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• There are research-resources in other parts of this page: pros & cons of brainstorming & Creativity, Culture and Education & ERIC Digests & 86 years of Models for the Creative Process and searching the Creative Studies Research Guide of the The International Center for Studies in Creativity and reading students' theses; and research references from Creativity in Education by Anna Craft for the Qualifications and Curriculum Authority.What the Research Tells Us About Team Creativity and Innovation by Roger Schwarz, in Harvard Business Review.
Benjamin Bloom (1956) developed a classification of levels of intellectual behavior in learning.
This taxonomy contained three overlapping domains: the cognitive, psychomotor, and affective.
Integrating Critical Thinking Skills Into the Classroom by A. Nunley - The Layered Curriculum approach focuses on increasing levels of complexity. Edward de Bono's Methods & Concepts of Lateral Thinking - This page provides an overview of de Bono's ideas about creativity. Harris from Virtual Salt - This page compares critical and creative thinking and discusses the myths of creative thinking.
Buchanan - This article defines critical thinking and provides steps for integrating the ideas into the classroom. Tutorial on Creativity, Brainstorming and Innovation from Infinite Innovations Ltd.
While critical thinking can be thought of as more left-brain and creative thinking more right brain, they both involve "thinking." When we talk about HOTS "higher-order thinking skills" we're concentrating on the top three levels of Bloom's Taxonomy: analysis, synthesis, and evaluation.
Bloom's Taxonomy: An Overview from Family Education Network's Teacher Vision Learning Skills Program: Bloom's Taxonomy from University of Victoria - This page lists the six levels of the cognitive domain with examples.
The project will work with students at two levels: in primary education, with students aged 8-9; in secondary education, with students aged 12-13.
In terms of disciplinary areas, the project will focus on two areas: Science, Technology, Engineering and Mathematics (STEM) subjects, on the one hand, and arts education (either visual arts or music), on the other, but will also leave room to interdisciplinary or project-based approaches.
There is a growing consensus that formal education should cultivate the creativity and critical thinking skills of students to help them succeed in modern, globalised economies based on knowledge and innovation.
However, teachers’ (and countries’) ability to foster and monitor progress is limited by the lack of understanding of how some of these skills materialise at different development stages.