Creating Culture Of Thinking Analysis

2. Jeng, YC, Hsu, SL, Xie, J, Lin, R & Huang, CC 2010, 'The Influence of creative-thinking teaching on learning effectiveness', Advanced Management Science (ICAMS), vol.3, no.1, pp.33,38.

The school must discipline creative thinking, as it will play a crucial role for the future. Bronson and Merryman report in their article that an

TACT, Theological and Cultural Thinkers, is a group of men and women from diverse ethnic and cultural backgrounds, who meet about culture, church, and corporate and individual spiritual formation. TACT is comprised of theologians, cultural thinkers, and spiritual formation practitioners. The goal and purpose of the group is to help develop spiritual formation churches that equip its members to become disciples of Jesus through developing personal spiritual growth, participating in communities of faith, and participating in sharing the Gospel and building the Kingdom of God.

Effective teachers are aware of different learning theories that influence classroom practice on a daily basis. According to Pritchard (2014), teachers must have an understanding

In the Liberal Arts, abstract thinking and intellectual concepts are encouraged, as they continue to build and shape young minds, creating brilliant and capable thinkers, capable of changing the world. The only way to expose students to their affective capacities is "to cultivate and encourage those students with the will and the capacity for abstract intellectual work, support their willingness to step outside the desperate profit-race for time and explore the unimpeded and undirected path of their best thinking," demonstrating

Evaluation and analysis of creative approaches and teaching strategies that can support and enhance the teaching of thinking and learning

Ron Ritchhart believes that classrooms can be rich with deep thinking when teachers are able to identify, model and praise the language of thinking with students. He believes it is a learned behavior. The subtle approach of teachers is imperative in building deep thinking skills. Asking students questions through from low level thinking tasks to scaffolding to deeper thinking tasks is what works. As an example, teachers will ask students, what do you see in a picture, what are the specific details you see, make interpretation of what you see, build evidence to support this interpretation, ask yourself is the thinking sound and reasonable, generate other alternative thoughts, provide evidence, make connections, raise questions. These question

I grew up in a small town, and it is incredibly easy to become a part of the crowd instead of an individual. People will take the side of the majority, especially when he is not entirely educated on a topic. Establishing a personal identity with a student will help her understand herself. Without a basic understanding of her own thoughts and beliefs, it will be hard to open her mind to understanding social topics. In my opinion, personalizing student artmaking creates less limits. This does not mean social topics should be omitted. It means that the success of “showing students how to find personal connections” should come after showing students how to find

We can establish classes that are designed to provide students first-hand experience that exposes them to real world problems, and then allow students to think of innovative and creative ways to solve those same real world problems. With a collaborative mentality students taking business, engineering, political science, and biology classes could come together and study global issues and promote solutions to those issues.

To engage students in the 21st century has become challenging for educators all over the world. Learners are so diverse with their interests, needs, and aspirations. Educators are now responsible for shaping their students into successful, confident and creative learners. The researchers conducted mixed methods case study working with middle school students from a South Australian Middle School. The case study wanted to see how teachers and students were working together to become collaborative learning designers while helping to create an innovative method to include in their curriculum.

In my experience I have found that a community of learners is wiser than the sum of its individual members. The task of the teacher—according to Kafai and Resnick (1996)—is to “mobilize community knowledge so that its members benefit from it” (p. 151). This may be accomplished in my classrooms by utilizing technology,

Through this past semester, we heavily discussed the important aspects of a functioning classroom, from different theorists to helpful teaching techniques. We’ve debated what it means to be a great teacher. I believe most of the theories we discussed could be incorporated much more in the classroom. John Dewey, Friedrich Froebel, Maria Montessori, and Lev Vygotsky all understood the way children think and the importance of imaginative play. They also understood that children need to be active in nature. Also, we have discussed different forms of learning, such as project based learning, team teaching, and outdoor classrooms. In my opinion, the education system should have changes that benefit the students’ needs. They’re not getting the most out of their education.

“Creative instruction can be used to promote achievement across content areas, establish long-term learning, encourage creative thinking and problem solving, and foster motivation and engagement” (Drapeau, 2014). Creative thinking is often misconceived as having to do with creating and crafting; however, it is defined as “a way of looking at problems or situations from a fresh prospective that suggests unorthodox solutions (which may look unsettling at first).” (Business Dictionary). This type of thinking requires the students to go beyond simply recalling information and use critical thinking to solve problems by developing numerous original, unique solutions to

Schools are rewriting curriculum to create learning environments that help all students become more successful by using creative methods to show lifelong learning is taking place, while encouraging students to take ownership of their learning. (Goodwin, B., 2017; Ferlazzo L., 2017) A

The current structure of education places students in boxes, in rows, and teaches them that they are all the same, to be ranked according to the facts they have memorized and the skill that they apply. We are confined by pace, space, and time. I propose that with creative thinking, scheduling, teacher training, and collaboration, we can move past the status quo, and inspire students who not only exceeded academic standards, but are also immersed in a culture of innovation; students who are taught to be questioners, critical thinkers, global participants; students who are creators and curators of knowledge.