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When parents ask their children, “What did you do in school today?” typically the child’s answer is highly uninformative: “Nothing.” One reason for this automatic response is that the parent has not framed the question in a way that engages children in critical thinking.
If the parent instead asked, “What was the most useless/useful thing you learned in school today?” imagine how much more they would learn about their child’s school day.
Consider all the learning opportunities that are lost every day when teachers don’t fully engage their students in critical thinking. It is not enough for teachers to engage students in critical thinking some of the time or much of the time. Critical thinking should be embedded in the learning that takes place in the classroom throughout the day
In this webinar, Garfield Gini-Newman shows you how to immerse your students in critical and creative thinking. Discover powerful techniques to build on the ways you already invite your students to engage in active inquiry. One of the most important components of critical thinking is the use of criteria (useful/useless, what I need vs. what I want) to evaluate information, a situation, a choice, etc. Learn to frame a curriculum with a cascading model of questioning in which learning flows from a rich, provocative question and task.
This webinar will give you lots of ideas, insights and motivation for expanding the role of critical thinking in your classrooms.
- Make critical and creative thinking the foundation and driver of learning rather than its desired outcome
- Create a learning environment that nurtures innovation and risk taking
- Strategies for building content knowledge through invitations to think
- 6 ways to frame activities so that they invite critical inquiry
- The central role of a set of criteria when engaging in critical thinking
- How to nurture the 5 intellectual tools and competencies needed for quality thinking and success in the 21st century
- How to help students incorporate critical thinking in all learning activities, from note-taking and selection of resources, to reading and responding