Development of Critical Thinking and Creativity
Practical Guidelines for the
Post-Secondary Classroom
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Agenda
 Overview and Introductions
 Importance of Creativity and Critical Thinking in
Technical Education
 MBTI® and Creativity and Critical Thinking
 Recommended Actions for Technical Instructors
 Break (10 minutes)
 Personality Diversity and Teamwork
 Team Activity
 Conclusion and Wrap-up
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Workshop Overview
 Critical and creative thinking are essential to problem solving,
decision making, and effective practice.
 Learning to think critically and creatively alters the outcome of
technical education from that of simply gaining knowledge to gaining
the abilities to analytically and innovatively explore that knowledge.
 Based on personality theory, instructors and students typically have
intrinsic strength in critical thinking or creativity, not both.
 This workshop will assist participants to recognize their own natural
tendencies and help them create lesson plans that can develop
student’s ability to think both critically and creatively.
 An additional objective is to understand and experience the power of
personality differences and effective teamwork.
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Facilitator Introduction
Dr. Dianna Nicholls
 Registered nurse in critical care, mental health, home care nursing, and geriatrics
 Instructor in business for St Clair County Community College in Michigan
 Recent graduate--University of Phoenix Doctor of Health Administration program
Dr. Linda de Charon.
 Degrees in engineering, Systems Technology, and a Ph.D. in Management
 Supported federal government aerospace programs, including the space shuttle
and satellite programs, as an engineer and a strategic planner for nearly 30 years
 Instructor with the University of Phoenix School of Advanced Studies since 2004
Dr. Ron Hutkin
 Associate degree in Machine Tool Technology and a Bachelor of Science degree
in Industrial Ed, an M.S. in Technical Education, and a Ph.D. in Higher Education
 Public Community Colleges, Technical Institutes, and Proprietary Schools
administrator serving in as Dean, President , and Chancellor
 Editorial committee member for the ATEA journal, and doctoral instructor with the
University of Phoenix since 2004
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Importance of Creativity and Critical Thinking in
Technical Education
Socrates once said,
“To find yourself, think for yourself”
 From the period of Socrates to the present day, scholars
have realized that the abilities to reason and to think
critically are important and necessary outcomes of
education
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Importance of Creativity and Critical Thinking
in Technical Education (cont.)
 Thinking is made up of three dimensions:
 reflective
 creative
 and critical
 Reflective thinking perceives challenges, opportunities,
and experiences.
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Importance of Creativity and Critical Thinking
in Technical Education (cont.)
 Creativity involves forming ideas to solve problems and
resolve issues through techniques such as brainstorming,
analogy, and visualization
 Creativity involves seeking new, unique, and original
ways to resolve problems; creativity accentuates the
originality and uniqueness of ideas
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Importance of Creativity and Critical Thinking
in Technical Education (cont.)
 Critical thinking is a process that involves evaluating
ideas and identifying the best ones and includes
developing the ability to separate fact from opinion,
recognizing reasoning errors, analyzing arguments, and
making ethical judgments
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Importance of Creativity and Critical Thinking in
Technical Education (cont.)
 Students can develop critical thinking skills such as
conceptualizing, applying, analyzing, synthesizing, and
evaluating through:
 Observation
 Experience
 Reflection
 And Communication in classes
 Problem solving requires an educational environment in
which students can ask questions and identify problems
that require in-depth thinking while formulating answers
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Importance of Creativity and Critical Thinking
in Technical Education (cont.)
 Technical educators should recognize that critical and creative thinking are
essential to decision making, problem solving, and effective practice
 Learning to think critically and creatively alters the outcome of technical
education from that of simply gaining knowledge to gaining the abilities to
analytically and innovatively explore the knowledge received
 By systematically employing critical and creative thinking skills to real life
situations, technical education students can learn to view issues and
solutions in a broader context of possibilities rather than as absolutes
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MBTI®
 The Myers-Briggs Type Indicator (MBTI®) is commonly used
instrument to identify cognitive preferences and personality.
 Developed by Isabel Myers and Katharine Briggs in 1943, the
MBTI is based on Carl Jung’s psychological type theories.
 Over three million individuals complete this psychometric
(psychological testing) instrument each year.
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MBTI® Dichotomies
 This instrument assesses self-perceptions on four
dichotomies:
 Extroversion-Introversion (E-I)
 Sensing-iNtuition (S-N)
 Thinking-Feeling (T-F)
 Judging-Perceiving (J-P)
 The Sensing-iNtuition (S-N) dichotomy indicates a
preference toward critical thinking (sensing) or
toward creativity (intuition)
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MBTI Dichotomies
relating with others
Extroversion
Introversion
information gathering and processing
Sensing
iNtuition
decision-making
Thinking
Feeling
organizing self and others
Judging
Perceiving
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Information Gathering and Processing Styles
 While both styles of information gathering and processing are used by all
people, each of us tends to favor one over the other.
information gathering and processing
Sensing
iNtuition
 The Sensing (S) side of the brain notices the sights, sounds, smells and all
the sensory details of the PRESENT.

It categorizes, organizes, records and stores current data.
 It provides the details of memories from PAST events.
 The Intuitive (N) side of our brain seeks to understand, interpret and form
overall patterns of information and records these patterns and relationships.
 It speculates, including looking into and forecasting the FUTURE.
 It is imaginative and conceptual.
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Self-Assessment: Sensor Attributes




I pay attention to reality; what I see, hear, touch, taste, and smell.
I am concerned with what is actual, present, current, and real.
I notice facts and I remember details that are important to me.
I like to see the practical use of things and learn best when I see how
to use what I’m learning.
 Experience speaks to me louder than words.
 The following statements generally apply to me:
 I remember events as snapshots of what actually happened.
 I solve problems by working through facts until I understand
the problem.
 I am pragmatic and look to the “bottom line.”
 I start with facts and then form a big picture.
 I trust experience first and trust words and symbols less.
 Sometimes I pay so much attention to facts, either present or
past, that I miss new possibilities.
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Self-Assessment: Intuitor Attributes
 I pay attention to impressions or the meaning and patterns of information.
 I prefer to learn by thinking a problem through rather than by hands-on.
 I’m more interested in what might be possible than what is now possible.
 I like to work with symbols or abstract theories.
 I remember events more as impressions than as actual facts or details.
 The following statements generally apply to me:
 I remember events by what I read “between the lines”.
 I solve problems by considering different ideas and possibilities.
 I am interested in doing things that are new and different.
 I like to see the big picture, then to find out the facts.
 I trust impressions and metaphors more than actual experiences.
 Sometimes I think so much about new possibilities that I never look at
how to make them a reality.
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Nature vs. Nurture
 Intrinsic preferences are later shaped by our lifelong learning experiences
 By the age of 3 years old, the core of a
individual’s cognitive structure is fairly
developed, although the brain continues to allow
some flexibility until around the age of 12
 Beginning in our teens, our education and life
experiences begin to synthesize with our intrinsic
personality, resulting in an integration of nature
and nurture
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Population and Gender Differences
 65-75% of the population are sensors.
 25-35% of the population are intuitors.
 Of the population who rely on intuition, the majority are
males.
 Attributes generally associated with “women’s intuition”
are measured on the Thinking/Feeling dichotomy rather
than the Sensing/Intuition dichotomy.
 60-75% of women prefer feeling and 55-80% of men
prefer thinking.
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Sensors tend to
rely on the left
brain
hemisphere.
Intuitors tend to
rely on the right
brain
hemisphere.
Although
controversial,
some contend
that left-brained
critical-thinking
sensors see the
woman spinning
counterclockwise
Although
controversial,
some contend
that rightbrained, creative
intuitors see the
woman spinning
clockwise
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Indentifying Types
 Technical instructors should identify students that
perceive data based on characteristics associated
with sensing (S), and those who perceive data based
on characteristics associated with intuition (N).
 Instructors should actively engage students in the
course content and ask questions to identify
students' preferences for perceiving data and for
developing solutions.
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Indentifying Types (cont)
 The techniques of telling, listening, asking, and being
aware can be used to identify students’ preferences.
 http://techtoon.tripod.com/library.htm
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Recommended Actions for Technical
Instructors
 There is a natural inclination to believe that others
process information and make decisions the same
way as you
 Avoid the “golden rule” in the classroom
 “Treat others as you would have them treat you”
 Apply the “platinum rule” in the classroom
 “Treat others as they wish to be treated”
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Effectively Dealing with Sensors in the
Classroom
• Show evidence:
• Facts
• Details
• Examples etc.
• Be practical and realistic; grounded.
• Be direct.
• Show logical sequence of steps.
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Effectively Dealing with Sensors in the
Classroom (cont)
• Have a well-thought-out plan with details worked
out in advance.
• Use concepts and strategies sparingly -- concentrate
more on the day-to-day consequences of a plan.
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Effectively Dealing with Intuitors in the
Classroom
• Present ideas and global concept first, then draw
out the details.
• Avoid presenting details unless asked—otherwise,
details may be viewed as unnecessary “overload”
• When provided an idea, hypothesis, or summary, do
not ask for details; accept the intuitive conclusion at
face value as a working hypothesis.
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Effectively Dealing with Intuitors in the
Classroom (cont)
• Be patient; work may occur in bursts.
• Let them dream; encourage their imagination.
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Developing Balanced Styles
 Once students’ areas of strength have been identified,
instructors can focus on developing the non-preferred
style.
 Consider dividing students into two groups based on their
current style of gathering and processing information.
 design individualized sessions to engage the groups in
exercises that focus on developing the non-preferred
style.
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A Curriculum for Sensors
 A curriculum specifically designed for sensors
should focus on helping them learn to develop more
creative solutions
 Help sensing students improve their creativity skills by
emphasizing an environment that requires in-depth
thinking as opposed to rote responses.
 Problems should be relevant and challenging with active
student involvement.
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A Curriculum for Sensors
 Open ended questions should be included to encourage
learner curiosity and creativity.
 Brainstorming sessions can help students consider
visionary goals and creative ideas without judgment.
 Practicing the intuitive preferences of visualization and
abstract thinking can help students develop creativity.
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A Curriculum for Intuitors
 A curriculum specifically designed for intuitors should
focus on helping them learn to improve and rely on their
critical thinking skills during problem solving.
 Helping intuitive students improve their critical thinking
skills requires that students focus on more structured
solutions.
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A Curriculum for Intuitors (cont)
 An exercise to develop sensing capabilities is to have
students visualize a broad, creative, long-term solution
and dissect it into tangible, practical, and measurable
steps.
 This activity enables students to understand and
appreciate the actual requirements necessary to
accomplish the goal.
 Recognizing the details required to accomplish solutions
will help intuitors evaluate options based on reality and
help them remain grounded and critical in their thinking.
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10 Minute Break
Please return promptly
After the break, a fun activity to explore the
importance of critical thinking and creativity within
teamwork
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Team Dynamics
 Recognition of individual patterns of behavior allows unique
contributions to be valued by team members
 Identifying personal styles of processing information is
essential for effective teamwork.
 Awareness of personal preferences can assist a team
improve interpersonal communication and develop an
increased understanding of and appreciation for individual
approaches.
 Effective teamwork requires a well-rounded, comprehensive
skill set and appreciation for team member’s individual
styles of thinking and communicating.
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Teamwork in Technical Fields
Effective teamwork is essential in all technical fields:
 Construction technology
 Automotive technology
 Emergency dispatch/paramedics/medical technicians
 Health occupations technology and nursing
 Engineering technology
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Effective Teambuilding
• Effective teambuilding is based on recognizing the
team strengths and identifying limitations
• The Team Management Index (TMI) (Margerison &
McCann, 2000) delineates eight specific work
functions necessary within high performance teams
• These researchers contend that each of the eight
types of work should be present for optimal team
performance, regardless of the team’s objectives
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Types of Work Wheel
Advising:
Gathering and reporting information
Innovating: Creating and experimenting
Promoting: Exploring & presenting opportunities
Developing: Assessing & testing new approaches
Organizing: Strategizing the goals & objectives
Producing: Implementing goals & objectives
Inspecting: Auditing functionality of systems
(c) Prado Limited, 1995, 2000
Maintaining: Upholding standards & procedures
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TMI Dichotomies
• The Team Management (TMI) is based on Carl Jung’s
psychological types, which is also the theoretical basis
for the MBTI
• The TMI uses similar dichotomies as the MBTI and
superimposes these dichotomies onto the eight types of
work model.
• The resultant model aligns personality types with
preferred types of work.
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TMI/MBTI Dichotomies
relating with others
extrovert
introvert
information gathering and processing
practical /sensing
creative/intuition
decision-making
analytical /thinking
beliefs/ feeling
organizing self and others
structured /judging
flexible/ perceiving
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Types of Work/Individual Preferences
(c) Prado Limited, 1995, 2000
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Types of Work/MBTI Types
ENTP
INTP
ENFP
ENFJ
Intuitors
ENTJ
INTJ
Sensors
INFP
INFJ
ESTJ
ESTP
Intuitors
Sensors
ISTJ
ISTP
ISFP
ESFP
ISFJ
ESFJ
(c) Prado Limited, 1995, 2000
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MBTI Types/Types of Work
Intuitors
INFP/INFJ - Advising
Gathering and reporting information
ENFP/ENFJ - Innovating
Creating and experimenting with ideas
ENTP/INTP – Promoting
Exploring and presenting opportunities
ENTJ/INTJ - Developing Assessing/testing new approaches
Sensors
ESTJ/ESTP - Organizing Strategizing the goals & objectives
ISTJ/ISTP – Producing
Implementing the goals & objectives
ISFJ/ESFJ – Inspecting
Controlling and auditing systems
ISFP/ESFP – Maintaining Upholding standards and procedures
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Rocket Race
•
Each team will use materials to design the
“rocket” that will go the farthest along the string
•
Materials—1 sheet of paper, 1 balloon,
1 straw, tape, critical thinking, and creativity
(1 replacement balloon per team will be available in the event of
catastrophic failure during test)
•
Teams will have 30 minutes to design, develop, and test
their rockets prior to the competition
•
Following the competition, teams will debrief their process
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Team Debriefs:
Types of Work Used During the Activity
Intuitors
INFP/INFJ - Advising
Gathering and reporting information
ENFP/ENFJ - Innovating
Creating and experimenting with ideas
ENTP/INTP – Promoting
Exploring and presenting opportunities
ENTJ/INTJ - Developing Assessing/testing new approaches
Sensors
ESTJ/ESTP - Organizing Strategizing the goals & objectives
ISTJ/ISTP – Producing
Implementing the goals & objectives
ISFJ/ESFJ – Inspecting
Controlling and auditing systems
ISFP/ESFP – Maintaining Upholding standards and procedures
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Conclusion
 Within the individual preferences for perceiving
information, sensors (S) tend to be naturally critical in
their thinking processes and intuitors (N) tend to be more
creative.
 Technical education should develop habits of thought that
require both critical thinking and creativity in the
framework of realistic situations and experience.
 Technical education students require practice to evaluate
data and solve technical problems both critically and
creatively.
 Creating lesson plans that focus on developing students’
specific needs can provide inspiration, generate
challenges, offer personal encouragement, and empower
development of the ability to think critically and creatively.
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Conclusion (cont.)
 Effective teamwork requires a blend of diverse
personalities to successfully accomplish each of the
types of work required within technical tasks.
 Instructors should provide inspiration, generate
challenges, and offer personal encouragement to
empower students to develop the ability to critically
think with creativity in individual and team projects.
 The ability to think both critically and creatively may
enhance students’ technical capabilities, professional
aptitude, and personal confidence.
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MBTI Self-Assessment Website
The following website can be used to take a free
test similar to the MBTI:
http://www.humanmetrics.com/cgi-win/JTypes2.asp
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Thanks for participating!
Questions or Comments?