Our work with teachers ranges from a few face-to-face sessions over the course of a year to ongoing sustained professional learning programs. Our efforts are generally focused on helping teachers problematize the content of the curriculum using a critical inquiry approach. We support teachers in embedding critical thinking questions into every aspect of their teaching, and then model how to systematically introduce and practise the “tools” needed to successfully complete each task. While qualitative data and anecdotal evidence suggest positive results in most cases, the benefits have been documented on standardized test results in only a few of these situations.
Here we present results drawn from studies not conducted by us in five sites in Ontario and Maryland. Three are based on reports in mathematics, reading and writing from the EQAO (Ontario Education Quality and Accountability Office). The reports are based on province-wide literacy and mathematics achievement tests and questionnaires administered yearly to grades 3 and 6 students. In one case, results on student engagement are provided. Other results are based on EQAO tests administered by the school and on unit tests.
Grade 3 results
Grade 6 results
Grade 3 results
Grade 3 results
Grade 6 results
Further research is warranted and more comprehensive data needs to be gathered. However the positive results from this sampling of jurisdictions offers encouraging evidence of the impact of our approach.