Educational Research and Innovation

Fostering Students’
Creativity and Critical
Thinking
WHAT IT MEANS IN SCHOOL

Stéphan Vincent-Lancrin, Carlos Gonzalez-Sancho,

Mathias Bouckaert, Federico de Luca, Meritxell Fernândez-
Barrerra, Gwénaël Jacotin, Joaquin Urgel and Quentin VidalA

//O E C D
B E T T E R P O L IC IE S F O R B E T T E R L IV E S
Table of ContentsA
F o re w o rd 3

A c k n o w le d g e m e n ts 4

E x e c u tiv e s u m m a r y 14

Chapter 1. Overview 17
W h y c r e a tiv ity a n d c r itic a l th in k in g m a tte r 18

F o s te r in g c r e a tiv ity a n d c r itic a l th in k in g in e d u c a tio n : P r o je c t o b je c tiv e s 20

B e tte r u n d e r s ta n d in g c r e a tiv ity a n d c r it ic a l th in k in g 23

R u b r ic s t o s u p p o r t c r e a tiv ity a n d c r it ic a l th in k in g in te a c h in g a n d le a r n in g 26

L e s s o n p la n s t o s u p p o r t c r e a tiv ity a n d c r itic a l th in k in g 29

P r o fe s s io n a l d e v e lo p m e n t p la n s 34

F e e d b a c k fr o m th e f ie ld w o r k 35

T a k e - a w a y s a n d n e x t s te p s 39

N o te s 42

R e fe r e n c e s 42

Chapter 2. Creativity and critical thinking: From concepts

to teacher-friendly rubrics 45
C r e a t iv it y a n d c r itic a l th in k in g : T w o d is tin c t s k ills th a t m a tte r 46

D e fin itio n s , th e o r ie s a n d d im e n s io n s o f c r e a tiv ity a n d c r itic a l th in k in g 54

U s in g r u b r ic s to im p r o v e te a c h in g , le a r n in g a n d a s s e s s m e n t 65

D e v e lo p m e n t o f th e O E C D r u b r ic s : T h e c o n v e r g e n c e p r o c e s s 76

H o w te a c h e r s a n d te a m s u s e d th e r u b r ic ( s ) in th e fie ld 78

S u m m a r y a n d c o n c lu s io n 83

N o te s 86

R e fe r e n c e s 86

A n n e x 2 . A 1 . O E C D d o m a in - s p e c if ic r u b r ic s o n c r e a tiv ity a n d c r itic a l th in k in g 93

A n n e x 2 . A 2 . E x a m p le s o f r u b r ic s u s e d o r d e s ig n e d b y p r o je c t te a m s in

p a r t ic ip a t in g c o u n tr ie s 96

Chapter 3. Eleven signature pedagogies related

to the fostering of creativity andcritical thinking 99
S ig n a tu r e p e d a g o g ie s : W h a t a r e w e ta lk in g a b o u t? 100

1 . C r e a tiv e P a r tn e r s h ip s ( a ll s u b je c ts ) 101

2 . D e s ig n T h in k in g ( a ll s u b je c ts ) 103

3 . D ia lo g ic te a c h in g ( a ll s u b je c ts ) 105

FOSTERING STUDENTS’ CREATIVITY AND CRITICAL THINKING © OECD 2019 - 7

 4 . M e ta c o g n itiv e p e d a g o g y ( m a th s e d u c a tio n , a ll s u b je c ts ) : C R E A T E 107

5. M o d e r n B a n d m o v e m e n t ( m u s ic e d u c a tio n ) 109

6 . M o n te s s o r i ( a ll s u b je c ts ) 111

7 . O r f f S c h u lw e r k ( m u s ic e d u c a tio n ) 113

8 . P r o je c t- B a s e d L e a r n in g ( s c ie n c e e d u c a tio n , a ll s u b je c ts ) 115

9 . R e s e a r c h - b a s e d le a r n in g ( s c ie n c e e d u c a tio n ) 117

1 0 . S tu d io T h in k in g ( v is u a l a r ts e d u c a tio n ) 119

1 1 . T e a c h in g fo r A r tis tic B e h a v io r ( v is u a l a r ts e d u c a tio n ) 121

R e fe r e n c e s 123

Chapter 4. Creativity and critical thinking in everyday teaching

and learning 127
A fr a m e w o r k to d e s ig n le a r n in g e x p e r ie n c e s th a t n u r tu r e c r e a tiv ity a n d c r itic a l th in k in g 128

W h a t c o u ld it lo o k lik e ? E x a m p le s fr o m le s s o n p la n s a c r o s s s u b je c t a r e a s 135

K e y in s ig h ts 158

N o te s 161

R e fe r e n c e s 162

Chapter 5. Teacher professionaldevelopment plans 165

In tr o d u c tio n 166

T e a c h e r p r o fe s s io n a l d e v e lo p m e n t p la n s : th e k e y in g r e d ie n ts 166

I n d iv id u a l f o llo w - u p 171

P e e r d ia lo g u e 174

L e s s o n s le a r n t 179

R e fe r e n c e s 181

Chapter 6. Teacher attitudes and practices around creativity

and critical thinking 183

In tr o d u c tio n 184

S h a p in g te a c h e r s ' a ttitu d e s a n d p r a c tic e s f o r fo s te r in g in n o v a tio n s k ills 184

T e a c h e r a ttitu d e s to w a r d s c r e a tiv ity a n d c r itic a l th in k in g 188

T e a c h e r s ' in s tr u c tio n a n d a s s e s s m e n t p r a c tic e s a r o u n d c r e a t iv it y a n d c r itic a l th in k in g 199

T e a c h e r s ' r e p o r ts o n th e in te r v e n tio n 204

K e y in s ig h ts 211

N o te s 213

R e fe r e n c e s 215
A n n e x A . L is t o f ta b le s a v a ila b le o n lin e 219

8 - FOSTERING STUDENTS’ CREATIVITY AND CRITICAL THINKING © OECD 2019

Chapter 7. Effects of the project on students' outcomes and
development of survey instruments 221A
T h e O E C D - C E R I p r o je c t 222

T h e r e s e a r c h q u e s t io n s 223

D e v e lo p m e n t a n d v a lid a t io n o f th e in s tr u m e n ts 224

T h e s tu d y g r o u p 226

M e a s u r in g th e e f f e c t s o f th e in t e r v e n t io n w it h s tu d e n ts 240

A s n a p s h o t o f c la s s le v e l a n a ly s is 247

C o n c lu s io n s 251

N o te s 254

R e fe r e n c e s 255

Chapter 8. Country Team Notes 257

B r a z ilia n T e a m 259

D u tc h T e a m 267

F r e n c h ( C R I) T e a m 275

F re n c h (L a m a p ) T e a m 281

H u n g a r ia n T e a m 287

I n d ia n T e a m 293

R u s s ia n T e a m 299

S lo v a k T e a m 305

S p a n is h ( M a d r id ) T e a m 311

Thai Team 315

U K ( W e ls h ) T e a m 323

U S ( M o n t e s s o r i) T e a m 329

U S ( V is ta ) T e a m 333

N o te s 337

List of Figures
F ig u r e 1 .1 . T h e o r y o f a c t io n o f d e v e lo p m e n t p h a s e o f th e p r o je c t 23

F ig u r e 1 .2 . T h e o r y o f a c t io n f o r a n O E C D v a lid a t io n p r o je c t o n c r e a t iv it y a n d

c r it ic a l t h in k in g 40

F ig u r e 2 .1 . C r it ic a l s k ills f o r th e m o s t in n o v a t iv e jo b s , b y t y p e o f in n o v a t io n 48

F ig u r e 2 . 2 . M o s t s o c ie tie s s u p p o r t th e f o s t e r in g o f c r e a t iv it y a n d c r it ic a l t h in k in g

in e d u c a t io n 52

F ig u r e 2 . 3 . S k ills f o r in n o v a t io n : T h r e e s k ills c a te g o r ie s 53

FOSTERING STUDENTS’ CREATIVITY AND CRITICAL THINKING © OECD 2019 - 9