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Développer les outils intellectuels pour la pensée critique

Développer les outils intellectuels pour la pensée critique

Aider les élèves à développer le répertoire d’outils nécessaire à la pensée critique.
Subjects: Professional Learning, Not Subject Specific
Grades: K, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12
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Analyze the account

Analyze the account

Students analyze secondary accounts of an event. They assess the credibility of sources, reasonableness of conclusions, and balance of perspectives. Students develop an understanding of the importance of judging authors' interpretations and biases, and recognizing that secondary sources are only…
Subjects: Not Subject Specific
Grades: 7, 8, 9, 10, 11, 12
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Developing critically thoughtful, media-rich lessons in science: Process and product

Developing critically thoughtful, media-rich lessons in science: Process and product

Philip Balcaen describes a collaborative e-learning approach to professional development and a conceptual framework to support the teaching of critical thinking in science.
Subjects: Science, Professional Learning
Grades: 4, 5, 6, 7, 8, 9
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How did the 1932–1933 Holodomor affect individuals and communities in Ukraine?

How did the 1932–1933 Holodomor affect individuals and communities in Ukraine?

In this lesson, students identify significant direct and indirect consequences of the Holodomor. This resource is part of the collection Teaching and Learning About Human Rights Atrocities and Genocide: The Holodomor in Ukraine.
Subjects: Social Studies, History
Grades: 6, 7, 8, 9
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What are memories?

What are memories?

Students first develop criteria for a significant artifact and then use the criteria to select an artifact from home that best represents a strong positive family memory. Students present their artifact to the class, explaining how the family memory links the past to the present.
Subjects: Social Studies
Grades: 1
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The most important factors

The most important factors

Students first examine the lives of fictional characters to generate a list of the factors that determine quality of life, and then use criteria to select the most important factors.
Subjects: Social Studies
Grades: 3
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