PIEDMONT COLLEGE

SCHOOL OF EDUCATION

Mastering the art of teaching: Preparing proactive educators to improve the lives of all children.

 

 

COURSE SYLLABUS B

EDUC 642 Critical Thinking and Creativity in the Classroom

 

INSTRUCTOR INFORMATION:

INSTRUCTOR INFORMATION:

               

                Name:  Dr. Bob Cummings 

Office Location: L-101

Phone:  (706) 778-3000 ext. 1265

Email: bcummings@piedmont.edu

Fax # (706) 776-9608 for Demorest and (706) 546-8223 for Athens

Office Hours: By appointment, L-101

 

 

TIME AND PLACE

CAMPUS:  Demorest                                         SEMESTER: Fall                                              YEAR: 07

 

Evening:  Wednesdays 2nd session

Time:  5:00pm – 9:20 p.m.

Class Location: L-122

               

 

COURSE INFORMATION:

 

Title:  Critical Thinking and Creativity in the Classroom

Number:  EDUC 642.1

 

I.             TEXT AND SUPPLEMENTARY READINGS:

Required

Costa, Arthur L., (2001). Developing Minds: A Resource Book for Teaching Thinking (3rd Edition).
Alexandria , VA: Association for Supervision and Curriculum Development.

 

Starko, A.J. (2001). Creativity in the Classroom, Schools of curious delight. Mahwah, New Jersey, Lawrence Erlbaum Associates.

 

American Psychological Association. (2001).  Publication manual of the American Psychological

 

Association (5th ed.).  Washington, D. C.: Author.

 

               

Supplemental readings will be required as needed throughout the course.  These readings will include research, professional documents, and personal reading.  Also, copying some materials to share with the class may be required.

 

II.            PIEDMONT COLLEGE MISSION; SCHOOL OF EDUCATION MISSION; &

                GRADUATE MAT AND MA PROGRAM GOALS (See School of Education Syllabus A – II)

 

III.          COURSE DESCRIPTION AND PURPOSE:

The field of critical/creative thinking encompasses the knowledge, skills, and attitudes needed for improved higher order thinking which enables candidates to become more proactive, scholarly, and reflective educators. Practicing critical/ creative thinking and metacognition allows candidates to understand their theoretical underpinnings, and to practice higher order thinking skills/strategies in order to improve classroom teaching practices and life-long learning skills.

                               

IV.          SCHOOL OF EDUCATION OUTCOMES (See School of Education Syllabus A – IV)

                (Candidate Learning Outcomes by Program and Dispositions for All Candidates)

 

V.            COURSE OUTCOMES :

What are critical thinking skills and why are they necessary for effective teaching?  What is creativity and how can it be nurtured in the classroom?  Since the early 1980’s, educators have been criticized for perpetuating a “riding tide of mediocrity” by requiring of students primarily rote memorization of disassociated facts and details.  Today, most educators agree that the focus of learning should be on how to use information for creative problem solving, analysis, evaluation, and other higher order tasks.  At the conclusion of the course, students should be able to:

 

1)                   (CLO 2,) Describe a theory of knowledge.  What is knowledge and how do we acquire it?  (To be reflected upon and revised throughout the course.)

2)                   (CLO 2,) Generate a definition of critical thinking drawn from critical examination of others’ views and of one’s own life experiences.  (To be reflected upon and revised throughout the course.)

3)                   (CLO 2,) Generate a definition of creativity drawn from others’ views and from one’s own experiences.  (To be reflected upon and revised throughout the course.)

4)                   (CLO 1, 2, 4, 9,) Describe/interpret the theoretical bases of the thinking skills movement, including characteristics of the learner that very much affect critical thinking—e.g., attitudes/beliefs, learning style, motivation, metacognitive knowledge, etc.

5)                   (CLO 2, 3, 5,) Describe/apply the research – based evidence on factors that stimulate creative problem solving in the classroom and describe how to use those factors at the elementary level.

6)                   (CLO 2,) Exhibit improved critical/creative thinking skills in the areas of application, analysis, synthesis, evaluation, and problem solving/decision making.

7)                   (CLO 1, 2, 3, 9,) Exhibit knowledge of models for teaching higher order thinking skills, including teaching metacognitive strategies.

8)                   (CLO 2, 3, 6,) Evaluate higher order thinking skills of elementary students.

9)                   (CLO 2, 4, 7, 10,) Teach the class about one critical or creative thinking program or strategy that is designed to accomplish its goals effectively.

 

 

VI.          COURSE POLICIES & PROCEDURES:  (In addition to information provided on School of Education Syllabus A – VI).

1.  Class Attendance & Participation

 

2.  Written Work

3.       Academic Integrity

4.       Special Considerations             (See School of Education Syllabus A – VI)

5.       Cell Phone Usage

 

VII.       INSTRUCTIONAL METHODS, DESCRIPTION OF ASSIGNMENTS, AND FIELD EXPERIENCES:

                1.   Instructional Methods: See School of Education Syllabus A – VII.

2.   Description of Assignments:

Readings from the assigned texts will be the focus for discussions, writings, and group activities.  Please read the assigned readings before coming to class in order to facilitate quality discussions.  Think about how the readings relate or could relate to your classroom teaching experiences.  Also keep in mind that you are responsible for the reading assignments even if we do not go over them in class.

 

 

 

In-class Problem Solving Exercises: These exercises will be collected on a variable schedule throughout the semester and will be worth up to 10% of the total grade.  In-class exercises are formative evaluations and are also designed to assess class participation.  They are like pop quizzes; students must be present that day in order to earn points.  There are no make-up exercises.  STUDENTS ARE EXPECTED TO HAVE READ THE ASSIGNED MATERIAL BEFORE COMING TO CLASS.

 

Students will select an authentic problem and devise a creative way to solve it.  Students should submit a paper including the following:  a definition of the problem, research regarding what is known about the problem, the solution selected and the rationale for its selection, and suggested ways to evaluate the effectiveness of the proposed solution.  At lease three different references and an APA-style format are required.  Students will present problems and creative solutions to the class in a 10-15 minute lesson presentation.

 

Other assignments or activities may be required as deemed necessary to assure the mastery of the course objectives as stated.

 

Assignments to Be Completed for This Course:

Each candidate is responsible for arranging and documenting his/her field experiences at

an appropriate grade level.  Keep in mind that Early Childhood Majors are required to work in

grades P-K, 1-3, and 4-5.  When selecting field experiences, be sure that you are getting a good

representation from each of the grade level areas for documentation of field experiences. 

Initial certification candidates must document a minimum of five hours for this course.

Advanced certification candidates must document a minimum  of two hours for this course. 

Candidates adding a new field must document a minimum of three hours. 

 

3.       Field Experiences (Initial and Advanced Ceritification Tracks):

Different county and city school systems require that specific field experience procedures and forms be used for placement of candidates in their schools.  Also, certain field experience placement forms may be required by your college professor.  Make sure you are using the appropriate placement request form(s) for the field experiences in this course.  

 

 

VIII.       RESOURCES:

 

Babbie, E. (2002).  The Basics of Social Research (2nd ed.).  Belmont, CA:  Wadsworth.

Baxter Magolda, M. (1992).  Knowing and reasoning in college:  Gender-related patterns in students’ intellectual development.  San Francisco:  Jossey-Bass.

Bloom, B. S., et al. (1956).  Taxonomy of Educational Objectives: The Classification of Educational Goals. New York:  David McKay.

Bok, D. (2005, December 18).  Are Colleges Failing?  Higher Ed Needs New Lesson Plans.  The Boston Globe, p. K12.

Brookfield, S. D. (1987).  Developing Critical Thinkers. San Francisco:  Jossey-Bass.

Brookfield, S. D. (1995).  Becoming a Critically Reflective Teacher.  San Francisco: Jossey-Bass.

Burton, J., Horowitz, R., & Abeles, H. (2000). Learning in and through the arts: The question of transfer.  Studies in Art Education, 41(3), 228-57.

ACT (2006-2007a). CAAP Technical Handbook, 2006-2007: Assessing Academic Achievement in Reading, Writing, Mathematics, Science, and Critical Thinking. Iowa City, IA: ACT.

ACT (2006-2007b). CAAP Guide to Successful General Education Outcomes Assessment, 2006-2007.  Iowa City, IA: ACT.

Carr, K. S. (1990).  How Can We Teach Critical Thinking?  Retrieved on 6/6/2006 from http://www.ericdigests.org/pre-9218/critical.htm.

Collegiate Assessment of Academic Proficiency.  Retrieved 1/22/07 from http://www.act.org/caap/tests/thinking.html.

Collegiate Learning Assessment.  Retrieved 11/14/06,  from http://www.cae.org/content/pro_collegiate.htm.

Cotton, K. (1991). Close-Up #11: Teaching thinking skills. Retrieved 1/14/2007, from http://www.nwrel.org/scpd/sirs/6/cu11.html.

Cozby, P. (2001).  Methods in behavioral research, (8th ed.).  New York:  McGraw Hill.

Donald, J. (2002). Learning to think: Disciplinary perspectives. San Francisco:  Jossey-Bass.

Ennis, R. (1961)  Assumption-finding.  In O. Smith and R. Ennis (Eds.), Language and concept in education (pp. 161-178).  Chicago:  Rand McNally.

Ennis, R.. (1989)  Critical thinking and subject specificity:  clarification and needed research.  Educational Researcher, 18(3), 4-10.

Ennis, R., & Weir, E.  The Ennis-Weir Critical Thinking Essay Test, 1983-85.  California:  Midwest Publications.

Facione, P., Giancarlo, C., Facione, N., & Gainen, K. (1995).  The disposition toward critical thinking.  Journal of General Education, 44(1), 1-25.

Franks, C. (1999).  Ethnographic eyes:  A teacher’s guide to classroom observation.  Portsmouth, NH:  Heinemann.

Gardner, Lion. (1998).  Why We Must Change:  The Research Evidence.  Thought & Action, 14(1), 71-88.

Ghezzi, P. and MacDonald, M. (2005, August 31). Silver linings in SAT clouds:  Georgia's score rises, still tied for last place.  Atlanta Journal-Constitution, p. 1B.

Giddens, J., & Gloeckner, G., (2005).  The relationship of critical thinking to performance on NCLEX-RN.  Journals of Nursing Education, 44(2), 85-89.

Giedd, J., Blumenthal, J., Jeffries, N., et al. (1999). Brain development during childhood and adolescence: A longitudinal MRI study.  Nature Neuroscience, 2(10), 861-63.

Inhelder, B., & Piaget, J. (1958).  The growth of logical thinking from childhood to adolescence.  New York:  Basic Books.

The International Critical Thinking Reading and Writing Test.  Retrieved 1/22/07 from http://www.criticalthinking.org/assessment/ICAT-info.cfm.

Kenny, R. W. (1998). Reinventing Undergraduate Education:  A Blueprint for America’s Research Universities. Retrieved April 2006 from http://naples.cc.sunysb.edu/Pres/boyer.nsf/

Kincheloe, J., & Weil, D. (2004).  Critical thinking and learning:  an encyclopedia for parents and teachers.  Westport, CT:  Greenwood Press.

Klaczynski, P. (2001).  Analytic and heuristic influences on adolescent reasoning and decision-making.  Child Development, 72(3), 844-861.

Lampert, N.  Critical thinking dispositions as an outcome of art education.  Studies in Art Education, 47(3), 215-228.

Langer, J. (1992). Critical thinking and English language arts instruction. Arlington, VA: ERIC.

Lauer, T. (2005).  Teaching critical-thinking skills using course content materials:  A reversal of roles. Journal of College Science Teaching, 34(6), 34-37.

Lehmann, I.J. (1963).  Changes in critical thinking, attitudes, and values from freshman to senior years.  Journal of Educational Psychology, 54(6), 305-315.

Lenroot, R. K., & Giedd, J. N. (2006).  Brain development in children and adolescents:  Insights from anatomical magnetic resonance imaging.  Neuroscience & Biobehavioral Reviews, 30(6), 718-729.

Lunsford, A., Lunsford, J., Ruszkiewicz, J., and Walters, K. (2001).  Everything’s An Argument (2nd ed.). Boston:  Bedford/St. Martin’s. 

McEwen, B. C. (1994). Teaching critical thinking skills in business education. Journal of Education for Business, 70(2), 99-104.

McMillan, J.H. (1986).  Enhancing college students’ critical thinking: A review of studies.  Research in Higher Education, 26(1), 3-29.

McMorris, R. F. (1995).  California Critical Thinking Skills Test [review].  In Conoley, J.C. and Impara, J.C. (Eds.), The Twelfth Mental Measurements Yearbook.  Lincoln: University of Nebraska Press.

Michael, W. B. (1995).  California Critical Thinking Skills Test [review].  In Conoley, J.C. and Impara, J.C. (Eds.), The Twelfth Mental Measurements Yearbook.  Lincoln: University of Nebraska Press.

NRC (National Research Council of the National Academy of Sciences). (1996).  National science education standards.  Washington, DC:  National Academy of Sciences.

Paul, R. (1992).  Critical Thinking: Basic Questions & Answers.  Retrieved on 6/2/2006 from  http://www.criticalthinking.org/aboutCT/CTquestionsAnswers.shtml.

Paul, R. & Elder, L. (2006).  The international critical thinking reading and writing test.  Dillon Beach, CA: Foundation for Critical Thinking.

Paul, R., Elder, L., & Bartell, T. (1997).  Our Concept of Critical Thinking:  Why Critical Thinking?  Retrieved on 6/2/2006 from http://www.criticalthinking.org/aboutCT/outConceptCT.shtml.

Paul, R., Elder, L., & Bartell, T. (2004).  A Brief History of the Idea of Critical Thinking.  Retrieved on 6/2/2006 from http://www.criticalthinking.org/aboutCT/briefHistoryCT.shtml.

Paul, R. & Elder, L. (2005).  A guide for educators to critical thinking competency standards.  Dillon Beach, CA: Foundation for Critical Thinking.

Patrick, J. (1986).  Critical Thinking in the Social Studies.  Retrieved on 6/6/2006 from http://www.ericdigests.org/pre-924/critical.htm.

Piedmont College. (2005a).  General education curriculum: Rationale and implementation, rev. 04/06/2005.  Demorest, GA: The College.

Piedmont College. (2005b).  Vision, Mission, Goals & Strategies, 2005-2010, rev. 05/06/2005.  Demorest, GA: The College.

Pogonowski, L. (1989). Critical thinking and music listening. Music Educators Journal, 76(1), 35-38.

Potts, B. (1994).  Strategies for Teaching Critical Thinking.  Retrieved on 6/6/2006 from http://www.ericdigests.org/1996-1/critical.htm.

Provus, M. (1955). History and critical thinking. The School Review, 63(7), 393-396.

Ruggiero, V.  (1991).  The Art of Thinking (3rd ed.).  New York:  HarperCollins.

Ruggiero, V.  (2004).  Thinking Critically about Ethical Issues  (6th ed.). Boston :  McGraw Hill Higher Education.

SACS (Southern Association of Colleges and Schools).  (2004).  Handbook for Reaffirmation of Accreditation.  Atlanta, GA: SACS.

Schrag, F. (1988).  Thinking in school and society.  New York: Routledge.

Shermis, S. Samuel (1999).  “Reflective Thought, Critical Thinking.  Retrieved on 6/6/2006 from http://ericdigests.org/2000-3/thought.htm.

Staib, S. (2003).  Teaching and measuring critical thinking.  Journal of Nursing Education, 42(11), 498-508.

Stewart, S., & Dempsey, L. (2005).  A longitudinal study of baccalaureate nursing students’ critical thinking dispositions.  Journal of Nursing Education, 44 (2), 81-84.

Szostak, D & Robertson, J. (1996).  Issues in measuring critical thinking:  meeting the challenge.  Journal of Nursing Education, 42(1), 5-11.

Terenzini, P.T., Springer, L., Pascarella, E.T., & Nora, A. (2005).  Influences affecting the development of students’ critical thinking skills.  Research in Higher Education, 36(1), 23-39.

Tobin, K. (1990).  Changing metaphors and beliefs:  A master switch for teaching? Theory into Practice, 29(2), 122-127.

Twibell, R., Ryan, M., & Hermiz, M. (2005).  Faculty perceptions of critical thinking in student clinical experiences.  Journal of Nursing Education, 44(2), 71-79.

Wineberg, S. (2002).  Historical thinking and other unnatural acts: Charting the future of teaching the past.  Philadelphia: Temple University.

Yuretich, R. F. (2003). Encouraging critical thinking: Measuring skills in large introductory science classes.  Journal of College Science Teaching, 33(3), 40-45.

 

 

                1.    Bibliography:  TBA

2.     Relevant Web Sites: 

        See School of Education Syllabus A – VIII

3.     GACE Information:                                  

4.     Admission to Teacher Education           (See School of Education Syllabus A – VIII)

5.    Application for Certification

                                                               

IX.          COURSE ASSESSMENT AND EVALUATION:

                Grade A-Superior (90-100)

1.                   Scholarship-Strong, exceeding requirements of instructor.

2.                   Initiative-Contributions exceeding the assignment, showing independent resourcefulness.

3.                   Attitude-Positive benefit to class.

4.                   Cooperation-Forwarding all group activities, constant and spontaneous.

5.                   Individual Improvement-Marked and Growing.

 

Grade B-Good-Above Average (80-89)

1.                   Scholarship-Accurate and complete, meeting all requirements of instructor.

2.                   Initiative-Good when stimulated by some desirable achievement.

3.                   Attitude-Proper and beneficial to group.

4.                   Cooperation-Good in group work.

5.                   Individual Improvement-Showing marks of progress and responding to stimulation.

 

Grade C-Average (70-79)

1.                   Scholarship-Barely meeting assignments and showing evidence of need of encouragement.

2.                   Initiative-Uncertain and apparent only at times.

3.                   Attitude-Generally neutral but not objectionable.

4.                   Cooperation-Not positive nor very effective and irregular.

5.                   Individual Improvement-Very ordinary, definite marks lacking.

 

Grade D-Below Average, Yet Passing (65-69)

1.                   Scholarship-Not meeting all assignments and requirements of instructor.

2.                   Initiative-Lacking.

3.                   Attitude-Indifferent.

4.                   Cooperation-Just fair at times and lacking at other times.

5.                   Individual Improvement-Not noticeable.

 

Grade F-Failing (0-64)

Work unsatisfactory and is a failing grade and hence not defined.

 

 

XIII.       TENTATIVE SCHEDULE

 

 

Date & Day

Topic 

Assignment

Assessment

Week 1

What Are Higher Order Thinking (HOT) Skills/How Can They Be Taught?

Costa, Selected readings

Starko Chapter 1

Class participation

 

Week 2

 

What is Knowledge?  What are the Theoretical Bases of the Thinking Skills of Movement?

 

Costa, Selected readings

Starko Chapter 2

Reflection paper

Class participation

 

Week 3

 

Frameworks/Models/Formats for HOT

Costa, Selected readings

Starko Chapter 3

 

Project plan due

Class participation

 

Week 4

 

HOT as Metacognition

Mid-term Exam

 

Costa, Selected readings

Starko Chapter 4

Reflection paper

Class participation

 

Week 5

 

HOT as Problem Solving and Decision Making

 

Costa, Selected readings

Starko Chapter 5

Mid-term Exam

Class participation

 

 

Week 6

 

HOT as Creativity

PRESENTATIONS/

LESSONS

 

Costa, Selected readings

Starko Chapter 6

 

Reflection paper

Class participation

 

Week 7

 

Teaching HOT Skills

PRESENTATION/

LESSONS

 

Costa, Selected readings

Starko Chapter 7

Presentations/

Creative-Critical project

Class participation

 

Week 8

<