Critical Thinking

Critical Thinking

  • A deep understanding of and capacity to apply the elements and processes associated with critical thinking and problem solving. 
  • The ability to acquire, process, interpret, rationalize and critically analyze large volumes of often conflicting information to the point of making an informed decision and taking action in a timely fashion. 

 

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21st Century Fluencies: Fluency Snapshot
Conditions of Use:
Remix and Share
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This tool helps you evaluate the level of proficiency
that you or your students have with the 21st Century
Fluencies. The Fluency Snapshot Tool can be used
either with individual students or with groups.
There are 10 statements for each Fluency. As you
move through the statements, chose a value you feel
represents how well the individual or group has
demonstrated the characteristic. This is an editable
form that you can check the boxes in online or off.
Have your students assess themselves and discuss
the outcome. Compare your results in each Fluency
to determine where focus and improvement may be
needed. Revisit this again in the future and co

Subject:
Other
Material Type:
Teaching/Learning Strategy
Provider:
Global Digital Citizen Foundation
Date Added:
08/15/2018
3/4: Genuis Hour
Conditions of Use:
No Strings Attached
Rating

The students were given one period each week for 5 weeks to explore their interests and plan, implement and produce a Genius Hour Presentation in a format of their choosing. They began with a few worksheets to identify their interest areas and various ideas in which they may present their information and also various formats both electronically and paper-based which they could use to showcase their learning. The students used books, ipads and computers to access information. Various showcases included working replicas of battery-operated cars and helicopters, working volcanoes, a hockey rink, baking, painting and posters. Students were so engaged that most students completed the majority of their projects outside of school on their own time.

Subject:
English Language Arts
Material Type:
Activity/Lab
Homework/Assignment
Author:
Sun West School Division
Date Added:
09/13/2018
3 R's: Revolution, Reaction and Reform
Conditions of Use:
Read the Fine Print
Rating

Ms. DiMaggio's 4th graders explore the essential but complex concepts of revolution, reaction, and reform. They begin with what she calls a "Quick Write" in which students independently write about anything they know about the three given words. Students then discuss what they've written in small groups. Next, students rotate around the room in teams to analyze photos of historical events responding in writing with ŇI see. . . I think. . . I wonder. . .. Ms. DiMaggio was careful in selecting a wide variety of photos to post given the complexity of these concepts and to address possible misconceptions or limits to understanding. For example, some students initially focused on the word ŇrevolutionÓ being related to war or the 1800's. When they analyzed a photo of technology, they quickly realized a broader definition of "revolution".

Subject:
English Language Arts
Material Type:
Teaching/Learning Strategy
Provider:
Teaching Channel
Provider Set:
Teaching Channel
Date Added:
05/24/2018
Animal Unit: Critical Thinking
Conditions of Use:
Remix and Share
Rating

Unit: Animal
Lesson: Cells as basic building block of life
Lesson: Vertebrates
Lesson: Biomes/ecosystems
Lesson: How do decomposers work? Experiment
Lesson: Animal Adaptation
Lesson: Biodiversity-blanaced ecosystems
Lesson: Conservation and protecting plants, animals and the environment
Lesson: Animal Research

Subject:
Science
Material Type:
Assessment
Teaching/Learning Strategy
Provider:
Sun West School Division
Date Added:
08/15/2018
The Art of Persuasion: Rhetoric (logos, ethos, pathos)
Rating

Lesson Ideas: A good preface, what is rhetoric? Three kinds of proof, 5 canons of Rhetoric, Euphemisms, Dysphemisms, Slanters, Fallacies, Deductive versus Inductive Reasoning, Logic, Arugment Map, Communication Model, Fact Check

Subject:
English Language Arts
Material Type:
Diagram/Illustration
Provider:
Kidcourses: Creatively Smart
Date Added:
05/29/2018
The Art of Questioning: Content, Meaning and Style
Conditions of Use:
Read the Fine Print
Rating

Ms. Schaefer leads her 12th grade ELA students through a critical analysis of Atul Gawandes 'The Case of the Red Leg' through careful sequencing of questions.Initial questions ask students to react to the content of the text, forming and justifying their own opinions or perspective. This allows a maximum number of students to access the content and increases participation in the discussion. Questions then address the broader meaning of the text, using students understanding of the content to develop meaning and consider alternative points of view. Finally, questions focus on the style of writing and how stylistic elements contribute to the meaning found in the text.Structuring questions systematically gives students a tool for analyzing literature apart from the classroom so that their analysis is not dependent on teacher facilitation. Explicitly teaching students how to question is just as important as the analysis.

Subject:
Education
Material Type:
Teaching/Learning Strategy
Provider:
Teaching Channel
Provider Set:
Teaching Channel
Date Added:
05/24/2018
BYO (Building Your Own) Timeline - Learning Strategy
Rating

This is an individual or whole class strategy which combines reading/viewing comprehension skills with critical thinking skills. Individually or in groups, students choose one or several points from the timeline and create a sub-timeline related to the selected point(s). (Includes student graphic organizer)

Why use it?
- To examine events on a Canadian timeline in the context of a broader global timeline
- To help students develop the understanding that scientific discoveries and innovations contribute to, and are part of, a larger body of knowledge
- To consolidate learning after reading or viewing new material

Subject:
Education
Social Studies
History
Material Type:
Teaching/Learning Strategy
Provider:
Let's Talk Science
Author:
CurioCity
Date Added:
02/04/2019
Biology 30- Genetic Disorder Assessment- Alix Tuffs
Conditions of Use:
Remix and Share
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I created this assessment to end our genetics unit. This assessment allowed students to apply the knowledge they had gained throughout the unit. It connects to the 21st Century C's by encouraging critical thinking (for example one student further investigated her own colourblindess), it encouraged development of literacy skills as the students researched complex disorders on their own and provided a framework for communication and technology skills through the presentation. I presented this assessment using a Still Alice hook - "If your mother was diagnosed with early onset Alzheimer's would you take the test". I think this encouraged students to select a disorder/genetic issue based on their own interests and perhaps a genetic disorder in their family. Allowing the students to also use pharmaceutical and agriculture genetic cases created a broader focus enhancing the diversity of presentations.

Established Goals:

Students will…..

Foundational Learning Objective 3.2 (discussing examples of current uses of DNA in agriculture and pharmaceutical industries)

Foundational Learning Objective 2.9 (Discuss several human genetic disorders)

Foundational Learning Objective 3.3 (discuss the techniques of genetic screening).

Subject:
Science
Material Type:
Homework/Assignment
Author:
Sun West School Division
Date Added:
07/25/2018
Bullying and the Brain Case Study
Rating

In this case study, students will learn how to interpret MRI brain scans and to identify the functional regions (i.e., lobes) of the brain most likely impacted by bullying behaviour.

Context
Every day, teens struggle with bullying – at home, school and online. The social and biological impact of bullying behaviour will be explored through the interactive activities included in this case study. Students will learn how individuals that bully are often surrounded by negative pressures, and how being bullied may lead to mental illness later in life.

Subjects/Skills
Subject Focus: Science, Biology
21st Century Skills Focus: Critical Thinking, Communication, Collaboration

Subject:
Education
Health Education
Science
Biology
Material Type:
Activity/Lab
Diagram/Illustration
Game
Homework/Assignment
Lesson
Reading
Provider:
Let's Talk Science
Author:
CurioCity
Date Added:
01/21/2019
CONSEQUENCE MAPPING - Learning Strategy
Rating

A Consequence Map is a graphic organizer that requires students to think about the potential long-term impacts of a real or imaginary event, issue, problem, trend, or developing technology. Consequence mapping encourages deeper thinking about interrelationships and cause and effect.

Why use it?
- To have students think about the potential consequences, both intended and unintended, of an event, action, issue, problem, trend, or developing technology
- To develop systems thinking and critical thinking skills
- To help students identify and understand cause and effect relationships

Subject:
Arts Education
Career & Work Exploration
Education
Language Education (ESL)
English Language Arts
Health Education
Math
Physical Education
Practical & Applied Arts
Science
Social Studies
Material Type:
Teaching/Learning Strategy
Provider:
Let's Talk Science
Author:
CurioCity
Date Added:
02/04/2019
COST-BENEFIT ANALYSIS - Learning Strategy
Rating

This is an individual, pair or small group learning strategy which is used to help students organize information for the purpose of making a decision. People often use this method informally to make decisions about their own lives. (Includes student worksheet)

Why use it?
- To develop decision-making skills
- To identify the costs (disadvantages, downsides, etc.) and benefits (advantages, upsides) of a given issue or choice

Subject:
Education
Material Type:
Teaching/Learning Strategy
Provider:
Let's Talk Science
Author:
CurioCity
Date Added:
02/04/2019
Closed or Open:  That is the Question
Conditions of Use:
Read the Fine Print
Rating

Instructional expert Jim Knight visits Chris Korinek to observe his social science classroom. Chris and Jim discuss scaffolding techniques, and when to use closed versus open questions.

Subject:
Education
Material Type:
Teaching/Learning Strategy
Provider:
Teaching Channel
Provider Set:
Teaching Channel
Author:
Chris Korinek, Jim Knight
Date Added:
05/24/2018
Contemporary First Nations Challenges- Social Studies 9
Conditions of Use:
No Strings Attached
Rating

This assignment is based on an integration of current events with an examination of indigenous cultures in North America. There are two final products involved – a presentation and a fullclass discussion.

Subject:
Social Studies
Material Type:
Activity/Lab
Homework/Assignment
Author:
Sun West School Division
Date Added:
09/09/2018
Critical Thinking Resource from UBC
Rating

This resource provides video about critical thinking (about 7 min). Students can then apply what they learn, visualize it and explore more links about it.
This is a great resourced for high school students to prepare for university!

Subject:
Education
Material Type:
Activity/Lab
Author:
Melissa Lander
Date Added:
08/30/2018
The Critical Thinking Workbook: Games and Activities for Developing Critical Thinking Skills
Conditions of Use:
Remix and Share
Rating

About This Workbook
The activity pages in the Critical Thinking
Workbook are meant to be shared and explored.
Use it as an electronic document or as worksheets.
You can either print off the pages and use them as
activity sheets, or you can edit them directly right in
the document on your computer.
Enjoy these fun and challenging critical
thinking activities that will get every
student thinking critically!

Subject:
Other
Material Type:
Teaching/Learning Strategy
Provider:
Global Digital Citizen Foundation
Date Added:
08/15/2018
Critical Thinking in Grade 2
Conditions of Use:
No Strings Attached
Rating

My goal was to bring 21st Century Competences with the focus of critical thinking into my Gr. 2 Math classroom. I show a droodle – an abstract drawing. I ask students to take a few moments and think about what it could be. Then they can discuss with a partner, and finally share what they thought. Afterwards we have a discussion around “right” and “wrong” answers – which is a common way to think around math. No one is wrong – these are all good ideas that could answer the question: What could this be?

Subject:
Math
Material Type:
Activity/Lab
Author:
Sun West School Division
Date Added:
09/06/2018