Exploring the Interdependence of Thinking, Learning, and Teaching: An Analysis of 20 Creative Instructional Strategies

Abstract

This study investigates the interdependent and intertwined nature of thinking, learning, and teaching. It emphasizes that teaching thinking should be more than just passing on skills; it should instill a drive to think, an attitude of intellectual engagement, and the notion that thinking is both valuable and appropriate. Drawing on the work of notable theorists such as Fisher (1998), Sternberg (1990), and Grigorenko & Sternberg (1997), the study emphasizes the necessity of recognizing the various thinking styles of both students and teachers. The research offers and examines 20 creative teaching tactics, including divergent, convergent, fake imagination, and caring attitude kinds, all of which help to improve the learning process. These tactics are further investigated in the context of practical teaching activities, such as employing all five senses in geography sessions, role-playing in general studies courses, and using visuals to improve mathematical learning. Finally, the paper discusses the tactics' relevance across subjects and their potential to inspire creativity in the classroom.