Chipola College
Task 4.1_.2.1 Lesson(s) to Teach Critical and Creative Thinking (Product)
MAE/SCE 3320/4330 – Teaching Methods in Middle School/Secondary Mathematics/Science
Standards Infused and Assessed
Educator Accomplished Practice Indicators: 4.01, 4.02, 4.06, 4.07, 4.08
INTASC Indicators:
4.01, 4.02, 4.07, 4.08, 4.09
EAP-ACP Critical Skills:
4.2, 4.3
Scoring Rubric
View the complete text of Standard and Indicators for this Task
7/1/05 - This task combined 4.1 & 4.2.
Task Description
The teacher develops a lesson or lessons on facilitating students' use of critical and creative thinking
skills. The lesson includes objectives and a set of questions classified according to Bloom’s Taxonomy
of Cognitive Skills and must address appropriate Sunshine State Standards. The teacher delivers the
lesson and analyzes the results. The product consists of the lesson plan(s), the analysis, the assessment
instrument, and two samples of student work (one in which the student performed as expected and one
in which he/she did not).
What to submit?
Submit the lesson plan(s), including the questions, the assessment instrument, two samples of student
work (one in which the student performed as expected and one in which he/she did not), and a report
with the analysis of results.
Directions
Teaching critical and creative thinking skills is a fundamental aspect of teaching. In this task, you will
demonstrate your ability to plan lessons focused on critical or creative thinking or problem solving,
teach the lesson(s), assess the results, and reflect on your success. Two key aspects of teaching critical
thinking are the use of questioning techniques in class and the assessment of thinking skills after
teaching. You should do the following:
1. Select a lesson or lessons that lend themselves to critical/creative thinking and problem solving.
2. Each lesson must include the Sunshine State Standard Codes specific for the objectives taught.
The code must include the strand, standard, benchmark, level, grade level expectation, and
grade (short form). Each component must be explicitly stated (long form).
3. Write objectives for that lesson with at least one objective from each of the following pairs of
taxonomy levels: knowledge/comprehension, application/analysis, synthesis/evaluation. (There
should be more than three objectives, though.)
4. Classify the objectives in the lessons according to Bloom's cognitive taxonomy; another theory
of thinking skills (e.g., Torrance, De Bono, Guilford, Gardner, or Williams); or a planning
guide for instruction specifically designed for creativity, higher-order, or critical thinking skills.
5. Incorporate specific instructional activities in which you can model or demonstrate the skills
you want your students to learn and demonstrate.
6. Include at least two questioning activities that would demonstrate learning for each objective.
You may pose problems, dilemmas, questions, or you may use other strategies in the lessons to
fulfill this requirement.
7. Conduct the planned instruction, using the questioning activities.
8. Include the materials and assessments and any activities to be used.
9. Conduct a post-assessment of the skills you were trying to teach. This assessment could be
either a traditional test or an alternative assessment.
10. After teaching and assessing the lesson(s), write an analysis of how the students responded to
the questions and the extent to which students were able to exhibit their ability to think
critically and creatively and to solve problems. Include the following in your analysis:
o A narrative discussion of what happened during the lesson(s), including how you
modeled the skills and what your students did
o An analysis of how the students responded to your questions at the level of
creative/critical thinking planned
o A description of how you modified and adjusted your strategies during delivery
o An analysis of the assessment results
o Discussion of how you would modify the lesson the next time it is delivered
01/25/05
© Copyright 2002, Florida Department of Education
Task 4.1_2.1: Lesson(s) to Teach Critical and Creative Thinking
Name: _____________
Submission #: ____
FEAP 4.01: Provides opportunities for students to learn higher-order thinking skills.
FEAP 4.02: Identifies strategies, materials, and technologies which she/he will use to expand
students’ thinking abilities.
FEAP 4.06: Varies her/his role in the instructional process (instructor, coach, mentor, facilitator,
audience, critic, etc.) in relation to the purposes of instruction and the students’ needs,
including linguistic needs.
FEAP 4.07: Demonstrates and models the use of higher-order thinking abilities.
FEAP 4.08: Modifies and adapts lessons with increased attention to the learners’ creative
thinking abilities.
Decision for E.A.P. on this Task (check one):
Demonstrated:
8 or more ratings are acceptable; none are unacceptable.
Partially Demonstrated: 5 to 12 ratings are marginal; none are unacceptable.
Not Demonstrated:
1 or more ratings are unacceptable.
Rating Scale Key: A = acceptable; M = marginal; U = unacceptable
Element
#
Criteria for "acceptable" rating
Rating
Plan
1
There is at least one objective for each pair of levels in
Bloom's taxonomy, and it is classified correctly according
to Bloom's taxonomy.
__ A __ M __ U
2
Each lesson includes the appropriate Sunshine State
Standard Codes specific for the objectives taught. This
code includes the strand, standard, benchmark, level, grade
__ A __ M __ U
level expectation, and grade (short form). Each
component must be explicitly stated (long form).
3
There are at least two questions or questioning activities
for each objective.
__ A __ M __ U
4
Activities, strategies, materials, and/or technologies
provide students the opportunity to expand their thinking
skills.
__ A __ M __ U
5
Instructional strategies provide for teacher modeling of the
__ A __ M __ U
skills to be learned.
6
The plan indicates that the teacher understands the
cognitive processes associated with various kinds of
learning and how these processes can be stimulated.
__ A __ M __ U
6
Assessment(s) provide students the opportunity to
demonstrate the use of higher order thinking.
__ A __ M __ U
7
Assessment(s) measure the higher order skills to be
acquired.
__ A __ M __ U
8
The teacher has provided opportunities for students to
learn higher-order thinking skills.
__ A __ M __ U
9
The teacher accurately includes all Sunshine State
Standards in both short and long form.
__ A __ M __ U
10
The teacher has correctly analyzed the level of
performance of the students on Bloom's taxonomy.
__ A __ M __ U
11
The teacher describes modifications made during
instruction, and they are appropriate.
__ A __ M __ U
12
The follow-up plan for subsequent learning is appropriate.
__ A __ M __ U
13
The teacher describes modifications suggested for future
instruction, and they are appropriate.
__ A __ M __ U
Assessment
Analysis/Report
Improvements Needed:
Comments:
01/25/05
© Copyright 2002, Florida Department of Education