Transition Model Perspective
Creating thinking skills can be developed effectively through active teaching strategies. Because the skills imply free control of imagination and ability to make associations between ideas, a transition model can allow teachers to render all possible information to their students through active engagement and interaction.
Because the model is composed of 6 elements, including information sources, transmitter of the message, channel for transmission, receive who decodes the message received, destination of the message, and noise, which a dysfunctional factor interfering with the normal message transmission (Good and Brophy, 2008).
All these factors should be carefully considered by a teacher. While communicating with students, teachers should consider communication as an objective for making connection between ideas and for expressing various attitudes (Duran, 2006). Therefore, it is possible to introduce specific tools and methods that would enhance creative thinking skills.
Social Construction Perspective
Aside from applying internal models of interaction between students and their teachers, it is also imperative to apply a social construction model that would allow students to associate their skills with various social contexts. In other words, teacher interacts with their students to construct, interpretation, meaning, and knowledge (Lyons & LaBoskey, 2002).
In addition, teacher should place an emphasis on the narrative practice that will enlarge students’ outlook on social context and create opportunities for better realizing creative-thinking skills. Using such model in combination with transition model tools is efficient in producing the desired outcomes.
Specifically, students can learn to make connection between theoretical frameworks received through teachers’ messages and find practical application of the received knowledge through a social construction model.
Therefore, these models are interconnected. In this respect, each activity related to developing creative-thinking skills will be connected with real social context. Students should rely on their personal experience and listen to real-to-life texts so as to be able to make connection between their personal impressions and the actual situations.
Assessment Rubrics for Oral Presentations
The assessment rubrics will be composed of three criteria – students’ ability to make up stories within the specific instructions, student’s degree of understanding of connection between ideas, and students’ ability to relate their stories to real-to-life situations. The grading will be based on three criteria as well – below expectations, meets standards, and above expectations.
|Criteria||Below Expectations||Meets Standards||Below Expectations|
|Ability to Make Stories within the Specific Instructions||Student can make up a short story, but fails to fit the presented instructions.||Student successfully meets the instructions, while making up a story.||Student provides a well-developed story with a logical ending and meets the instructions with detail.|
|Specific’s Degree of Understanding of Connection between Ideas||Student fails to make connection between proposed ideas.||Student makes reasonable connection between ideas in the text.||Student makes detailed connection between ideas and provide personal outlook on them.|
|Student’s Ability to Relate Their Stories to Real-to-life Situations||Student fails to introduce personal experience into a context to connect it to the proposed story.||Student provides a sufficient connection between personal experience and develops a logical narration with regard to the proposed story.||Students make full and logical connection between personal experience and the proposed story. He/she also manages to render personal outlook on concepts in the text. Details are also introduced to meet the required instructions. Student also applies to create thinking to draw the parallels.|
Duran, E. (2006). Teaching English Learners in Inclusive Classrooms, US: Charles C Thomas Publishers.
Good, T. L., & Brophy, J. E. (2008). Looking in Classrooms. US: Pearson/Allyn and Bacon.
Lyons, N., and LaBoskey, V. K. (2002). Narrative Inquiry in Practice: Advancing the Knowledge of Teaching. US: Teacher College Press.