Here are some resources for Facilitating the development of students who think critically & creatively, based on the Masterclass webinar run by School of Education, University of Adelaide, 15April, 2020
1. The Critical and Creative Thinking Brainstorm
Critical_Creative_Thinking_Brainstorm
2. The webinar powerpoint with with audience contributions embedded
Critical_Creative_Thinking15April202_audienceresponses
3. The recording of the 90 minute webinar
https://universityofadelaide.box.com/s/nx832ifaswz9g3u0cc8wo68jygr51628
Breakout groups were asked to adapt their own version of the Critical and Creative Thinking Brainstorm
- Please stick for now to the idea of the 6 facets (questions) and the pentagon shape
- This is for communication purposes and potential connections
- Be ready to report back in 10 mins. Share screen, use voice. Tell us the changes
- Title
- Centre
- Change in verbs
For various documents and examples of The Models of Engaged Learning and Teaching
Based on this webinar, how appropriate do you think MELT, used creatively and adapted appropriately, is for developing your students’ critical and creative thinking?
Feel free to comment here.
MELTeducation 
Thank you for todays webinar. When students can think deeper creatively and critically they become more engaged in their learning. As an Art teacher, deep critical thinking is essential in the students analysis, evaluations and in chosing their own topics to be thought provoking to provide opportunity to achieve at the higher levels. Students often need to be guided to this place of depth where they then go on amazing journeys of discovery.
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Thanks for your contributions Michelle
And have a great time with guiding students on that amazing journey of discovery’
And let me know if you come up with a very artistic MELT for Art student critical and creative thinking
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Thank you for the online session today. I particularly enjoyed challenging my own preconceived ideas about cognitive verbs by viewing them in a non-linear model.
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Great to hear Rebecca. Its a tricky thing to provide a learnable process for students, but not lock in linear thinking, which can lock out creativity and deep thinking.
Bloom’s Taxonomy has contributed a lot to education (and I really like Bloom’s verbs as you saw in the Webinar), but the sense of hierarchical order has often played out in ways that are counterproductive for student learning. For example, I have commonly heard lecturers who see 1st year university to be for ‘knowledge and understanding only’, and if you’re lucky students may be ready for ‘application’ in second or third years. If that idea is put into place, where is the scaffolded development of cognitive skills and attitudes over the years?
Primary school teachers are very mindful of the scaffolded development of thinking skills, but the high school curriculum can be ‘content crowded’- so at times there is risk of squeezing out (strangulating?) the development of cognitive skill and attitudes to learning.
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