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Critical Thinking

Critical Thinking for Change

                
Effective, inclusive education "requires more than developing socio-political awareness, teaching skills and understanding how children learn and develop. Moving from theory to practice also requires the courage to create schools that look very different from those we have now (Kugelmass, 2000, p. 93).

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                Critical thinking and inquiry are necessary for all stakeholders to be active participants in developing themselves, schools, communities and the world. Moving beyond tolerance to adapting and adopting critical thinking processes and diverse perceptions can help individuals independently and collectively solve a wider range of problems locally, nationally and internationally. 

1. Critical Inquiry is the process of gathering and evaluating information, ideas, and assumptions from multiple perspectives to produce well-reasoned analysis and understanding, leading to new ideas, applications and questions. (University of South Carolina University, 2017)
2.
Critical Thinking is an umbrella term for six core skills, all of which combine to allow you to work, think, and act more effectively and more strategically: (Van den Brink-Budgen, 2016)         
  • Problem-solving: developing a strategy and creating workable solutions.
  • Analysis: breaking arguments down into bite-sized chunks.
  • Creative thinking: finding new and often unexpected solutions to all sorts of problems.
  • Interpretation: decoding the meaning and significance of evidence or experiences.
  • Evaluation: weighing the strengths and weaknesses of an argument (including those of others) and dealing fairly with disagreements.
  • Reasoning: the production of compelling and persuasive arguments
                        Teaching and learning in inclusive schools must be purposeful, relevant and relate to the lives of all stakeholders, especially students. Thus, critical thinking is a valuable tool in creating flexible, reflective thinkers who can actively participant in developing themselves, the communities and the world. Therefore, critical thinking skills need to be included in early years education and onward as well as embedded into the curricula and school culture. Unquestionably, schools have a responsibility to empower all students by providing inquiry-based learning to explore multiple viewpoints and problems in complex, rich, meaningful contexts.   

               Developing critical and inquiry thinking is essential, but there are may barriers to overcome:  

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Source: Introduction to Critical Thinking (2011)
                  
               Providing all students with opportunities for deeper understanding is key in addressing barriers which prevent critical inquiry and thinking as well as promote inclusive practices. In the classroom, the curriculum should be co-constructed with students, so they can explore topics central to their lives and the community. In addition, students need to metacogitively describe critical thinking development. Thus, students who take more responsibility for their learning are more likely to embrace critical thinking processes  and become more inclusive, culturally responsive and reflective citizens and learners.
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Note: 20 Questions to Guide Critical Inquiry. From: Educational Jargon Wikispace
Exploring learning through questioning, discussion and reflection
Students learn about literature and visual literacy by applying critical thinking skills. They read, search for meaning, ask questions, question relevancy, formulate arguments and defend their claims. They look for deeper meanings such as: What is the purpose of the text? What are the bigger issues within the text? How does this text apply to life? What is the author trying to tell us about life?
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Critical Thinking Resources
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​Top Ten Books to Teach Point of View by Reading Power Gear (2016). Voices in the Park by Anthony Brown, The Teddy Bear by David McPhail, The Day the Crayons Quit by Drew Daywalk, The Seven Blind Mice by Ed Young, Hey, Little Ant by Phillip and Hannah Hoose, School's First Day of School by Adam Rex, They All Saw a Cat by Brendan Wenzel,  I am the Dog, I am the Cat by Judy Blume, The Pain and the Great One by Chris Van Allburg, The Wolf's Story by Toby Forward and Izhar Cohen, The Very Smart Pea and the Princess-to-Be by Mini Grey
Critical Thinking Apps for Extending Student Learning by Teacher Thought. Some apps include Information Network Analysis, Flight Pilot Simulator 3D, Civilization V, Assembly Design, Shakespeare in Bits, Literary Analysis Guide, SPEEDSim: Spatial Population Ecological and Epidemiological Dynamic Simulator, Animate Me, Opposing view, Artificial Life and more
Beyond Question Stems: Critical Thinking in the 21st Century Classroom by Jennifer Jones. Excellent resource with many strategies for critical thinking in the classroom
Cultivating Critical Thinking in the Classroom by Saima Abedi. Questions stems, setting goals and other critical thinking strategies
Text Coding by PBWorks. Some text coding suggestions while reading. (can also have students construct their own)


Critical Pedagogy For Inclusion and Justice

               Critical Pedagogy, an educational theory (Friere, 1970), raises learners' awareness, challenges and transforms oppressive social conditions and inequalities by cultivating an understanding and acceptance of people regardless of their culture, gender, socio-economic status or sexual orientation(Simandan, 2011). This theory must connect to students' practical, lived experiences within and outside the classroom (Van Manen, 1999) and greater connectivity will enable students to transform their schools, communities and the world for social justice as well as provide a more inclusive society.  Thus, schooling is more than providing critical thinking opportunities or a moral act, it is also a political intervention (Giroux, 2004). Therefore, culturally relevant classrooms are necessary to connect the home culture with the school culture and critical pedagogy transforms education system and community life .

                 Paulo Freire and Ira Shor develop praxis, connect theory to practice by evaluating and reflecting on actions.  The learning process begins with generative content, a co-constructed curriculum with students and teachers. Then, students describe, interpret and analyze a problem related to their experience. Action plans are developed as the problem is solved and then students enact their plans and evaluate and reflect on the results. With the goal of transforming oppressive conditions and power relations, the transformative process requires students and teachers to acknowledge the existence of power relations in the classroom and society. In addition, culturally relevant classrooms must be pedagogically emphasized because it connects the home and school cultures (Brown, 20007). Thus, critical pedagogy in the classroom can create equally socially just, inclusive schools, education systems and communities (White, Cooper & Mackey, 2014).

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Inclusion and Social Justice Resources
Resources to Support Inclusion by Shelley Moore. Includes a wide variety of resources to support all students. Resources are organized by curricular competencies, grade level, literacy activities and literacy level.
Social Justice Begins with Me by the Elementary Teachers' Federation of Ontario. Resource kits and books lists for Early Years to Grade 8.
Flower Power Lesson Plan by Wenh-In based on Doris Marshall Institute. Students explore and reflect on their identities.
An Educator's Guide to Changing the World: Methods, Models and Materials for Anti-Oppression and Social Justice Workshops by Ann Curry-Stevens. A comprehensive resource with theory as well as practice resources for social justice.
Discrimination and Stereotypes Lesson Plans by Advocates for Youth. Includes lessons as well as literary materials for Ages 13 and up.
Critical Pedagogy: Rethink your Values by MrsScience601. A Youtube Video with some powerful questions about the purpose of
education and life, created for students.
Educational Equity Case Studies by Paul C. Gorski. Case studies on race, class, gender, gender identity and sexual orientation

Critical Dialogue: Empowered Speakers

               Developing dialogue around relevant issues is essential in enacting critical pedagogy for social justice and providing inclusive education. Notably, new knowledge in the classroom is grounded in student and teacher experiences, alike, through meaningful dialogue (Nikolakaki, 2012). This dialogue is critical in moving beyond the classroom by providing opportunities for individual and collective exploration as well as connecting to political action.
Tips for Dialogue in the Classroom
 Tip #1 As a class, establish guidelines for communication.

Tip #2 Develop norms around visuals, acrostic poetry or other procedures to support better communication strategies  (Ex. SLANTING- sit you, lean forward, act interested, nod occasionally, track the talk).

Tip #3 Use a variety of flexible groups so students can communicate with a variety of people for different purposes.

Tip #4 Support students using sentence stems. Sentence stems should be based on context to empower students to use language for audience and purpose.


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Note: Different purposes of talking by  School 21
Sentence Stems by School 21
Flexible Groups by School 21
English

  • A similarity between these texts is…
  • A difference between these texts is…
  • The author's choice of X shows…
History
  • In this era…
  • This artifact shows that…
  • This source illustrates that…
  • This source is biased because…
  • This source is more reliable because…
Art
  • I like this picture because…
  • I prefer the work of X because…
  • The composition of this piece shows that…
  • The techniques I have noticed are…
Science
  • The results show that…
  • The conclusion I have drawn is…
  • There is a correlation between ... and ....
  • An anomaly I noticed is…
  • I have observed...
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Note: This shows different ways to do partner talk. The yellow and blue dots represent "pairs" of students by School 21
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 Oracy in the Classroom and Critical Content Resources
Debate.org is a free online community about relevant issues around the world.
Prism Toolkit for secondary schools and by Alberta Teachers' Association. It is for safe and caring discussions about sexual and gender minorities. Can download it directly from the site.
Prism Toolkit for elementary schools and by Alberta Teachers' Association. It is for safe and caring discussions about sexual and gender minorities. Can download it directly from the site.

Communicating for Restorative Justice

Restorative Justice for Conflicts
It focuses on needs of the victims, community and offenders. It stakeholders in the resolution process and focuses on responsibility, reasons, causes and feelings. It brings everyone together to discuss and dialogue and to minimize a negative re-occurrence.
Ask:
1. Who has been affected and how?
2. How can we make it right?
3. What have we learned and how can we make different choices next time?




Restorative Justice Practices: Community Classroom Talking Circles
  • Promoting open communication
  • Self and peer reflections
  • Creating understanding and building relationships
  • Discussing problems, effects and solutions
  • Recognizing strengths
  • Acknowledging and appreciating community contributions
Cultural Relevant Pedagogy
Lingusitically Responsive Education

REFERENCES

 Brown, M.R. (2007). Educating all students: Creating culturally responsive teachers, classrooms, and schools. Intervention in School and                                 Clinic, 43, 57-62.
Giroux, H.A. (2004). Critical pedagogy and the postmodern/modern divide: Towards a pedagogy of democratization. Teacher Education                                  Quarterly, 31, 31-47.

Kugelmass, J. W. (2000). Subjective experience and the preparation of activist teachers: confronting the mean old snapping turtle and the                           great big  bear. Teacher and Teaching Education: An International Journal of Research and Studies, 16, 179-194.
Nikolakaki, M. (2012). Building a society of solidarity through critical pedagogy: Group teaching as a social and democratic tool. Journal for                          Critical Education Policy Studies, 10, 392-417.
Simandan, V. (2011). A bird's eye view presentation of critical pedagogy. Journal Plus Education, 7, 246-250.
Van Manen, M. (1999).  The language of pedagogy and the primacy of student experience. In J. Loughran (Ed.), Researching teaching:                                         Methodologies and practices for understanding pedagogy (13-17). London. Falmer.
White R.E, Copper, K., & Mackey, W. (2014). Culturally relevant education and critical pedagogy: Devolution of hierarchies of power.                                    International Journal for Social Justice, 3, 123-140.
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Inclusion Canada

Diversity is Our Reality. Inclusion is Our Choice.

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