Quick links:
Overview of Creative Thinkers PLT
How is this PLT beiong addressed in Learning to Learn lessons?
Strategies for implementing this PLT into the curriculum
Creative Thinkers Poster
Creative Thinkers Web Links
Focus
Young people think creatively by generating and exploring ideas, making original connections. They try different ways to tackle a problem, working with others to find imaginative solutions and outcomes that are of value.
Skills, behaviours and personal qualities
Young people:
- generate ideas and explore possibilities
- ask questions to extend their thinking
- connect their own and others’ ideas and experiences in inventive ways
- question their own and others’ assumptions
- try out alternatives or new solutions and follow ideas through
- adapt ideas as circumstances change.
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| Learning 2 Learn Coverage: |
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Basic outline |
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| Strategies for Implementing this PLT into the curriculum |
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Strategy 1
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Pupils to be encouraged to record/plan and analyse information through the use of: brainstorming, mind maps, timelines, flow charts, etc
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Strategy 2
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Through the use of higher level questioning, encourage pupils to look for more than one possible answer to problems.
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Strategy 3
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Set pupils tasks that have more than one possible outcome. Pupils to analyse what they have done, evaluate work and look for alternative solutions.
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Strategy 4
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Creative thinking and progress is easily stifled, classrooms can be prescriptive and offer little opportunity for originality. Pupils should be encouraged to record/plan and analyse information in a way that suits them, not the teacher. Brainstorming, mind mapping, timelines, flow charts, etc are all ways of recording information.
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Strategy 5
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Present materials in an exciting new way. If it doesn’t work, then everyone learns something. Getting it wrong gives you an opportunity to ask the pupils, why; it encourages questioning and alternative approaches. If everything is straightforward and works the first time, we as educators take away the enquiring minds.
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Strategy 6
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Don’t accept pupil’s first answer; through the use of higher level questioning, encourage pupils to look for more than one possible answer to a problem/ question. Refer to Blooms taxonomy.
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Strategy 7
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Set pupils tasks that have more than one possible outcome or method. Encourage pupils to analyse what they have done, evaluate work and look for alternative solutions. Link these skills to life outside of the classroom. It is important that pupils are aware that they are gaining skills that they will use later in life, rather than skills that will only help them to pass an exam.
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Strategy 8
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Pupils to look at new ways to meet assessment criteria. Encourage adaptation of resources and experiences to meet targets. Cross curricular knowledge should be encouraged, for example pupils could have learnt a technique in music relating to rhythm that can help them in maths. A historical event could fire the imagination for a piece of creative writing.
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Stratgey 9
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Develop new ideas/ approaches to learning. Tasks could be set on the board and pupils could be asked for ways to tackle the problem. Ask questions like: what would you do in this situation? Why do you think he did it that we? If you were responsible for this, how would you do it? Why did you do it like that? Could you have done it another way?
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Web links
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Introduction to creative thinking
Top Ten Jobs for Creative Thinkers
Links to creative thinkers websites
Are you a creative thinker?
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