Creativity And Critical Thinking Ppt

Creativity And Critical Thinking Ppt-22
As illustrated in Figure 1, there are also several other tools for generating options (Treffinger, Nassab, et al., 2006). Five options were generally appealing to many of the class members: the zoo, a concert by the local symphony orchestra, the nearby Inventor's Hall of Fame and Invention Center, a local newspaper office, and a theme park.Focusing tools help individuals or groups analyze, organize, refine, develop, prioritize, evaluate, or select options from the set of possibilities they have at hand. The class discussed several important criteria to consider in evaluating the options, including cost, time required, personal appeal and interest, relating the trip to other class activities and studies, learning value, and possibility of students visiting the site at another time with friends, family, or other groups.

As illustrated in Figure 1, there are also several other tools for generating options (Treffinger, Nassab, et al., 2006). Five options were generally appealing to many of the class members: the zoo, a concert by the local symphony orchestra, the nearby Inventor's Hall of Fame and Invention Center, a local newspaper office, and a theme park.Focusing tools help individuals or groups analyze, organize, refine, develop, prioritize, evaluate, or select options from the set of possibilities they have at hand. The class discussed several important criteria to consider in evaluating the options, including cost, time required, personal appeal and interest, relating the trip to other class activities and studies, learning value, and possibility of students visiting the site at another time with friends, family, or other groups.

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When using these tools, problem solvers should again follow four broad guidelines or ground rules (Treffinger, Isaksen, & Stead-Dorval, 2006): ALo U: Refining and Developing. Each student in the class then completed a PCA sheet.

Using a deliberate, constructive approach to strengthening or improving options, by considering advantages,limitations (and ways to overcome them), and unique features. The trip to the hall of fame/invention center was the highest ranking option, followed by the concert and the trip to the newspaper office.

They need to work together in harmony to address perceived dilemmas, paradoxes, opportunities, challenges, or concerns (Treffinger, Isaksen, & Stead-Dorval, 2006). Return to Figure 1Morphological Matrix In one class studying the elements of character, the teacher provided the following Morphological Matrix: The teacher asked students to use the last four digits of their phone numbers to randomly obtain one item from each column.

Creative thinking involves searching for meaningful new connections by generating many unusual, original, and varied possibilities, as well as details that expand or enrich possibilities. Students then combined the four items to create sentences describing how the basic elements of character are used in everyday life.

Introduce the tools directly, using engaging, open-ended questions from everyday life. They wanted to build interest by sharing information about a particular service project in their community for which the students could volunteer.

Be clear that the purpose of such out-of-context work is to gain confidence and skill in using the tool, so everyone will be successful when using it in context. Creative problem solving: An introduction (4th ed.). They used the Sequencing (SML) tool to arrange a number of possible action steps in a workable and appropriate order.

These tools apply to two essential categories: creative thinking and critical thinking. We stereotype the creative thinker as wild and zany, thriving on off-the-wall, impractical ideas; in contrast, we envision the critical thinker as serious, deep, analytical, and impersonal. Combine or put to other uses might have led one clever group to a wristwatch that included a cell phone—and a TV remote!

Consider instead a different view—that these two ways of thinking are complementary and equally important. The students concluded their project by hypothesizing new changes and developments that might be produced in the future.

Kopcak (2007), for example, describes using the Brainstorming, Hits and Hot Spots, and Paired Comparison Analysis tools with high school seniors as they worked on the Virginia learning standard "The student will write documented research papers." The students began with a stack of blank sticky notes on which they wrote possible topics (one per sticky note). The family selected the five dogs that they wanted to consider, and writing the name of each breed dog in each row of the matrix under the options column heading.

After covering a chalkboard with sticky notes, the class paused to discuss the characteristics of a good research topic. When you are working with new content, start with familiar tools. Thinking about Grandma and where she lived, the family decided to use the following criteria: The family wrote a word or phrase to represent each criterion as column headings in the matrix.

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