Fostering students' creativity and critical thinking : what it means in school / Stéphan Vincent-Lancrin [and others].
Creativity and critical thinking are key skills for complex, globalised and increasingly digitalised economies and societies. While teachers and education policy makers consider creativity and critical thinking as important learning goals, it is still unclear to many what it means to develop these s...
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| Main Author: | |
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| Corporate Author: | |
| Format: | Ebook |
| Language: | English |
| Published: |
Paris :
OECD Publishing,
2019.
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| Series: | Educational research and innovation.
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| Subjects: | |
| Online Access: | OECD |
MARC
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| 245 | 1 | 0 | |a Fostering students' creativity and critical thinking : |b what it means in school / |c Stéphan Vincent-Lancrin [and others]. |
| 264 | 1 | |a Paris : |b OECD Publishing, |c 2019. | |
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| 490 | 1 | |a Educational research and innovation, |x 2076-9679 | |
| 505 | 0 | |a Hungarian Team -- Creativity and critical thinking: From concepts to teacher-friendly rubrics -- Overview -- Russian Team -- Technical Annex -- Dutch Team -- Teacher attitudes and practices around creativity and critical thinking -- Brazilian Team -- Eleven signature pedagogies related to the fostering of creativity and critical thinking -- Foreword -- Creativity and critical thinking in everyday teaching and learning -- Slovak Team -- Effects of the project on students’ outcomes and development of survey instruments -- French (CRI) Team -- Thai Team -- UK (Welsh) Team -- US (Vista) Team -- Teacher professional development plans -- Indian Team -- US (Montessori) Team -- Spanish (Madrid) Team -- French (Lamap) Team -- Executive summary. | |
| 520 | 3 | |a Creativity and critical thinking are key skills for complex, globalised and increasingly digitalised economies and societies. While teachers and education policy makers consider creativity and critical thinking as important learning goals, it is still unclear to many what it means to develop these skills in a school setting. To make it more visible and tangible to practitioners, the OECD worked with networks of schools and teachers in 11 countries to develop and trial a set of pedagogical resources that exemplify what it means to teach, learn and make progress in creativity and critical thinking in primary and secondary education. Through a portfolio of rubrics and examples of lesson plans, teachers in the field gave feedback, implemented the proposed teaching strategies and documented their work. Instruments to monitor the effectiveness of the intervention in a validation study were also developed and tested, supplementing the insights on the effects of the intervention in the field provided by the team co-ordinators. What are the key elements of creativity and critical thinking? What pedagogical strategies and approaches can teachers adopt to foster them? How can school leaders support teachers' professional learning? To what extent did teachers participating in the project change their teaching methods? How can we know whether it works and for whom? These are some of the questions addressed in this book, which reports on the outputs and lessons of this international project. | |
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| 830 | 0 | |a Educational research and innovation. |x 2076-9679. |9 291186 | |
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