Colegio Claret

Exploring Increments Over Time

Supported by:
Ashley Rossmiel Almonte Gómez
Lizbeth Alexandra Reyes Patricio
Diego Alejandro Estupiñan Madera
Ramses Agustin Carvajal Baez
Axel Lorenzo Javier Saldaña

Grade:
6th grade of High School

Teacher:
Leslie Carpio

Subject:
English

Due Date:
November 17st 2024

Sto.Dgo
Encourage students to develop critical and creative thinking.
Survey:
1. How often do you feel like you can express original ideas in your classes?
2. How much do you thank the tasks and projects that will foster your creativity?
3. How often can you openly question and debate the topics covered in class?
4. To what extent do you feel that teaching methodologies limit your ability to think
critically?
5. How many opportunities do you have to work on projects that encourage both critical and
creative thinking?
6. How often do you feel that your assessments (exams, assignments) promote critical and
creative thinking?
7. How often do your teachers motivate you to look for alternative solutions to the problems
raised?
8. To what extent is the classroom environment conducive to proposing and experimenting
with new ideas?
9. How much do you feel that your opinions and contributions are valued in the classroom?
10. How much would you like classes to include more activities that promote innovation and
critical thinking?

61 high school students were surveyed to find out their perspectives or opinions on the
center's educational system regarding their critical and creative thinking, how they develop
in classes, and what their suggestions are, etc.

The table reflects the perceptions of 61 Claret School students about how the educational system
encourages creativity and critical thinking. It is observed that only a minority feels that they can
always express original ideas (8.2%) or that their opinions are fully valued (12.1%). Although
more than 50% consider that classes should include more innovative activities, the responses
show a mixed picture regarding current methodologies, with 42.6% indicating medium
limitations in thinking critically.

The data reveal that current assessments and projects are not perceived as effective in fostering
critical and creative skills. For example, 31.1% believe that exams rarely promote these
capabilities, while 44.3% feel that they only sometimes work on relevant projects. Furthermore,
tasks that encourage creativity have a limited impact, being seen as moderately useful by 34.4%
and not very useful by 29.5%.

Despite areas of improvement, there are signs of progress. 27.9% of students affirm that teachers
frequently motivate them to look for alternative solutions, and 54.1% consider that the
environment is neutral or favorable to experiment with new ideas. These results highlight
opportunities to strengthen the educational system through changes in methodologies and
innovative activities.

Differences
Expression of original ideas: Although the school hopes that at least 50% of students can
always express their original ideas, only 8.2% currently do so. This represents a gap of 41.8%.
Promotion of creativity in tasks: Expectations indicate that at least 90% of students should feel
encouraged (between “always” and “frequently”), but only 27.8% reach these levels. Open
debate in class: It is expected that 90% can debate openly “always” or “frequently”, but only
23% perceive it that way. The low percentages for always and frequently expressing original
ideas highlight the limited impact of current teaching methods, as mentioned in the document.
Tasks and assessments are seen as only somewhat effective, with a significant number of
students perceiving teaching strategies as restrictive.

2. Key Improvement Areas:

Limiting methodologies: The school aspires to significantly reduce the limitations (40%
“never” and 40% “rarely”), but the actual results show that 42.6% of the students consider the
limitations to be medium, and 21.3% the limitations. perceived as high. Assessments and
critical thinking: The expectations are that 90% of students perceive that assessments promote
these skills, but currently only 24.6% feel this way. While students crave innovation and
creativity, only a fraction currently experiences such opportunities. The alignment between these
data sources emphasizes the need for reformed teaching methodologies and assessments.

3. Positive Areas:

Alternative solutions: Although expectations are high (90% between “always” and
“frequently”), 44.3% of students already report a favorable perception, which indicates
significant progress. Desire for innovative activities: The school expects that all students desire
these activities, and 50.8% already show this inclination, which is a good starting point.
While challenges persist, the graph showing interest in innovative activities provides an
optimistic outlook. More than half of the students have a clear inclination toward innovative
learning, mirroring the progress noted in the document where 28% of students feel encouraged to
explore alternative solutions.

Final Report:
This study takes a closer look at how students feel about the way their school encourages critical
and creative thinking. It highlights some important gaps between what the school aims to achieve
and how students actually experience their education. For instance, only 8.2% of students feel
they always have the chance to express original ideas, and just 23% believe they can frequently
participate in open debates. Tasks and assessments, which should help develop creativity and
critical thinking, are often seen as only somewhat effective or, in many cases, not helpful
enough.

Despite these challenges, there are some positive signs. Around 28% of students say their
teachers often encourage them to find alternative solutions, and over half feel the classroom
environment allows for trying out new ideas. There’s also a strong interest in making classes
more engaging, with more than 50% of students wanting activities that promote innovation and
creativity.

Students feel that tasks, projects, and even assessments don’t do enough to push their creativity.
The first graph backs this up. The low numbers in the always and frequently categories show that
there’s a disconnect between the classroom environment and the innovative, open space students
are asking for. But it’s not all bad! The graphs also show hints of progress, like how over 50% of
students are ready and excited for more creative approaches. This is where the school has a real
chance to shine by rethinking teaching methods and making learning more dynamic.

The data tells us that students aren’t just waiting they’re hoping for change. The strong interest in
innovative activities gives educators a clear starting point. By designing classes that invite open
discussions, encourage problem-solving, and value every student’s input, schools can bridge the
gap between aspirations and reality.

This report makes it clear that while there is progress, there’s still work to be done. By
improving teaching methods and designing projects and assessments that truly challenge students
to think critically and creatively, the school can better prepare them for the future. This is an
opportunity to bridge the gap between goals and reality, creating an educational experience that
helps students reach their full potential. This isn’t just about numbers or graphs it’s about making
learning a place where students feel inspired and heard. By listening to their voices and using
their feedback, schools can create classrooms that aren’t just about ticking boxes but about
sparking ideas, debates, and creativity. After all, when students are given the tools to think
critically and creatively, the possibilities are endless.

References:
Robinson, K. (2011). Out of Our Minds: Learning to Be Creative. Capstone.

OECD (2019). Measuring Innovation in Education 2019. OECD Publishing.

Brookhart, S. M. (2010). How to Assess Higher-Order Thinking Skills in Your Classroom.

Csikszentmihalyi, M. (1996). Creativity: Flow and the Psychology of Discovery and Invention.
HarperCollins.

Educational Testing Service (ETS). (2013). Assessing Critical Thinking in Higher Education:
Current State and Directions for Next-Generation Assessment. ETS Research Report Series.

Dweck, C. (2006). Mindset: The New Psychology of Success. Random House.

OECD (2019). Measuring Innovation in Education 2019. OECD Publishing. This report
highlights global trends in educational methodologies and the integration of critical thinking and
creativity in curricula, reflecting similar limitations found in the data presented.

Brookhart, S. M. (2010). How to Assess Higher-Order Thinking Skills in Your Classroom.

Csikszentmihalyi, M. (1996). Creativity: Flow and the Psychology of Discovery and Invention.
HarperCollins. This book explores the conditions needed to foster creativity, relevant to the
findings showing a neutral or favorable environment for experimenting with new ideas.

Educational Testing Service (ETS). (2013). Assessing Critical Thinking in Higher Education:
Current State and Directions for Next-Generation Assessment. ETS Research Report Series. This
source discusses the challenges and strategies for measuring critical thinking, relevant to the
perceived limitations in assessments highlighted in the results.

Dweck, C. (2006). Mindset: The New Psychology of Success. Random House. Dweck’s theory
of growth mindset can explain the importance of encouraging alternative solutions and
innovative thinking, areas where some progress was observed according to the student feedback.