CREATIVE AND CRITICAL THINKING

The requirements of an appropriate art classroom for creative and critical thinking, in girls' intermediate schools

Creative And Critical Thinking

The NCTE Committee on Critical Thinking and the Language Arts defines critical thinking as "a process which stresses an attitude of suspended judgment, incorporates logical inquiry and problem solving, and leads to an evaluative decision or action." In a new monograph copublished by the ERIC Clearinghouse on Reading and Communication Skills, Siegel and Carey (1989) emphasize the roles of signs, reflection, and skepticism in this process.

Ennis (1987) suggests that "critical thinking is reasonable, reflective thinking that is focused on deciding what to believe or do." However defined, critical thinking refers to a way of reasoning that demands adequate support for one's beliefs and an unwillingness to be persuaded unless the support is forthcoming.

Why should we be concerned about critical thinking in our classrooms? Obviously, we want to educate citizens whose decisions and choices will be based on careful, critical thinking. Maintaining the right of free choice itself may depend on the ability to think clearly. Yet, we have been bombarded with a series of national reports which claim that "Johnny can't think" (Mullis, 1983; Gardner, 1983; Action for Excellence, 1983). All of them call for schools to guide students in developing the higher level thinking skills necessary for an informed society.

Skills needed to begin to think about issues and problems do not suddenly appear in our students (Tama, 1986; 1989). Teachers who have attempted to incorporate higher level questioning in their discussions or have administered test items demanding some thought rather than just recall from their students are usually dismayed at the preliminary results. Unless the students have been prepared for the change in expectations, both the students and the teacher are likely to experience frustration.

What is needed to cultivate these skills in the classroom? A number of researchers claim that the classroom must nurture an environment providing modeling, rehearsal, and coaching, for students and teachers alike, to develop a capacity for informed judgments (Brown, 1984; Hayes and Alvermann, 1986).

Teacher Change

Hayes and Alvermann found that coaching teachers led to significant changes in students' discussion, including more critical analysis. The supervision model that was used allowed teachers and researchers to meet for preobservation conferences in order to set the purpose for the observation. Then, each teacher's lessons were videotaped and observers made field notes to supplement the videotape. After the lesson, the researchers met to analyze the tape and notes and to develop strategies for coaching the teachers. In another post-observation meeting, the teachers and supervisors planned future lessons incorporating the changes they felt necessary to promote and improve critical discussion in the classes.

Hayes and Alvermann report that this coaching led teachers to acknowledge students' remarks more frequently and to respond to the students more elaborately. It significantly increased the proportion of text-connected talk students used as support for their ideas and/or as cited sources of their ...