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.

English Also available in: French

French (Lamap) Team

The French La Main à la Pâte (Lamap) Team only undertook the first round of pedagogical intervention and data collection, with data collection between December 2015 and January 2016. The pedagogical intervention was carried out in primary schools of the cities of Nancy, Troyes and Nogent sur Oise, in public schools exclusively. The foundation Lamap co-ordinated the local work, while the Laboratoire Adaptations Travail Individu (LATI, Paris Descartes University) collected the creativity data. All teachers participating in the project for the French (Lamap) team were focusing on science, and critical thinking was the focus of the intervention for this team. The intervention used Project Based Learning, the typical signature science pedagogy used by Lamap, with a strong emphasis on hands-on activities. See Chapter 3 for more detailed discussion on signature pedagogies.

English Also available in: French


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