MODULE III: Differentiating Instruction for Gifted Learners Through the Infusion

of Critical and Creative Thinking

Presented byGlynn Smith

McKinney, Texas

- k +

t + - sh & -er +

-nk

+

+ Hint: ALL ONE WORD!

For sound thinking, creative and critical thinking must be used together.

Who is known as the Father of Creativity? You should be able to move from square to square to spell his last name (without “jumping” squares)

O R C NR T A E

Father of Creativity

E. Paul Torrance was known around the world as the “Father of Creativity” for his nearly 60 years of research that became the framework for the field of gifted education.

The “Torrance Tests of Creative Thinking” helped shatter the theory that IQ tests alone were sufficient to gauge real intelligence. The tests solidified what heretofore was only conceptual – namely that creative levels can be scaled and then increased through practice.

He developed a benchmark method for quantifying creativity and invented in 1974 the Torrance Tests of Creative Thinking, which showed that the IQ test was not the only way to measure intelligence.

Building on Guilford's work, they involved simple tests of divergent thinking and other problem-solving skills, which were scored on:

E. Paul Torrance

Divergent Thinking Components

Fluency – the number of relevant ideas

Originality – the unusualness of the ideas

Flexibility – the variety of different categories of ideas (shifts)

Elaboration – detailed comments/drawings.

Paul and Elder’s Intellectual Standards

ClarityCould you elaborate further?Could you give me an example? AccuracyHow could determine if that is true?How could we verify or test that? PrecisionCould you be more specific?Could you give more details? RelevanceHow does that relate to the problem or question?How does that help us with this issue? DepthWhat factors make this a difficult problem?What are some of the complexities of this

question?

Breadth

Do we need to consider another perspective or point of view?

Do we need to look at this in other ways?

 

Logic

Does all of this make sense together?

Does what you say follow from the evidence?

 

Significance

Is this the most important problem to consider?

Which of these facts is more important?

 

Fairness

Am I showing vested interest in this issue?

Am I sympathetically representing the view points of others?

Kaplan’s Depth and Complexity ModelDepth 

Language of the Discipline

What terms or words are specific to ____?

 

Details

What specific elements define ____?

 

Patterns

What elements, events, ideas are repeated?

 

Trends

What factors have influenced this study?

What trends could be/are represented in a graph?

 

Unanswered Questions

What is still not clearly understood about _____? 

RulesWhat are the rules that impact __________? EthicsWhat bias, prejudices, or discriminations exist

within this topic? Big IdeasWhat is the enduring understanding that best

describes ________? Complexity Over timeHow have the ideas changed over time (past,

present, future?) Points of ViewWhat different viewpoints exist concerning

______? (Disciplinarians) Interdisciplinary ConnectionsHow does _____ relate to other disciplines?

DeBono’s Six Hats (Adapted as Six Lenses for Analyzing

and Discussing Information)

The White Lens Detective - Just the Facts, Please

The Yellow Lens -The Positive Thinker

Report information and data to the team.

State the positive possibilities, outcomes, and benefits of what has happened or may

happen.

The Red Lens I Have a Hunch!

The Purple Lens – The Downsider - a Negative View

Share your feelings, hunches, or intuitions. You do not need to justify your thoughts.

State the negative possibilities. Support your ideas with logical reasoning.

The Green Lens – The Creative Thinker

The Blue Lens -Lead the Thinkers in Thinking

Suggest possibilities, alternatives, proposals, or changes. Share an idea.

Do not consider the topic; lead the thinking about the topic. Invite others to speak out when needed.

SCAMPER

SCAMPER is a checklist used to extend creative thinking.

-developed by Alex Osborne

- adapted by Bob Eberle (See handout page.)

S Substitute to have another person or thing act or serve in the place of another

C Combine to bring together, to unite

A Adapt to adjust for the purpose of suiting a condition

M

Modify to alter, to change the form or quality

Magnify to enlarge, to make greater in form or quality

Minify to make smaller, lighter, slower, less frequent

P Put to other uses

to be used for purposes other than originally intended

E Eliminate to remove, omit or get rid of part or whole

R Reverse Rearrange

to place opposite or contrary, to turn it around to change order or adjust, different plan, layout or scheme

How Might I Adapt It?

It is not necessary to use all the steps in SCAMPER.

Steps can be selected and combined in a variety of ways to match your teaching objectives.

SCAMPER is based on the notion that everything new is a modification of something that already exists. Each letter in the acronym represents a different way you can play with the characteristics of what is challenging you to trigger new ideas.

Let’s play…

What is It? Improvisation Technique to Increase Flexible Thinking

1. Select one object to be the “thing.”2. Take turns sharing what it is through dialogue. It

can be anything other than what it actually is.3. Example: (With a ruler.) This road is absolutely

straight. This is the stiffest stick of gum I have seen yet. Balancing on this tightrope is tricky!

4. Adaptation for younger students: Allow students to name the object to identify its purpose, rather than requiring dialogue. (It is a road. It is gum. It is a ski rope handle.)

A Simple Anytime Game

The answer is…

liquid

What are some possible questions?

When the solid form of H²O is heated, it first changes from a solid to what?

What is the phase of matter that has a definite volume but does not have a definite shape?

In what state of matter is the contents of a regular can of Sprite?

Reasoning with Analogies

swamp

Relationship: animal/habitat

as

is to

is to

Analogies A is to B as C is to D = A : B :: C : D

Bridge Map for Analogies

3 + 4 as 5 + 4

seven _____________

banana as apple

yellow _______________

Bridge maps can be used to identify common relationships; guess a rule;interpret symbols; create similes, metaphor, and allegory; or to show a ratio.

Relating factor: fruit and color

Relating factor: addends and sum

SynecticsThe study and application of synectics is based on three

assumptions:

1)The creative process is not relegated to innate talent or special ability. Instead, it is something that can be

deliberately taught.

2)The creative process is the same, whether it's applied to works of art or scientific inquiry.

3)The creative process works the same way for both individual and group endeavors.

The study of synectics can provide insight into to the way creativity happens, as well as techniques to facilitate creative

problem solving.

SYNECTICS GRAPHIC ORGANIZER

“A is a lot like a because...

Personal Analogy Example

I am a pine tree. I love to color the landscape with my deep brown bark and forest green needles. My best friend is water. I drink it up through my roots. It helps me to make food and grow. I like to create pinecones and drop them on the forest floor for fun.

Personal Analogy Cont’d.

My greatest fear is fire. I know that wildfires are part of my forest’s life cycle, but even thinking about the heat and blazing flames of fire cause me to tremble. Facing this fear is just part of being a tree, and I love being a tree.

Bear Analogy to a Pine Tree

Little when young A bear is a small cub when it is

born, and a pine tree starts out as a little seedling.

Direct Analogy Example:How is a bear like a pine tree?

Bear Analogy to a Pine Tree

Sharp teeth A bear has sharp teeth and claws

and a pine tree has sharp needles are cones.

Idea: You can create a group mind-map or a matrix for your students to record the attributes. It is sometimes easier for them to explore aspects of the concept.

Personal Analogy: Example 1

• Be the thing: a pine tree

–Who is your best friend, Tree?

–What do you do for fun?

–What causes you fear?

Personal Analogy Example

I am a pine tree. I love to color the landscape with my deep brown bark and forest green needles. My best friend is water. I drink it up through my roots. It helps me to make food and grow. I like to create pinecones and drop them on the forest floor for fun.

Personal Analogy Cont’d.

My greatest fear is fire. I know that wildfires are part of my forest’s life cycle, but even thinking about the heat and blazing flames of fire cause me to tremble. Facing this fear is just part of being a tree, and I love being a tree.

Questioning Cubes for Discussion…

1. Remove a cube from your team bag.

2. Closest birthday goes first.

3. Roll to determine which question you will answer.

4. Proceed clockwise until each person has had at least one turn and all questions have been discussed.

When a number has already been rolled, select a question not yet discussed.

Questions to Discuss: Your Turn…

1) Which strategies presented thus far could you best use with your students?

2) When might the teacher act as recorder?

3) How might one of the strategies shown allow students to demonstrate prior knowledge?

4) How might a strategy be used to check for understanding?

5) How might a strategy be used to reinforce learning?

6) How might you use questioning cubes for debriefing in your class?

Questioning Cube Content Sample

1. What specific vocabulary is necessary for us to discuss forest animals?

2. What are the specific details that help us understand forest animals?

3. What is an unanswered question you still have about a forest animal?

4. What patterns did we find out about animals of the forest?

5. What rules apply to being a forest animal?

6. What is the big idea we need to know and remember about forest animals?

Created using Dr. Sandra Kaplan’s Depth and Complexity icons.

MORE Strategies for Differentiation:

• Digital storytelling• Independent study• Small focus group –

discussion/in-depth study/sharing

• Hands-on investigations

• Audio books• Viewing/discussing

short film clips• Generate originals of

samples (math, poetry, etc.)

• Preparing/ conducting interviews

• Sending e-mail correspondence to experts through teacher

• Mentors• Tutors• Seminars• Video-conferencing

(across the school/district/state/etc.)