2. Creative Thinking Critical Thinking
To achieve intense absorption and
deep satisfaction, individuals must
fully understand the rules of the
discipline area and be able to freely
use the tools and constructs
available to them (Fletcher, 2011).
Creative thinking may then be
thought of as the process of
developing new ideas, explorations
and solutions through the
combination of know information,
tools and constructs in novel ways.
To think critically is to
decide what to believe or
do in a reasonable
reflective way (Hager, et al,
2003)
Critical thinking may then
be thought of as the
process through which a
determination is made as
to what method, strategy,
and/or information is
correct.
What is the difference between creative thinking and
critical thinking?
3. Strategies for Creative Thinking
Remember that before students can think creatively they must feel safe to
think creatively
1. Establish a behavior and communication contract with students, have
them write it, to create a safe environment
2. When giving students background information on a topic, limit your
input
3. Give students questions about your discipline that are relevant to
student’s experience. For example, rather than having students learn
about the experiment that determined DNA was the molecule of heredity
50 years ago, give them something about cancer research, or stem cells.
4. Use a process that begins with presentation of a question or idea, then
progresses to small group work (two to several students), then
culminates in class discussion.
5. Make use of Jigsaw activities to help students from different groups
exchange ideas. This helps them realize there are different strategies to
any given problem.
4. Strategies for Critical Thinking
Establish an environment where asking questions is encouraged.
If the question is off topic, don’t shut the door on the student, rather direct them to ask the
question after class or before or after school. This shows them that while you need to focus on the
topic at hand, you value their curiosity and want to foster it.
I always tell students if they ask why they have to do an assignment and I don’t have an answer
they don’t have to do it.
1. Make a bulletin board that lists a hierarchy of questions that experts in the field
use so students can use it as a reminder when solving problems or seeking
information
2. Always include questions about why they think a certain way, not just “what do
you think?” Encourage students to examine the reasons behind their conclusions
3. When solving a problem, have students brainstorm more than one way they think
could work and explain why each could work (this also involves creative thinking)
4. Justify. Ask students to “prove it.” The term justify means students need to not
just consider why they think a certain way, but to find evidence to back it up.
5. Have them keep a journal as a written record of their though process. Develop a
format they should use when addressing problems. Instruct them not to obliterate
mistakes, but simply to make a single line through an idea they think is wrong.
What may seem wrong initially can prove to be correct or at least of importance
later on.
5. References Cited
Fletcher, T. S. (2011, Spring). Creative thinking in
schools: Finding the "just right" challenge for
students. Gifted Child Today, 34(2), 37-42.
Hager, P., Sleet, R., Logan, P., Hooper, M. (2003).
Teaching critical thinking in undergraduate science
courses. Science & Education, 12(), 303-313
