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Fostering Students' Creativity and Critical Thinking

What it Means in School

image of Fostering Students' Creativity and Critical Thinking

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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Hungarian Team

Work in Hungary took place during the entire duration of the development project. Pedagogical work was conducted over two school years between February 2016 and June 2017. The team undertook two rounds of data collection. Apart from three private schools, schools involved in the project were public. In Hungary, the local co-ordinators focused on a school population of disadvantaged students, many of them young Romani. The team already carried out work with a network of schools and teachers and added the project materials and ideas to its previous practice. It worked in both primary and secondary education and focused on mathematics and science education.

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