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Critical and Creative Thinking Skills
Critical and Creative Thinking Skills
Reflective impulsive
Types of
Thinking
Creative
Thinking
ABILITIES/SKILLS
List of critical
• To analyse idea thinking skills by
• To evaluate information Ennis (1968)
• To make inferences, etc Module, p. 118
Attitudes/Dispositions
• Rational
• curious & open-minded
• give importance to accuracy, objectivity & desire clear
explanation
• Aware and sensitive to alternatives
Good thinking is not something that comes
naturally (Perkins,1988)
Clarify understandings
Enhance curiosity
Provide challenges
Divergent Complex
Focal Open
Quiz Closed
ORIGINALITY ELABORATION
Fluency – the ability to generate quantities of
ideas
Flexibilty – the ability to create different
categories of ideas and to perceive an idea
from different points of view
Originality – ability to generate new, different
and unique ideas that others are not likely to
generate
Elaboration- ability to expand on an idea by
adding on details /ability to create an intricate
plan
PREPARATION Gathering information, manipulating
STAGE and trying out ideas to find one that
feels right
VERIFICATION
Checking if the solution is viable,
STAGE cost-effective, not time consuming,
etc
Using all senses to
SENSITIVITY investigate the problem
Putting together
SYNERGY seemingly unrelated
parts/ideas/info to form
the useful whole
Making discoveries by
SERENDIPITY accident or unexpected
discoveries when diverse
info is brought together
Ingroups, think and share what
make a creative person? What
are some of the characteristics
you can think of?
Restless & easily bored
Willing to try and explore
Humorous
Has wide general knowledge
Good memory
Attracted to the unusual & unique
Spontaneous
Not shy or afraid of others’ remarks
Intrinsically motivated
High aesthetic value
INTERNAL
- Imposed by self
Barriers to Creativity
EXTERNAL
-Imposed by society,
parents, schools, etc
INTERNAL BARRIERS (Self Imposed)
Fear of failure or making mistakes
Scared of criticisms
Making judgments too hastily
Low tolerance for ambiguity
Failure to incubate
Negative towards new ideas
Individual
Differences in
Learning
LEARNING
TRAITS
Prior
Learning
Personality Knowledge
Style
D C
Temperaments – Hippocrates believed
that four bodily fluids affect
personality traits & behaviours...
Restlessness Calmness
Perform better on simple tasks Perform better on complex tasks
Difficulty in communicating Good communication skills
Shy Adventurous
Negative self-image Positive self-image
Insecure Secure
Submissive Independent
Lack of ambitious Ambitious
Hides emotions Show emotions
Tense posture Relaxed posture
To help High Anxiety Learners, teaching should
Use Audio Visual Aids extensively
Use graphic organisers, overviews frequently
Use open book evaluation techniques
Provide positive feedback and praise
Provide for gradual transition from one
chunk of information to another
Break down information into smaller chunks
Reduce the importance of test taking
Rotter, cognitive theorist who developed the
concept of locus of control.
People tend to have either an internal or
external locus of control.
◦ Internal Locus of Control – things that happen in
your life are a result of your own actions.
E.g. “I made to varsity because I spent the whole off-
season training to do so!”
◦ External Locus of Control – things that happen in
your life are a result of forces beyond your control.
E.g. “I made to varsity because my horoscope said I would
have a lucky day!”
It refers to a person’s belief regarding the causes of
his success or failure
A person is classified as INTERNAL if he tends to
attribute the cause of his success or failure to himself
such as effort, ability or competence.
A person is classified as EXTERNAL if he tends to
attribute the cause of his success or failure to
external forces such as luck, chance, or difficult task
To help students with an External Locus of Control do
well :
Instruction should be highly structured
Teaching materials should be more visual and
graphic, less verbal
Instruction involves movement & kinesthetic
activities
Teachers provide praise and rewards (positive
reinforcement)
Provide more individual attention
Develop learning to learn skills to increase internal
locus of control
➢ Reduce structure and cueing to give them
➢ independence in solving difficult tasks on their own
Suggest strategies to develop students
with Internal Locus of Control:
❖ Use inductive experiences- from
examples to
generalisation
❖ Students come out with their own
structure for
information
❖ Give problem solving tasks that
require analytical
thinking to interpret, apply and
solve tasks
I hate people.
Introvert!
Yeeeehaw! Extrovert!
Extrovert Introvert
Sociable & friendly Quiet & aloof
Desire excitement & take Contemplative & reflective
chances
Impulsive Non-implusive & plan ahead
Energetic & enthusiastic Prone to fatigue
Easily distracted Not easily distracted
Task oriented Conceptually oriented
Influenced by public opnion Influenced by personal values
Skilled at short-term retention Skilled at long-term retention
Tolerant of frustration Intolerant of frustration
Good at physical activities Prefer to read more
Extrovert Learners:
Provide learning tasks that
➢require rapid processing of information
➢present large amounts of information that are
multi-modal & multi image
➢involve social & behavioural assessment (e.g.
assessment of group participation)
➢are group-oriented (e.g. cooperative learning)
➢provide graphic cues, mind maps, outlines,
concept maps
➢ present information in small chunks
Introvert Learners:
Provide learning tasks that