• Author / Uploaded
• Erbert Medellin

• Categories
• Pensamiento crítico
• Creatividad
• Imaginación
• Pensamiento
• Neuropsicología

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SocStud210-A Lesson Plan 1 Students: BSED III Time Frame: 60 minutes Session(s): 1 I-

Objectives At the end of the lessons the students are able to 1. Describe Critical Thinking and Creative Thinking. 2. Differentiate Critical Thinking and Creative Thinking 3. Appreciate the importance of Critical Thinking and Creative Thinking in their own lives.

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Subject matter Critical and Creative Thinking

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Materials LCD projector Net book Light Bulb Tomatoes Marker

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Procedure(10 min) A. Activity Creative Visualization with a Light Bulb Exercise First , A light bulb will be shown in front of the students in class. Next, the students will close their eyes and visualize light bulb in their imagination. Then, the students will visualize the following: 1. 2. 3. 4. 5. 6. 7. 8. 9.

Turn the light bulb on. Turn it off. Turn the light on. Change the color to blue. Change the color to yellow. Change the color to green. Change the color to orange. Make the light bulb bigger. Change the light bulb into a television screen.

10. 11. 12. 13. 14. 15. 16. 17. 18. 19. 20. 21. 22. 23. 24. 25. 26. 27. 28. 29. 30.

See your favorite program on the screen. Change the channel. Turn the television off. See another light bulb. Turn it into a flashlight. Shine the flashlight on a dog. Make the dog bigger. Turn the dog into a cat. Hear the cat meow. Turn the cat into a bird. Put a light bulb in each hand. Pretend that your light bulbs are jet engines and run down the street for a take-off. Zoom off into the air. Circle over your house. Circle over your city. Zoom away and look at the mountains. Zoom back to your house. Throw the light bulbs away and open your parachute. Float down into your back yard and tell someone that you are home. I’ll bet that you never thought that you could make a jet plane out of a light bulb! You can if you use your imagination.

B. Analysis (25 minutes) a. Data Gathering The following questions will be asked in between discussions: 1. How did you find the act? 2. Why do you say it’s fun? Confusing? 3. What kind of thinking was involved in the activity? 4. Was it critical thinking? Creative thinking? Or both were used? 5. Why do you say so? 6. When can you say that you are engaging in creative thinking? Critical thinking? b. Data analysis 7. How are critical thinking and creative thinking similar? 8. How are the two different?

c. Generalization

9. Based on the activity, can you now define creative thinking? Critical thinking? 10. Are the two very different or are they complementary? 11. How are they different or how are they complementary?

C. Abstract (10 minutes) This will be shown in a power point presentation to further support the generalization. Critical and Creative Thought System 1. What is Critical Thinking? a. The American Philosophical Association has defined critical thinking as "the process of purposeful, self-regulatory judgment. The process gives reasoned consideration to evidence, contexts, conceptualizations, methods, and criteria" (1990). Critical thinking skills include the ability to interpret, verify, and reason, all of which involve applying the principles of logic. The process of using critical thinking to guide writing is called critical writing 2. What is Creative Thinking? b. Creative thinking is the process we use to develop ideas that are unique, useful and worthy of further elaboration. Creativity is a phenomenon whereby something new and valuable is created (such as an idea, a joke, a literary work, a painting or musical composition, a solution, an invention etc.). It is also the qualitative impetus behind any given act of creation, and it is generally perceived to be associated with intelligence and cognition. 3. Misconception on Critical and Creative Thinking c. For several reasons the relationship between criticality and creativity is commonly misunderstood. The media frequently represent the creative person as a cousin to the nutty professor, highly imaginative, spontaneous, emotional, a source of off-beat ideas, but often out of touch with everyday reality. The critical person, in turn, is wrongly represented as given to faultfinding, as skeptical, negative, captious, severe, and hypercritical; as focused on trivial faults, either unduly exacting or perversely hard to please; lacking in spontaneity, imagination, and emotion. 4. Critical and Creative Thought SystemThe Inseparability of Critical and Creative Thought

d. According to Elder, L and Paul R.(2008) , critical and creative thought are both achievements of thought. Creativity masters a process of making or producing, criticality a process of assessing or judging. The very definition of the word “creative” implies a critical component (e.g., “having or showing imagination and artistic or intellectual inventiveness”). When engaged in high-quality thought, the mind must simultaneously produce and assess, both generate and judge the products it fabricates. In short, sound thinking requires both imagination and intellectual standards. There is an intimate interrelation between the intellectual making of things and the ongoing critique of that making. 5. Example Critical and Creative Thinking e. Painters alternate the application of small amounts of paint to a canvas with the act of stepping back to appraise or assess their work. There are hundreds of acts of assessment that accompany hundreds of brush stroke -Elder, L and Paul R.(2008) D. Application ( 10 minutes) Activity: Brainstorming: How to Graduate from College The students are to brainstorm and list downs answers to this question, "What are all the things that could interfere with graduating from college?" Then the students will choose one item from the list and generate as many solutions for this problem as possible. This is a good creativity exercise that wills students to apply creative problem solving to their own lives.

E. Closure( 5 minutes) For the Closure an anonymous statement about Critical and Creative thinking will be shown. “The critical and creative functions of the mind are so interwoven that neither can be separated from the other without an essential loss to both. “ — Anonymous