EDUC 642 Critical Thinking and Creativity in the ... - Piedmont College

PIEDMONT COLLEGE
SCHOOL OF EDUCATION
Mastering the art of teaching: Preparing proactive educators to improve the lives of all children.
INSTRUCTOR INFORMATION:
INSTRUCTOR INFORMATION:
COURSE SYLLABUS B
EDUC 642 Critical Thinking and Creativity in the Classroom
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 2 nd 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 (3 rd 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 (5 th 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.
III.
PIEDMONT COLLEGE MISSION; SCHOOL OF EDUCATION MISSION; &
GRADUATE MAT AND MA PROGRAM GOALS (See School of Education Syllabus A – II)
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, (8 th 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 (2 nd 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 (3 rd ed.). New York: HarperCollins.
Ruggiero, V. (2004). Thinking Critically about Ethical Issues (6 th 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
Week 3
What is Knowledge?
What are the Theoretical
Bases of the Thinking
Skills of Movement?
Frameworks/Models/Formats
for HOT
Costa, Selected
readings
Starko Chapter 2
Costa, Selected
readings
Starko Chapter 3
Reflection paper
Class participation
Project plan due
Class participation
Week 4
Week 5
Week 6
HOT as Metacognition
Mid-term Exam
HOT as Problem
Solving and Decision
Making
HOT as Creativity
PRESENTATIONS/
LESSONS
Costa, Selected
readings
Starko Chapter 4
Costa, Selected
readings
Starko Chapter 5
Costa, Selected
readings
Starko Chapter 6
Reflection paper
Class participation
Mid-term Exam
Class participation
Reflection paper
Class participation
Week 7
Week 8
Teaching HOT Skills
PRESENTATION/
LESSONS
Evaluating HOT Skills/
Final Exam
Papers DUE!
Costa, Selected
readings
Starko Chapter 7
Costa, Selected
readings
Starko Chapter 8
Presentations/
Creative-Critical project
Class participation
Final
Exam/Presentations
Class participation
Description of Assessments & Assignments and their due dates; TBA
This is a tentative working syllabus. Any information provided in this syllabus is subject
to change as needs may dictate. Students are responsible for keeping up with these
changes and should make corrections or additions as they occur.