning. Learning spaces can bring people together and encourage their interaction and creative collaboration.
- 21. Increase the use of open- ended questions Open-ended questions help students develop creative thinking by applying, analysing, evaluating and synthesizing information and knowledge.
- 22. Engage learners in meaningful, challenging and authentic activities; these are more likely to generate interest and engagement.
- 23. • Make efficient use of educational technologies Educational technologies enable communication and collaboration, and open up a range of profoundly new ways of using and creating information and knowledge inside and outside the school.
- 24. Allow for mistakes and sensible risk-taking Create a caring and encouraging learning environment where students feel free and safe to experiment with new ideas and take sensible risks.
- 25. Learn how to assess and reward creativity and critical thinnking these can be evaluated by student-centred and reflective means of assessment which take into account both the learning processes and outcomes
- 31. • provide multiple pieces of information • encourage students to analyse it critically • and decide if the info is relevant, accurate and valuable
- 33. The two most common mistakes when teaching these skills are: • Teaching the skills as separate entities • Forgetting about other career readiness skills
- 36. Considers other perspectives and positions
- 37. Presentation are communication tools that can be used as demontrations, lectures, reports, and more. it is mostly presented before an audience.
- 38. Presentation are communication tools Presentation are communication tools Presentation are communication tools Presentation are communication tools Presentation are communication tools Presentation are communication tools
- 39. It serves a variety of purposes, making presentations powerful tools for convincing and teaching. It serves a variety of purposes, making presentations powerful tools for convincing and teaching. Making presentations powerful tools for convincing and teaching. Making presentations powerful tools for convincing and teaching. Making presentations powerful tools for convincing and teaching. Making presentations powerful tools for convincing and teaching. Making presentations powerful tools for convincing and teaching. Making presentations powerful tools for convincing and teaching.
- 40. Making presentations powerful tools for convincing and teaching. Making presentations powerful tools for convincing and teaching. Making presentations powerful tools for convincing and teaching. Making presentations powerful tools for convincing and teaching.
- 41. Presentation are communication tools that can be used as demontrations, lectures, reports, and more. it is mostly presented before an audience.
- 42. 0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% Making presentations powerful tools for convincing and teaching. Making presentations powerful tools for convincing and teaching. Making presentations powerful tools for convincing and teaching. Making presentations powerful tools for convincing and teaching.
- 43. Making presentations powerful tools for convincing Making presentations powerful tools for convincing and teaching. Making presentations powerful tools for convincing and teaching. Making presentations powerful tools for convincing and teaching.
- 44. Presentation are communication tools that can be used as demontrations, lectures, reports, and more. it is mostly presented before an audience.
- 45. Making presentations powerful tools for convincing and teaching. Making presentations powerful tools for convincing and teaching. It serves a variety of purposes, making presentations powerful tools for convincing and teaching. making presentations powerful tools for convincing and teaching.
- 46. Making presentations powerful tools for convincing Making presentations powerful tools for convincing Making presentations powerful tools for convincing Making presentations powerful tools for convincing
- 47. Presentation are communication tools that can be used as demontrations, lectures, reports, and more. it is mostly presented before an audience.
- 48. It serves a variety of purposes, making presentations powerful tools for convincing and teaching. It making presentations powerful tools for convincing and teaching. It serves a variety of purposes, making presentations powerful tools for convincing and teaching. It making presentations powerful tools for convincing and teaching.
- 49. It serves a variety of purposes It serves a variety of purposes It serves a variety of purposes
- 50. Presentation are communication tools that can be used as demontrations, lectures, reports, and more. it is mostly presented before an audience.