Development of Critical Thinking and Creativity Practical
Guidelines for the Post-Secondary Classroom
Slide 2
Agenda Overview and Introductions Importance of Creativity and
Critical Thinking in Technical Education MBTI and Creativity and
Critical Thinking Recommended Actions for Technical Instructors
Break (10 minutes) Personality Diversity and Teamwork Team Activity
Conclusion and Wrap-up R
Slide 3
Workshop Overview Critical and creative thinking are essential
to problem solving, decision making, and effective practice.
Learning to think critically and creatively alters the outcome of
technical education from that of simply gaining knowledge to
gaining the abilities to analytically and innovatively explore that
knowledge. Based on personality theory, instructors and students
typically have intrinsic strength in critical thinking or
creativity, not both. This workshop will assist participants to
recognize their own natural tendencies and help them create lesson
plans that can develop students ability to think both critically
and creatively. An additional objective is to understand and
experience the power of personality differences and effective
teamwork. R
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Facilitator Introduction Dr. Dianna Nicholls Registered nurse
in critical care, mental health, home care nursing, and geriatrics
Instructor in business for St Clair County Community College in
Michigan Recent graduate--University of Phoenix Doctor of Health
Administration program Dr. Linda de Charon. Degrees in engineering,
Systems Technology, and a Ph.D. in Management Supported federal
government aerospace programs, including the space shuttle and
satellite programs, as an engineer and a strategic planner for
nearly 30 years Instructor with the University of Phoenix School of
Advanced Studies since 2004 Dr. Ron Hutkin Associate degree in
Machine Tool Technology and a Bachelor of Science degree in
Industrial Ed, an M.S. in Technical Education, and a Ph.D. in
Higher Education Public Community Colleges, Technical Institutes,
and Proprietary Schools administrator serving in as Dean,
President, and Chancellor Editorial committee member for the ATEA
journal, and doctoral instructor with the University of Phoenix
since 2004 R
Slide 5
Importance of Creativity and Critical Thinking in Technical
Education Socrates once said, To find yourself, think for yourself
From the period of Socrates to the present day, scholars have
realized that the abilities to reason and to think critically are
important and necessary outcomes of education D
Slide 6
Importance of Creativity and Critical Thinking in Technical
Education Importance of Creativity and Critical Thinking in
Technical Education (cont.) Thinking is made up of three
dimensions: reflective creative and critical Reflective thinking
perceives challenges, opportunities, and experiences. D
Slide 7
Importance of Creativity and Critical Thinking in Technical
Education Importance of Creativity and Critical Thinking in
Technical Education (cont.) Creativity involves forming ideas to
solve problems and resolve issues through techniques such as
brainstorming, analogy, and visualization Creativity involves
seeking new, unique, and original ways to resolve problems;
creativity accentuates the originality and uniqueness of ideas
D
Slide 8
Importance of Creativity and Critical Thinking in Technical
Education Importance of Creativity and Critical Thinking in
Technical Education (cont.) Critical thinking is a process that
involves evaluating ideas and identifying the best ones and
includes developing the ability to separate fact from opinion,
recognizing reasoning errors, analyzing arguments, and making
ethical judgments D
Slide 9
Importance of Creativity and Critical Thinking in Technical
Education Importance of Creativity and Critical Thinking in
Technical Education (cont.) Students can develop critical thinking
skills such as conceptualizing, applying, analyzing, synthesizing,
and evaluating through: Observation Experience Reflection And
Communication in classes Problem solving requires an educational
environment in which students can ask questions and identify
problems that require in-depth thinking while formulating answers
D
Slide 10
Importance of Creativity and Critical Thinking in Technical
Education Importance of Creativity and Critical Thinking in
Technical Education (cont.) Technical educators should recognize
that critical and creative thinking are essential to decision
making, problem solving, and effective practice Learning to think
critically and creatively alters the outcome of technical education
from that of simply gaining knowledge to gaining the abilities to
analytically and innovatively explore the knowledge received By
systematically employing critical and creative thinking skills to
real life situations, technical education students can learn to
view issues and solutions in a broader context of possibilities
rather than as absolutes D
Slide 11
MBTI The Myers-Briggs Type Indicator (MBTI ) is commonly used
instrument to identify cognitive preferences and personality.
Developed by Isabel Myers and Katharine Briggs in 1943, the MBTI is
based on Carl Jungs psychological type theories. Over three million
individuals complete this psychometric (psychological testing)
instrument each year. L
Slide 12
MBTI Dichotomies This instrument assesses self-perceptions on
four dichotomies: Extroversion-Introversion (E-I) Sensing-iNtuition
(S-N) Thinking-Feeling (T-F) Judging-Perceiving (J-P) The
Sensing-iNtuition (S-N) dichotomy indicates a preference toward
critical thinking (sensing) or toward creativity (intuition) L
Slide 13
MBTI Dichotomies Extroversion Introversion Sensing iNtuition
Thinking Feeling Judging Perceiving relating with others
information gathering and processing decision-making organizing
self and others L
Slide 14
While both styles of information gathering and processing are
used by all people, each of us tends to favor one over the other.
The Sensing (S) side of the brain notices the sights, sounds,
smells and all the sensory details of the PRESENT. It categorizes,
organizes, records and stores current data. It provides the details
of memories from PAST events. The Intuitive (N) side of our brain
seeks to understand, interpret and form overall patterns of
information and records these patterns and relationships. It
speculates, including looking into and forecasting the FUTURE. It
is imaginative and conceptual. Information Gathering and Processing
Styles L Sensing iNtuition information gathering and
processing
Slide 15
I pay attention to reality; what I see, hear, touch, taste, and
smell. I am concerned with what is actual, present, current, and
real. I notice facts and I remember details that are important to
me. I like to see the practical use of things and learn best when I
see how to use what Im learning. Experience speaks to me louder
than words. The following statements generally apply to me: I
remember events as snapshots of what actually happened. I solve
problems by working through facts until I understand the problem. I
am pragmatic and look to the bottom line. I start with facts and
then form a big picture. I trust experience first and trust words
and symbols less. Sometimes I pay so much attention to facts,
either present or past, that I miss new possibilities.
Self-Assessment: Sensor Attributes L
Slide 16
I pay attention to impressions or the meaning and patterns of
information. I prefer to learn by thinking a problem through rather
than by hands-on. Im more interested in what might be possible than
what is now possible. I like to work with symbols or abstract
theories. I remember events more as impressions than as actual
facts or details. The following statements generally apply to me: I
remember events by what I read between the lines. I solve problems
by considering different ideas and possibilities. I am interested
in doing things that are new and different. I like to see the big
picture, then to find out the facts. I trust impressions and
metaphors more than actual experiences. Sometimes I think so much
about new possibilities that I never look at how to make them a
reality. Self-Assessment: Intuitor Attributes L
Slide 17
Nature vs. Nurture Intrinsic preferences are later shaped by
our life- long learning experiences By the age of 3 years old, the
core of a individuals cognitive structure is fairly developed,
although the brain continues to allow some flexibility until around
the age of 12 Beginning in our teens, our education and life
experiences begin to synthesize with our intrinsic personality,
resulting in an integration of nature and nurture L
Slide 18
Population and Gender Differences 65-75% of the population are
sensors. 25-35% of the population are intuitors. Of the population
who rely on intuition, the majority are males. Attributes generally
associated with womens intuition are measured on the
Thinking/Feeling dichotomy rather than the Sensing/Intuition
dichotomy. 60-75% of women prefer feeling and 55-80% of men prefer
thinking. L
Slide 19
L Sensors tend to rely on the left brain hemisphere. Although
controversial, some contend that left-brained critical-thinking
sensors see the woman spinning counter- clockwise Intuitors tend to
rely on the right brain hemisphere. Although controversial, some
contend that right- brained, creative intuitors see the woman
spinning clockwise
Slide 20
Indentifying Types Technical instructors should identify
students that perceive data based on characteristics associated
with sensing (S), and those who perceive data based on
characteristics associated with intuition (N). Instructors should
actively engage students in the course content and ask questions to
identify students' preferences for perceiving data and for
developing solutions. D
Slide 21
Indentifying Types (cont) The techniques of telling, listening,
asking, and being aware can be used to identify students
preferences. http://techtoon.tripod.com/library.htm D
Slide 22
Recommended Actions for Technical Instructors There is a
natural inclination to believe that others process information and
make decisions the same way as you Avoid the golden rule in the
classroom Treat others as you would have them treat you Apply the
platinum rule in the classroom Treat others as they wish to be
treated D
Slide 23
Effectively Dealing with Sensors in the Classroom Show
evidence: Facts Details Examples etc. Be practical and realistic;
grounded. Be direct. Show logical sequence of steps. D
Slide 24
Effectively Dealing with Sensors in the Classroom (cont) Have a
well-thought-out plan with details worked out in advance. Use
concepts and strategies sparingly -- concentrate more on the
day-to-day consequences of a plan. D
Slide 25
Effectively Dealing with Intuitors in the Classroom Present
ideas and global concept first, then draw out the details. Avoid
presenting details unless askedotherwise, details may be viewed as
unnecessary overload When provided an idea, hypothesis, or summary,
do not ask for details; accept the intuitive conclusion at face
value as a working hypothesis. D
Slide 26
Effectively Dealing with Intuitors in the Classroom (cont) Be
patient; work may occur in bursts. Let them dream; encourage their
imagination. D
Slide 27
Developing Balanced Styles Once students areas of strength have
been identified, instructors can focus on developing the
non-preferred style. Consider dividing students into two groups
based on their current style of gathering and processing
information. design individualized sessions to engage the groups in
exercises that focus on developing the non-preferred style. D
Slide 28
A Curriculum for Sensors A curriculum specifically designed for
sensors should focus on helping them learn to develop more creative
solutions Help sensing students improve their creativity skills by
emphasizing an environment that requires in-depth thinking as
opposed to rote responses. Problems should be relevant and
challenging with active student involvement. D
Slide 29
A Curriculum for Sensors Open ended questions should be
included to encourage learner curiosity and creativity.
Brainstorming sessions can help students consider visionary goals
and creative ideas without judgment. Practicing the intuitive
preferences of visualization and abstract thinking can help
students develop creativity. D
Slide 30
A Curriculum for Intuitors A curriculum specifically designed
for intuitors should focus on helping them learn to improve and
rely on their critical thinking skills during problem solving.
Helping intuitive students improve their critical thinking skills
requires that students focus on more structured solutions. D
Slide 31
A Curriculum for Intuitors (cont) An exercise to develop
sensing capabilities is to have students visualize a broad,
creative, long-term solution and dissect it into tangible,
practical, and measurable steps. This activity enables students to
understand and appreciate the actual requirements necessary to
accomplish the goal. Recognizing the details required to accomplish
solutions will help intuitors evaluate options based on reality and
help them remain grounded and critical in their thinking. D
Slide 32
10 Minute Break 10 Minute Break Please return promptly After
the break, a fun activity to explore the importance of critical
thinking and creativity within teamwork R
Slide 33
Team Dynamics Recognition of individual patterns of behavior
allows unique contributions to be valued by team members
Identifying personal styles of processing information is essential
for effective teamwork. Awareness of personal preferences can
assist a team improve interpersonal communication and develop an
increased understanding of and appreciation for individual
approaches. Effective teamwork requires a well-rounded,
comprehensive skill set and appreciation for team members
individual styles of thinking and communicating. R
Slide 34
Teamwork in Technical Fields Effective teamwork is essential in
all technical fields: Construction technology Automotive technology
Emergency dispatch/paramedics/medical technicians Health
occupations technology and nursing Engineering technology R
Slide 35
Effective teambuilding is based on recognizing the team
strengths and identifying limitations The Team Management Index
(TMI) (Margerison & McCann, 2000) delineates eight specific
work functions necessary within high performance teams These
researchers contend that each of the eight types of work should be
present for optimal team performance, regardless of the teams
objectives Effective Teambuilding L
Slide 36
Types of Work Wheel (c) Prado Limited, 1995, 2000 Advising:
Gathering and reporting information Innovating: Creating and
experimenting Promoting: Exploring & presenting opportunities
Developing: Assessing & testing new approaches Organizing:
Strategizing the goals & objectives Producing: Implementing
goals & objectives Inspecting: Auditing functionality of
systems Maintaining: Upholding standards & procedures L
Slide 37
The Team Management (TMI) is based on Carl Jungs psychological
types, which is also the theoretical basis for the MBTI The TMI
uses similar dichotomies as the MBTI and superimposes these
dichotomies onto the eight types of work model. The resultant model
aligns personality types with preferred types of work. TMI
Dichotomies L
Slide 38
TMI/MBTI Dichotomies extrovert introvert practical /sensing
creative/intuition analytical /thinking beliefs/ feeling structured
/judging flexible/ perceiving relating with others decision-making
organizing self and others information gathering and processing
L
Slide 39
Types of Work/Individual Preferences Extrovert Analytical
Structured Practical Creative Flexible Beliefs Introvert (c) Prado
Limited, 1995, 2000 L
MBTI Types/Types of Work Intuitors INFP/INFJ - Advising
Gathering and reporting information ENFP/ENFJ - Innovating Creating
and experimenting with ideas ENTP/INTP Promoting Exploring and
presenting opportunities ENTJ/INTJ - Developing Assessing/testing
new approaches Sensors ESTJ/ESTP - Organizing Strategizing the
goals & objectives ISTJ/ISTP Producing Implementing the goals
& objectives ISFJ/ESFJ Inspecting Controlling and auditing
systems ISFP/ESFP Maintaining Upholding standards and procedures
L
Slide 42
Rocket Race Each team will use materials to design the rocket
that will go the farthest along the string Materials1 sheet of
paper, 1 balloon, 1 straw, tape, critical thinking, and creativity
(1 replacement balloon per team will be available in the event of
catastrophic failure during test) Teams will have 30 minutes to
design, develop, and test their rockets prior to the competition
Following the competition, teams will debrief their process D
Slide 43
Team Debriefs: Types of Work Used During the Activity Intuitors
INFP/INFJ - Advising Gathering and reporting information ENFP/ENFJ
- Innovating Creating and experimenting with ideas ENTP/INTP
Promoting Exploring and presenting opportunities ENTJ/INTJ -
Developing Assessing/testing new approaches Sensors ESTJ/ESTP -
Organizing Strategizing the goals & objectives ISTJ/ISTP
Producing Implementing the goals & objectives ISFJ/ESFJ
Inspecting Controlling and auditing systems ISFP/ESFP Maintaining
Upholding standards and procedures R
Slide 44
Conclusion Within the individual preferences for perceiving
information, sensors (S) tend to be naturally critical in their
thinking processes and intuitors (N) tend to be more creative.
Technical education should develop habits of thought that require
both critical thinking and creativity in the framework of realistic
situations and experience. Technical education students require
practice to evaluate data and solve technical problems both
critically and creatively. Creating lesson plans that focus on
developing students specific needs can provide inspiration,
generate challenges, offer personal encouragement, and empower
development of the ability to think critically and creatively.
R
Slide 45
Conclusion (cont.) Effective teamwork requires a blend of
diverse personalities to successfully accomplish each of the types
of work required within technical tasks. Instructors should provide
inspiration, generate challenges, and offer personal encouragement
to empower students to develop the ability to critically think with
creativity in individual and team projects. The ability to think
both critically and creatively may enhance students technical
capabilities, professional aptitude, and personal confidence.
R
Slide 46
MBTI Self-Assessment Website MBTI Self-Assessment Website The
following website can be used to take a free test similar to the
MBTI: http://www.humanmetrics.com/cgi-win/JTypes2.asp D
Slide 47
Thanks for participating! Questions or Comments? D