Hugh Sutherland In-Service

1. Hugh Sutherland In-Service November 29, 2011 Prepared By Carmen Christie-Bill Chinook’s Edge School Division

2. Goals for Today Defining Critical Thinking & Inquiry-Based Learning Understanding of key terms associated Development of criteria & how students develop Sharing resources How does critical thinking/inquiry increase student engagement? Collaboration with colleagues & making connections to your own curricular discipline

3. Agenda What is Critical Thinking, Inquiry-Based Learning & Authentic Learning? Developing Criteria- in table teams Exemplar Lessons: Critical Thinking language & skills Authentic Learning Activities- Examples to peruse Resource Sharing Closure

4. Definitions- 15 mins • Why Critical Thinking? • Definitions of Critical Thinking, Inquiry Learning, & Authentic Learning • Video: Key Messages/Words that Resonate • Common Verbs & Links to Bloom’s Taxonomy

5. Critical Thinking Specific Definitions • Criteria- a standard or test by which individual things or people may be compared and judged in (Math/Science) • Evidence- “everything that is used to determine or demonstrate the truth of an assertion proven via evidence (plays an important role is academic disciplines) • Observation- data collected during an activity using all senses (sight, sound, touch, taste, smell) or through use of scientific instruments • Inference- is the act or process of deriving logical conclusion from premises known or assumed to be true based on one’s point of view or a collective group perspective

6. Critical Thinking Specific Definitions • Point of View-a stance or viewpoint of an individual based on their own world view, life experiences, and person bias • Perspective- the stance or viewpoint of a particular interest group has in relation to topic of interest which includes the collective biases and beliefs of the group (ex. industrialist vs. environmentalist) • World View- a comprehensive world view that is understood within an individual society which encompasses the entirety of the society’s knowledge and what they believe to be true

7. Critical Thinking Specific Definitions • Judgment- Upon looking at the observed evidence a judgment is made based upon the criteria • Ranking- determining how one piece of evidence or final judgement ranks in relation to other evidence or judgments based upon criteria and sound reasoning based upon the criteria. • Inference- the act or process of deriving logical conclusions from premises known or assumed to be true based upon observations. Inferences can be affected by one’s point of view, perspective and world views

8. Application in Your Discipline- 10 mins • Locate your program of study via Alberta Learning (or hard copy of your POS if you have it handy) • Highlight all critical thinking terms that you see within the front matter of your POS as well as your skills and knowledge sections within a unit of your choosing • Table talk- share embedded critical thinking pieces with your table group • Keep this handy, as later you will be asked how you can apply skills demonstrated into your specific program

9. Developing Criteria • Video: “Do You Think?” • Do students know how to sift through information to be able to determine relevance, accurateness or evidence of bias? • As a pair of “students”, use the rubric template to develop 5 criterion for developing inferences via observations when looking at various resource materials • Small group sharing of criteria

10. Application: Students Developing Criteria- 15 mins • Uses of Criteria: • Refer back to the program you chose to explore today look through program to see potential places where you can embed this concept of developing criteria • Time to Converse: How can you apply this concept to your own curriculum? • Caution: Formative Vs Summative • Formative assessments- as students are gaining skills • Summative assessments- done after the students have experienced learning and are ready to show what they have learned • Criteria graded and reported must be on curricular outcomes

11. Authentic Learning, Inquiry and Critical Thinking Samples- 20min • Authentic Learning embeds inquiry and critical thinking in a meaningful and relevant way. Samples: Galileo.org- Authentic Lesson Exemplars • Examples of Critical Thinking/Inquiry Based Learning on in-service Wiki: • Science/Math/Art/Machine Shop: • Have students develop criteria for science projects and experiments- shift from teacher directed and shift to teacher guided • Provide multiple materials for an experiment (or have students determine materials needed) and have teams of students try to generate desired result in methods of their choosing- share challenges and triumphs (can learn a great deal from both) • Bring in an expert (engineer, chemist, carpenter, artist, welder…)- to provide background information (have students develop powerful thoughtful questions prior). Engage in a contest for students where they have to create or conduct an experiment that is linked to a real world problem that needs a creative solution. At the end have the expert come in and judge to determine who would be commissioned, or who would win the bid. • Allow students to crate a question or problem (curricular related) for classmates to solve critically

12. Application: Authentic Learning • As you peruse examples, what are some ways that you could apply concept to your own curriculum and how students engage with learning? • Looking through your POS, as an individual or teaching partnership think of specific examples of how this concept could be infused in your subject area. • Authentic- direct link to real life, solving a real problem, or providing a service that the community needs • Allowing students to be creative, come up with unique solutions to solve the problem or meet the task based upon developed criteria. • Share examples with table group and large group

13. Possible Next Steps • Infuse Critical Thinking and Inquiry skills right away as favorable learning opportunity arises: • Science Experiments- have students develop experiment possibilities to reach desired outcome, or provide students with materials needed and have them solve how to use materials to create • Math- have students formulate problems for classmates to solve, provide time for students to reason and figure out steps on own, before jumping in. • Begin with one critical thinking skill embedded in context of curriculum: • Developing powerful questions • Developing criteria • Analyzing images, media and text • Link to a larger Authentic curricular project that incorporates these critical thinking and inquiry learning skills where students: • Provide students with opportunities to develop inquiry questions that they will apply critical thinking skills towards as they are learning their content in a personalized and meaningful manner • Bring in experts to judge student work based upon criteria • Have students solve a real world problem or service

14. Additional Resources- 10 mins. • TC2 (The Critical Thinking Consortium): • Electronic Source Book  (includes Learn Alberta Critical Challenges that are embedded into SS curriculum, which can be assessed via Learn Alberta by Grade level, Topic and specific outcomes • On-line Store  • Professional Resources- including discussions and stories from the classroom in relation to critical thinking • Publications and On-line Subscriptions • One hour webinar sessions ($20 fee)- excellent interactive sessions in relation to critical thinking and inquiry across curriculum and grade levels.  Month by month calendar of offerings to choose from. • Various Books and Resources • Carmen Christie-Bill can be booked to help plan with individual or groups of teachers as requested (curricular samples & resources compiled for CESD)