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Critical and Creative Thinking Skills (CCTS) - Coggle Diagram
Critical and Creative Thinking Skills (CCTS)
What is CCTS?
Critical and creative thinking involves students thinking broadly and deeply using skills, behaviours and dispositions such as reason, logic, resourcefulness, imagination and innovation in all learning areas at school and in their lives beyond school.
By applying a sequence of thinking skills, students develop an increasingly sophisticated understanding of the processes they can use whenever they encounter problems, unfamiliar information and new ideas
the progressive development of knowledge about thinking and the practice of using thinking strategies can increase students’ motivation for, and management of, their own learning. They become more confident and autonomous problem-solvers and thinkers.
What is Critical Thinking?
Critical thinking is at the core of most intellectual activity that involves students learning to recognise or develop an argument, use evidence in support of that argument, draw reasoned conclusions, and use information to solve problems.
Examples of critical thinking skills are interpreting, analysing, evaluating, explaining, sequencing, reasoning, comparing, questioning, inferring, hypothesising, appraising, testing and generalising.
What is Creative Thinking?
Creative thinking involves students learning to generate and apply new ideas in specific contexts, seeing existing situations in a new way, identifying alternative explanations, and seeing or making new links that generate a positive outcome.
This includes combining parts to form something original, sifting and refining ideas to discover possibilities, constructing theories and objects, and acting on intuition. The products of creative endeavour can involve complex representations and images, investigations and performances, digital and computer-generated output, or occur as virtual reality.
Key ideas in CCTS
Inquiring - identifying exploring and organising informations and ideas
Generalising ideas, possiblelities and actions
Reflecting on thinking and processes
Analysing, sythensising and evaluating reasoning and procedures
Explanation
Reflecting on thinking and processes
This element involves students reflecting on, adjusting and explaining their thinking and identifying the thinking behind choices, strategies and actions taken.
Students think about thinking (metacognition), reflect on actions and processes, and transfer knowledge into new contexts to create alternatives or open up possibilities.
They apply knowledge gained in one context to clarify another.
Inquiring - identifying exploring and organising informations and ideas
This element involves students developing inquiry skills.
Students pose questions and identify and clarify information and ideas, and then organise and process information.
They use questioning to investigate and analyse ideas and issues, make sense of and assess information and ideas, and collect, compare and evaluate information from a range of sources.
Explanation
Generalising ideas, possiblelities and actions
Students imagine possibilities and connect ideas through considering alternatives, seeking solutions and putting ideas into action.
They explore situations and generate alternatives to guide actions and experiment with and assess options and actions when seeking solutions.
This element involves students creating ideas and actions, and considering and expanding on known actions and ideas.
Analysing, sythensising and evaluating reasoning and procedures
Students identify, consider and assess the logic and reasoning behind choices.
They differentiate components of decisions made and actions taken and assess ideas, methods and outcomes against criteria.
This element involves students analysing, synthesising and evaluating the reasoning and procedures used to find solutions, evaluate and justify results or inform courses of action.