PISA 2022: Creative thinking should start in homes, schools - expert | ABS-CBN
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PISA 2022: Creative thinking should start in homes, schools - expert
Asking questions, allotting more time for creative thinking in classrooms, and encouraging conversations at home are some of the recommendations of a science education specialist and educational assessment consultant to address the poor performance of the Philippines in terms of creative thinking in the 2022 assessment of the Programme for International Student Assessment (PISA).
Asking questions, allotting more time for creative thinking in classrooms, and encouraging conversations at home are some of the recommendations of a science education specialist and educational assessment consultant to address the poor performance of the Philippines in terms of creative thinking in the 2022 assessment of the Programme for International Student Assessment (PISA).
Ivy P. Media, PhD, who conducts training for students and teachers, observes creative thinking is barely practiced in classrooms due to lack of time. Hence, students are not encouraged to design and articulate ideas.
Ivy P. Media, PhD, who conducts training for students and teachers, observes creative thinking is barely practiced in classrooms due to lack of time. Hence, students are not encouraged to design and articulate ideas.
Then there is also the lack of tools such as computers which is being used for the assessment.
Then there is also the lack of tools such as computers which is being used for the assessment.
“Titignan mo 'yung typical na classroom experience ng bata. Tinutulungan ba sila or ine-encourage ba sila mag-design, mag articulate ng mga ideas? And also visually, available ba ang mga tools kasi ang creative thinking is more on the tools. And marunong ba sila gumamit ng computer? Kasi computer-based ang assessment ngayon,” Dr. Mejia said.
“Titignan mo 'yung typical na classroom experience ng bata. Tinutulungan ba sila or ine-encourage ba sila mag-design, mag articulate ng mga ideas? And also visually, available ba ang mga tools kasi ang creative thinking is more on the tools. And marunong ba sila gumamit ng computer? Kasi computer-based ang assessment ngayon,” Dr. Mejia said.
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Giving students a creative thinking activity is not enough, she says, as ideas should also be evaluated and improved through conversations, discussions and comments in the classroom.
Giving students a creative thinking activity is not enough, she says, as ideas should also be evaluated and improved through conversations, discussions and comments in the classroom.
Creative thinking skills should progress starting from kindergarten all the way to senior high school.
Creative thinking skills should progress starting from kindergarten all the way to senior high school.
“Hindi na pa-practice ang creative thinking. So ang akala nila bigyan mo lang ng activity ay okay na. So dapat may progression ang creative thinking skills natin mula sa K stage 1, kinder hanggang sa senior high school kasi isa pa sa mga results 3 to 5 years na lagged daw ang Filipino students sa creative thinking. So imagine mo kung 15-year-old 'yan, ang kanyang creative thinking ay nasa 10-12 year-old student so malayong malayo talaga,” Mejia said, adding teachers should also be equipped to teach creative thinking.
“Hindi na pa-practice ang creative thinking. So ang akala nila bigyan mo lang ng activity ay okay na. So dapat may progression ang creative thinking skills natin mula sa K stage 1, kinder hanggang sa senior high school kasi isa pa sa mga results 3 to 5 years na lagged daw ang Filipino students sa creative thinking. So imagine mo kung 15-year-old 'yan, ang kanyang creative thinking ay nasa 10-12 year-old student so malayong malayo talaga,” Mejia said, adding teachers should also be equipped to teach creative thinking.
Singapore, she points out, practices “white space” where teachers have the autonomy to customize lessons to meet the needs of their students which is designed to improve interaction between students and teachers and learning engagement. Doing so, she said, can improve creative thinking among students and teachers.
Singapore, she points out, practices “white space” where teachers have the autonomy to customize lessons to meet the needs of their students which is designed to improve interaction between students and teachers and learning engagement. Doing so, she said, can improve creative thinking among students and teachers.
Creative thinking is defined by PISA as the ability to generate diverse ideas and creative ideas, and the ability to evaluate ideas and identify improvements to those ideas.
Creative thinking is defined by PISA as the ability to generate diverse ideas and creative ideas, and the ability to evaluate ideas and identify improvements to those ideas.
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Tests are situated in four different domain contexts: written expression, visual expression that involves communicating ideas and imagination through a range of different media, social problem solving that involves understanding different perspectives, addressing the needs of others, and finding innovative and functional solutions, and scientific problem solving, generating new ideas, designing experiments to probe hypotheses, and developing new methods or inventions to solve problems.
Tests are situated in four different domain contexts: written expression, visual expression that involves communicating ideas and imagination through a range of different media, social problem solving that involves understanding different perspectives, addressing the needs of others, and finding innovative and functional solutions, and scientific problem solving, generating new ideas, designing experiments to probe hypotheses, and developing new methods or inventions to solve problems.
Thus, in answering questions in the PISA assessment, the challenge is to come up with novel and useful ideas, diverse or different to each other, and can be evaluated or improved to ensure solutions are appropriate, enough, efficient, and effective.
Thus, in answering questions in the PISA assessment, the challenge is to come up with novel and useful ideas, diverse or different to each other, and can be evaluated or improved to ensure solutions are appropriate, enough, efficient, and effective.
Scorers use this critera in deciding whether to give full credit, partial credit, or no credit to the responses.
Scorers use this critera in deciding whether to give full credit, partial credit, or no credit to the responses.
“Paano ba sinusukat o iniiscoran? Kung ito ba ay relevant, kung novel ba o kung kaya ba i-evaluate ng kung ilang beses? Kasi ang scoring guide niya tatlong steps lang. Bago ba itong idea na to? Tapos susunod, diverse ba ang ideas? Susunod, na i-improve ba?” Mejia said.
“Paano ba sinusukat o iniiscoran? Kung ito ba ay relevant, kung novel ba o kung kaya ba i-evaluate ng kung ilang beses? Kasi ang scoring guide niya tatlong steps lang. Bago ba itong idea na to? Tapos susunod, diverse ba ang ideas? Susunod, na i-improve ba?” Mejia said.
Aside from a clear and specific policy, Mejia recommends the creation of an independent assessment agency or the country’s own PISA to regularly assess student performance and evaluate its assessment framework to cope with the demands of the times.
Aside from a clear and specific policy, Mejia recommends the creation of an independent assessment agency or the country’s own PISA to regularly assess student performance and evaluate its assessment framework to cope with the demands of the times.
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Mejia points out this will be similar to Finland’s Finnish Education Evaluation Centre (FINEEC), an independent authority responsible for Finland’s national evaluation of education beginning from early childhood and which operates as a separate unit within the Finnish National Agency for Education.
Mejia points out this will be similar to Finland’s Finnish Education Evaluation Centre (FINEEC), an independent authority responsible for Finland’s national evaluation of education beginning from early childhood and which operates as a separate unit within the Finnish National Agency for Education.
Another is Australia’s Australian Curriculum, Assessment and Reporting Authority (ACARA), also an “independent statutory authority responsible for the development of a national curriculum, a national assessment program, and a national data collection and reporting program that supports learning for Australian students.”
Another is Australia’s Australian Curriculum, Assessment and Reporting Authority (ACARA), also an “independent statutory authority responsible for the development of a national curriculum, a national assessment program, and a national data collection and reporting program that supports learning for Australian students.”
A whole-of-nation approach is needed to address the country’s PISA ranking, Mejia says, and a solution may start from the home.
A whole-of-nation approach is needed to address the country’s PISA ranking, Mejia says, and a solution may start from the home.
Parents should encourage children to join conversations and do away with the “pwede na yan” mentality or settling for less than the best that one can give.
Parents should encourage children to join conversations and do away with the “pwede na yan” mentality or settling for less than the best that one can give.
This, Mejia says, can affect a child’s imagination and creativity and be unable to come up with solutions to problems.
This, Mejia says, can affect a child’s imagination and creativity and be unable to come up with solutions to problems.
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“Culturally, sanay tayo na pag may mga dumarating na mga problema sa atin sanay tayo doon sa mga expression na ‘ganoon talaga,’ ‘yun na nga yun,’ ‘pwede na yan’ 'di ba? So 'yung mga expression na 'yun actually nakakaapekto sa imagination ng bata. Hindi lang bata, tayo mismo, parang there are no different ways to solve a problem. So bumaba ang imagination skills kasi hindi mo binigyan ng opportunity,” Mejia said.
“Culturally, sanay tayo na pag may mga dumarating na mga problema sa atin sanay tayo doon sa mga expression na ‘ganoon talaga,’ ‘yun na nga yun,’ ‘pwede na yan’ 'di ba? So 'yung mga expression na 'yun actually nakakaapekto sa imagination ng bata. Hindi lang bata, tayo mismo, parang there are no different ways to solve a problem. So bumaba ang imagination skills kasi hindi mo binigyan ng opportunity,” Mejia said.
“At kung ito’y naririnig ng mga bata, lumalaki rin silang ganyan: ‘ganoon talaga,’ ‘yun na nga lang yun,’ ‘pwede na yan’… Kung hindi mo sinabi 'yung pwede na yan, aabot ka doon sa level ng creative thinking ng PISA na evaluation. Kasi kung pwede na 'yan, hindi ka na mag-eevaluate. Dapat ang sagot mo ‘Tignan pa natin, ano pa ang mas magandang idea.’ Hindi 'yung ‘pwede na yan.’”
“At kung ito’y naririnig ng mga bata, lumalaki rin silang ganyan: ‘ganoon talaga,’ ‘yun na nga lang yun,’ ‘pwede na yan’… Kung hindi mo sinabi 'yung pwede na yan, aabot ka doon sa level ng creative thinking ng PISA na evaluation. Kasi kung pwede na 'yan, hindi ka na mag-eevaluate. Dapat ang sagot mo ‘Tignan pa natin, ano pa ang mas magandang idea.’ Hindi 'yung ‘pwede na yan.’”
She adds: “Culturally, sa bahay ang mga bata ay bawal magtanong. Pag nagkukuwentuhan ang matatanda, ‘Huwag ka magtatanong, hindi ito pambata’ …Asking questions or curiosity is part of creative thinking. Hindi rin 'yun nafo-foster or napa-practice sa loob ng bahay.”
She adds: “Culturally, sa bahay ang mga bata ay bawal magtanong. Pag nagkukuwentuhan ang matatanda, ‘Huwag ka magtatanong, hindi ito pambata’ …Asking questions or curiosity is part of creative thinking. Hindi rin 'yun nafo-foster or napa-practice sa loob ng bahay.”
In classrooms, students are urged to see knowledge as tentative and changing and teachers should encourage students to come up with various solutions to a problem.
In classrooms, students are urged to see knowledge as tentative and changing and teachers should encourage students to come up with various solutions to a problem.
“Sa classroom naman, pag dating doon, ang akala ng mga estudyante ay ang libro ay final na. So lahat ng nakasulat doon ay final na. Ni hindi nila alam na ang knowledge generation ay tentative at changing. Kung ano ang alam mo noong nakaraang taon, pwedeng magbago yan sa susunod na buwan, sa susunod na linggo or baka ito, after ng pag-uusap namin, magbago na ang aking kaalaman tungkol sa isang konsepto sa science, sa math at iba’t ibang disiplina,” Mejia said.
“Sa classroom naman, pag dating doon, ang akala ng mga estudyante ay ang libro ay final na. So lahat ng nakasulat doon ay final na. Ni hindi nila alam na ang knowledge generation ay tentative at changing. Kung ano ang alam mo noong nakaraang taon, pwedeng magbago yan sa susunod na buwan, sa susunod na linggo or baka ito, after ng pag-uusap namin, magbago na ang aking kaalaman tungkol sa isang konsepto sa science, sa math at iba’t ibang disiplina,” Mejia said.
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“Nasanay tayo na kung ano 'yung nakasulat doon, 'yun 'yun, bibliya 'yun at kung sa tingin mo final na 'yun, apektado ang imagination mo at creativity mo. Hindi dapat.”
“Nasanay tayo na kung ano 'yung nakasulat doon, 'yun 'yun, bibliya 'yun at kung sa tingin mo final na 'yun, apektado ang imagination mo at creativity mo. Hindi dapat.”
“Trabaho din 'yang nagsisimula sa mga magulang. Tulungan mo ang bata paano magtanong. Lalo na sa conversations, marami kang tanong, ang daming ideas na pwedeng i-generate ng bata... Creative thinking so dapat magmula talaga dapat sa bata, sa pamilya, na hindi lahat ng bagay ay final. Pwede itong magbago so kailangan ready ka na mag-isip ng bagong solution. Hindi lang ito para sa sarili mo kundi para rin sa komunidad na kinabibilangan mo.”
“Trabaho din 'yang nagsisimula sa mga magulang. Tulungan mo ang bata paano magtanong. Lalo na sa conversations, marami kang tanong, ang daming ideas na pwedeng i-generate ng bata... Creative thinking so dapat magmula talaga dapat sa bata, sa pamilya, na hindi lahat ng bagay ay final. Pwede itong magbago so kailangan ready ka na mag-isip ng bagong solution. Hindi lang ito para sa sarili mo kundi para rin sa komunidad na kinabibilangan mo.”
There is no need for a separate subject for creative thinking as it can be applied to various disciplines. Conversations are equally encouraged in school to allow students to articulate themselves.
There is no need for a separate subject for creative thinking as it can be applied to various disciplines. Conversations are equally encouraged in school to allow students to articulate themselves.
“Pag nasasabi mo, naiimagine mo, pag naiimagine mo, kasama din 'yung visual so kailagan ma-communicate mo through visuals... Kasi memorize ka lang nang memorize. Ang na pa-practice sa'yo memorization skill so kung susukatin ka sa memorization skill baka mataas ang iyong performance pero hindi dapat e. So dapat ang creative thinking skills talaga magmumula sa magulang, sa anak, and dapat sa barangay din… should be a whole of country approach and culturally kailangan din natin mahimay ano nga ba ang typical na nangyayari sa tahanan ng ganitong bata, hanggang siya ay lumaki, to foster and develop creative thinking,” Mejia said.
“Pag nasasabi mo, naiimagine mo, pag naiimagine mo, kasama din 'yung visual so kailagan ma-communicate mo through visuals... Kasi memorize ka lang nang memorize. Ang na pa-practice sa'yo memorization skill so kung susukatin ka sa memorization skill baka mataas ang iyong performance pero hindi dapat e. So dapat ang creative thinking skills talaga magmumula sa magulang, sa anak, and dapat sa barangay din… should be a whole of country approach and culturally kailangan din natin mahimay ano nga ba ang typical na nangyayari sa tahanan ng ganitong bata, hanggang siya ay lumaki, to foster and develop creative thinking,” Mejia said.
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