THNK Higherorder Skills in Critical and Creative Thinking

TH!NK Higher-order Skills in Critical and Creative Thinking Sue Carson, Ph. D sdcarson@ncsu. edu

What do we want our students to do? • Remembering Information • • Raising questions/identifying problems Finding Relevant Information Evaluating Information Using Information to generate appropriate answers/solutions Effectively communicate But there is often a disconnect between what we value and how we teach/what we assess.

Why Incorporate and Assess Critical and Creative Thinking in Your Course? Emphasizing critical and creative thinking skills in disciplinary content allows students to generalize beyond that content. How we assess influences what students learn!

The Critical & Creative Thinking Process https: //vimeo. com/127930608

Examples of Effective Practices for Teaching Critical and Creative Thinking Real World Scenarios Self Reflection Original Research Critical and Creative Thinking Explicit Language Case Studies Debates Concept Mapping

Intellectual Standards of Critical(Paul and Elder) and Creative Thinking Clarity Could you give me an example or elaborate further? Could you illustrate what you mean? Accuracy How could we check on that? How could we verify or test that? Precision Could you be more specific? Could you give me more details? Relevance How does that relate to the problem? How does that help us with the issue? Depth What are some of the complexities of this question? What factors make this a difficult problem? Breadth Do we need to look at this from another perspective? Do we need to consider another point of view? Logic Does all this make sense together? Does what you say follow from the evidence? Significance Is this the central idea to focus on? Is this an important problem to consider? Fairness Do I have any vested interest in this issue? Am I sympathetically representing the viewpoints of others? Originality Did the idea arise from constructive imagination and independent thought? Flexibility & Adaptability Did you adjust your thinking to changes in the situation or context? Appropriateness Is there a good fit between the constraints of the problem and the properties of the solution? Contribution to the Domain Is the new idea of value to the discipline?

Recruiting TH!NK Faculty for Fall 2016 • Undergraduate course must be offered and assessed two consecutive fall semesters • Training and support in developing activities/assignments • Assessment tools to help you look at students’ thinking • Stipend • More info: http: //think. dasa. ncsu. edu • Contact sdcarson@ncsu. edu if you would like to be added to a list of interested faculty members • Other opportunities: Register for stand-alone TH!NK workshops through http: //ofd. ncsu. edu/.