Using ThoughtbooksUsing Thoughtooks in varied educational settings ractical temlates that teachers...
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Using Thoughtbooks to Sustain Inquiry uick Guides to thinking classrooms © The Critical Thinking Consortium 2016 ISBN 978-0-86491-396-8 $12.95 • 30 pages • softcover Using Thoughtbooks to sustain inquiry describes how educators can effectively support sustained, iterative inquiry using a Thoughtbook format designed to capture developing thinking, giving students an opportunity to revisit and refine their evolv- ing work. This booklet includes a rationale for using Thoughtbooks in 21st century classrooms and offers a range of practical ideas for implementing them in all grade levels and in all subjects. The text is accompanied by examples showing Thoughtbooks in use in varied educational set- tings. Practical templates that can be used or adapted for a variety of challenging inquiries are included to assist in implementation. uick Guides to thinking classrooms Using Thoughtbooks to Sustain Inquiry BUY MORE, SAVE MORE! Purchase for your team of 50 or more for only $10 each! Teaching Students to Use Criteria uick Guides to thinking classrooms pect This key ies ful rs. ng Assessing Thinking uick Guides to thinking classrooms Forthcoming titles in the series Quick Guides to Thinking Classrooms Quick Guides to Thinking Classrooms series emerged from the success of Creating Thinking Classrooms, a TC 2 resource that explores the key peda- gogical principles and ideas that will best shape learning in the 21st century. Each title in the series focuses on practical strategies for developing deep understanding, real-life competencies, and thoughtful commitment by stu- dents. The Quick Guides will be useful for both beginning and experienced teachers. Together, they provide a roadmap that will inspire and reinforce creative, critical, and collaborative thinking in students at every grade level. ISBN 978-0-86491-379-1 $32.95 • 250 pages • softcover GARFIELD GINI-NEWMAN ROLAND CASE Leading educational change for a 21st century world CREATING THINKING CLASSROOMS The foundational book! ...and more!
Transcript of Using ThoughtbooksUsing Thoughtooks in varied educational settings ractical temlates that teachers...
Using Thoughtbooks
to Sustain Inquiry
The Critical Thinking Consortium (TC2) is a non-profit partnership of schools, school districts, faculties of education, teacher professional associations, universities and other educational organizations. Its aim is to promote critical thinking from primary to post-secondary education through partner-sponsored professional development, publications and research.
ABOUT THE SERIES The Quick Guides to Thinking Classrooms shine a spotlight on a specific aspect of The Critical Thinking Consortium’s pedagogical approach to nurturing quality student thinking. This series emerged from the success of Creating Thinking Classrooms, a TC2 resource that explores the key pedagogical principles and ideas that will best shape learning in the 21st century. Each title in the series focuses on practical strategies for developing deep understanding, real-life competencies, and thoughtful commitment by students. The Quick Guides will be useful for both beginning and experienced teachers. Together, they provide a roadmap that will inspire and reinforce creative, critical, and collaborative thinking in students at every grade level.
9139687808649
ISBN 9780864913968
90000 >
ISBN 978-0-86491-396-8
ABOUT THIS QUICK GUIDE
Using Thoughtbooks to sustain inquiry describes how educators can effectively support sustained, iterative inquiry using a Thoughtbook to capture students’ developing thinking and give students an opportunity to revisit and refine their evolving work. This resource explains why Thoughtbooks can be a powerful tool in 21st century classrooms and offers a range of practical ideas for implementing them at all grade levels and in all subjects. The text is accompanied by examples describing Thoughtbooks in use in varied educational settings. Practical templates that teachers can use or adapt are included to assist in implementation.
The Critical Thinking Consortium (TC2) is a non-profit partnership of schools, school districts, faculties of education, teacher professional associations, universities and other educational organizations. Its aim is to promote critical thinking from primary to post-secondary education through partner-sponsored professional development, publications and research.
ABOUT THE SERIES The Quick Guides to Thinking Classrooms shine a spotlight on a specific aspect
of The Critical Thinking Consortium’s pedagogical approach to nurturing quality student thinking. This
series emerged from the success of Creating Thinking Classrooms, a TC2 resource that explores the key
pedagogical principles and ideas that will best shape learning in the 21st century. Each title in the series
focuses on practical strategies for developing deep understanding, real-life competencies, and thoughtful
commitment by students. The Quick Guides will be useful for both beginning and experienced teachers.
Together, they provide a roadmap that will inspire and reinforce creative, critical, and collaborative thinking
in students at every grade level.
ISBN 978-0-86491-XXX-X
ABOUT THIS QUICK GUIDEAssessing thinking Ibus, incta voluptio con ex expe enem harcil eosam hiliquis aut as
dolor sintem fugiamus, quia atiosti atisci simagni hitisquam ut volut molorio officid ut
etustia quost, que ea praeri videnda dolorroriae non ex eos autem venis aut eostis
dolupta sitatibus magnatis ex eatenti dolorest quid modi offici cuptas ea dunt ea
aceped magnam fugiae volupta spelia delit, odi omnis ma sandit, ut qui con nem
aliberorum que parchit atusae vellore hendel es etur sitin nonsed molupta.Itaspid
expe dolor sitatur, omnim eosseque num quiaspe laccum a dolupta volum quam
sapitat usantur, sincipiti ut harum harum am, tem dion corem.
WWW.TC2.CA
Assessing ThinkingUsing
Thoughtbooks to Sustain Inquiry
The Critical Thinking Consortium (TC2) is a non-profit partnership of schools, school districts, faculties of education, teacher professional associations, universities and other educational organizations. Its aim is to promote critical thinking from primary to post-secondary education through partner-sponsored professional development, publications and research.
ABOUT THE SERIES The Quick Guides to Thinking Classrooms shine a spotlight on a specific aspect of The Critical Thinking Consortium’s pedagogical approach to nurturing quality student thinking. This series emerged from the success of Creating Thinking Classrooms, a TC2 resource that explores the key pedagogical principles and ideas that will best shape learning in the 21st century. Each title in the series focuses on practical strategies for developing deep understanding, real-life competencies, and thoughtful commitment by students. The Quick Guides will be useful for both beginning and experienced teachers. Together, they provide a roadmap that will inspire and reinforce creative, critical, and collaborative thinking in students at every grade level.
9139687808649
ISBN 9780864913968
90000 >
ISBN 978-0-86491-396-8
ABOUT THIS QUICK GUIDE
Using Thoughtbooks to sustain inquiry describes how educators can effectively support sustained, iterative inquiry using a Thoughtbook to capture students’ developing thinking and give students an opportunity to revisit and refine their evolving work. This resource explains why Thoughtbooks can be a powerful tool in 21st century classrooms and offers a range of practical ideas for implementing them at all grade levels and in all subjects. The text is accompanied by examples describing Thoughtbooks in use in varied educational settings. Practical templates that teachers can use or adapt are included to assist in implementation.
uick Guidesto thinking classrooms
The Critical Thinking Consortium (TC2) is a non-profit partnership of schools, school districts, faculties of education, teacher professional associations, universities and other educational organizations. Its aim is to promote critical thinking from primary to post-secondary education through partner-sponsored professional development, publications and research.
ABOUT THE SERIES The Quick Guides to Thinking Classrooms shine a spotlight on a specific aspect
of The Critical Thinking Consortium’s pedagogical approach to nurturing quality student thinking. This
series emerged from the success of Creating Thinking Classrooms, a TC2 resource that explores the key
pedagogical principles and ideas that will best shape learning in the 21st century. Each title in the series
focuses on practical strategies for developing deep understanding, real-life competencies, and thoughtful
commitment by students. The Quick Guides will be useful for both beginning and experienced teachers.
Together, they provide a roadmap that will inspire and reinforce creative, critical, and collaborative thinking
in students at every grade level.
ISBN 978-0-86491-XXX-X
ABOUT THIS QUICK GUIDEAssessing thinking Ibus, incta voluptio con ex expe enem harcil eosam hiliquis aut as
dolor sintem fugiamus, quia atiosti atisci simagni hitisquam ut volut molorio officid ut
etustia quost, que ea praeri videnda dolorroriae non ex eos autem venis aut eostis
dolupta sitatibus magnatis ex eatenti dolorest quid modi offici cuptas ea dunt ea
aceped magnam fugiae volupta spelia delit, odi omnis ma sandit, ut qui con nem
aliberorum que parchit atusae vellore hendel es etur sitin nonsed molupta.Itaspid
expe dolor sitatur, omnim eosseque num quiaspe laccum a dolupta volum quam
sapitat usantur, sincipiti ut harum harum am, tem dion corem.
WWW.TC2.CA
Assessing Thinking
Assessing Thinking
Assessing ThinkingQuissum sint res vollate scimperis exeria sitatque velicatem et pos sim as eria eturerepudae plaborerro ipiendae etum autae eossus. Dignatem num ratuscia dolum vera. Dolenda esequi tempeli gnisque siti od mod et ut que niscientes rem volum que estemo bea consedit as alibea eumendi gendita simpor aut officid quam accus dit harum facerem poressitio. Neque excerer itaerit que nimincit aceris elestrum ellaudam, undis natusant.
Teaching Students to Use Criteria
Using Thoughtbooks to Sustain Inquiry
uick Guidesto thinking classrooms
Quick Guides to Thinking Classrooms is a project of The Critical Thinking Consortium. TC2 is a non-profit partnership of schools, school districts, faculties of education, teacher professional associations, universities and other educational organizations. Its aim is to promote critical thinking from primary to post-secondary education through partner-sponsored professional development, publications and research.
Optibus, sam iscia venitescit, ius deliqui anihili gnihicium, et duciuntur rem vit doluptate volutem re cupta verci qui re a anis min periand iatium facescide dolupta temped es duntiunt.
uick Guidesto thinking classrooms BARCODE
Optibus, sam iscia venitescit, ius deliqui anihili gnihicium, et duciuntur rem vit doluptate volutem re cupta verci qui re a anis min periand iatium facescide dolupta temped es duntiunt.
Teaching Students to Use Criteria
Teaching Students to Use CriteriaQuissum sint res vollate scimperis exeria sitatque velicatem et pos sim as eria eturerepudae plaborerro ipiendae etum autae eossus. Dignatem num ratuscia dolum vera. Dolenda esequi tempeli gnisque siti od mod et ut que niscientes rem volum que estemo bea consedit as alibea eumendi gendita simpor aut officid quam accus dit harum facerem poressitio. Neque excerer itaerit que nimincit aceris elestrum ellaudam, undis natusant.
Assessing ThinkingUsing Thoughtbooks to Sustain Inquiry
uick Guidesto thinking classroomsQuick Guides to Thinking Classrooms is a project of The Critical Thinking Consortium. TC2 is a non-profit partnership of schools, school districts, faculties of education, teacher professional associations, universities and other educational organizations. Its aim is to promote critical thinking from primary to post-secondary education through partner-sponsored professional development, publications and research.
Optibus, sam iscia venitescit, ius deliqui anihili gnihicium, et duciuntur rem vit doluptate volutem re cupta verci qui re a anis min periand iatium facescide dolupta temped es duntiunt.
uick Guidesto thinking classrooms BARCODE
Optibus, sam iscia venitescit, ius deliqui anihili gnihicium, et duciuntur rem vit doluptate volutem re cupta verci qui re a anis min periand iatium facescide dolupta temped es duntiunt. Co-sponsored by
Garfield Gini-newman roland Case
Leading educational change for a 21st century world
CREATING THINKING CLASSROOMS
CREATING THINKING CLASSROOMSGarfield Gini-newmanroland Case
The Critical Thinking Consortium (TC2) is a nonprofit association that has worked with more than 125,000 educators across Canada and in the United States, Europe, Asia, the Middle East and the Caribbean to support critical, creative and collaborative thinking from kindergarten to graduate school.
“The TC2 model transformed teaching and learning and enhanced student achievement. we have direct evidence of teacher and student growth through feedback provided as a component of the international Baccalaureate curriculum review and assessment models. furthermore, student performance on inquiry and critical thinking assessment tasks improved significantly.” —Rosemary Evans, formerly Director of Academics, Branksome Hall, Ontario
“as we near the end of a three-year aisi project focused on infusing the critical thinking process into best practices, i continue to be inspired and excited by the learning that has taken place with our teachers and students. What at first seemed daunting and overwhelming has become embedded in the work we do with students. our students embrace critical challenges and view them as opportunities to become personally involved in tasks that require judgment . . .” —Ingrid Phare, lead teacher, Parkland School Division, Alberta
uick Guidesto thinking classrooms
Teaching
Students to
Use Criteria
The Critical Thinking Consortium (TC2) is a non-profit
partnership of schools, school districts, faculties
of education, teacher professional associations,
universities and other educational organizations. Its
aim is to promote critical thinking from primary to
post-secondary education through partner-sponsored
professional development, publications and research.
ABOUT THE SERIES The Quick Guides to Thinking Classrooms shine a spotlight on a specific aspect
of The Critical Thinking Consortium’s pedagogical approach to nurturing quality student thinking. This
series emerged from the success of Creating Thinking Classrooms, a TC2 resource that explores the key
pedagogical principles and ideas that will best shape learning in the 21st century. Each title in the series
focuses on practical strategies for developing deep understanding, real-life competencies, and thoughtful
commitment by students. The Quick Guides will be useful for both beginning and experienced teachers.
Together, they provide a roadmap that will inspire and reinforce creative, critical, and collaborative thinking
in students at every grade level.
ISBN 978-0-86491-XXX-X
ABOUT THIS QUICK GUIDE
Teaching students to use criteria Ibus, incta voluptio con ex expe enem harcil eosam
hiliquis aut as dolor sintem fugiamus, quia atiosti atisci simagni hitisquam ut volut
molorio officid ut etustia quost, que ea praeri videnda dolorroriae non ex eos autem
venis aut eostis dolupta sitatibus magnatis ex eatenti dolorest quid modi offici cuptas
ea dunt ea aceped magnam fugiae volupta spelia delit, odi omnis ma sandit, ut qui
con nem aliberorum que parchit atusae vellore hendel es etur sitin nonsed molupta.
Itaspid expe dolor sitatur, omnim eosseque num quiaspe laccum a dolupta volum
quam sapitat usantur, sincipiti ut harum harum am, tem dion corem.
WWW.TC2.CA
Assessing Thinking
Assessing ThinkingQuissum sint res vollate scimperis exeria sitatque velicatem et pos sim as eria eturerepudae plaborerro ipiendae etum autae eossus. Dignatem num ratuscia dolum vera. Dolenda esequi tempeli gnisque siti od mod et ut que niscientes rem volum que estemo bea consedit as alibea eumendi gendita simpor aut officid quam accus dit harum facerem poressitio. Neque excerer itaerit que nimincit aceris elestrum ellaudam, undis natusant.
Teaching Students to Use CriteriaUsing Thoughtbooks to Sustain Inquiry
uick Guidesto thinking classroomsQuick Guides to Thinking Classrooms is a project of The Critical Thinking Consortium. TC2 is a non-profit partnership of schools, school districts, faculties of education, teacher professional associations, universities and other educational organizations. Its aim is to promote critical thinking from primary to post-secondary education through partner-sponsored professional development, publications and research.
Optibus, sam iscia venitescit, ius deliqui anihili gnihicium, et duciuntur rem vit doluptate volutem re cupta verci qui re a anis min periand iatium facescide dolupta temped es duntiunt.
uick Guidesto thinking classrooms BARCODE
Optibus, sam iscia venitescit, ius deliqui anihili gnihicium, et duciuntur rem vit doluptate volutem re cupta verci qui re a anis min periand iatium facescide dolupta temped es duntiunt.
Teaching Students to Use CriteriaTeaching Students to Use Criteria
Quissum sint res vollate scimperis exeria sitatque velicatem et pos sim as eria
eturerepudae plaborerro ipiendae etum autae eossus. Dignatem num ratuscia
dolum vera. Dolenda esequi tempeli gnisque siti od mod et ut que niscientes rem volum
que estemo bea consedit as alibea eumendi gendita simpor aut officid quam
accus dit harum facerem poressitio. Neque excerer itaerit que nimincit aceris
elestrum ellaudam, undis natusant. Assessing ThinkingUsing Thoughtbooks to Sustain Inquiry
uick Guidesto thinking classrooms
Quick Guides to Thinking Classrooms is a project of The Critical Thinking
Consortium. TC2 is a non-profit partnership of schools, school districts,
faculties of education, teacher professional associations, universities and
other educational organizations. Its aim is to promote critical thinking
from primary to post-secondary education through partner-sponsored
professional development, publications and research.
Optibus, sam iscia venitescit, ius deliqui anihili gnihicium, et duciuntur rem vit doluptate volutem re cupta verci qui re a anis
min periand iatium facescide dolupta temped es duntiunt.uick Guidesto thinking classrooms BARCODEOptibus, sam iscia venitescit, ius deliqui anihili gnihicium, et duciuntur rem vit
doluptate volutem re cupta verci qui re a anis min periand iatium facescide
dolupta temped es duntiunt. Co-sponsored by Garfield Gini-newman roland Case
Leading educational change for a 21st century world
CREATING THINKING CLASSROOMS
CREATING THINKING CLASSROOMS Garfield Gini-newman
roland Case
The Critical Thinking Consortium (TC2) is a nonprofit association that has worked with more than 125,000 educators across Canada and in the United States, Europe, Asia, the Middle East and the Caribbean to support critical, creative and collaborative thinking from kindergarten to graduate school.
“The TC2 model transformed teaching and learning and enhanced student achievement. we have direct evidence of teacher and student growth through feedback provided as a component of the international Baccalaureate curriculum review and assessment models. furthermore, student performance on inquiry and critical thinking assessment tasks improved significantly.” —Rosemary Evans, formerly Director of Academics, Branksome Hall, Ontario
“as we near the end of a three-year aisi project focused on infusing the critical thinking process into best practices, i continue to be inspired and excited by the learning that has taken place with our teachers and students. What at first seemed daunting and overwhelming has become embedded in the work we do with students. our students embrace critical challenges and view them as opportunities to become personally involved in tasks that require judgment . . .” —Ingrid Phare, lead teacher, Parkland School Division, Alberta
Co-sponsored by
Garfield Gini-newman roland Case
Leading educational change for a 21st century world
CREATING THINKING CLASSROOMS
CREATING THINKING CLASSROOMSGarfield Gini-newman
roland Case
The Critical Thinking Consortium (TC2) is a nonprofit association that has worked with more than 125,000 educators across Canada and in the United States, Europe, Asia, the Middle East and the Caribbean to support critical, creative and collaborative thinking from kindergarten to graduate school.
“The TC2 model transformed teaching and learning and enhanced
student achievement. we have direct evidence of teacher and student
growth through feedback provided as a component of the international
Baccalaureate curriculum review and assessment models. furthermore,
student performance on inquiry and critical thinking assessment tasks
improved significantly.”
—Rosemary Evans, formerly Director of Academics, Branksome Hall, Ontario
“as we near the end of a three-year aisi project
focused on infusing the critical thinking process into
best practices, i continue to be inspired and excited
by the learning that has taken place with our teachers
and students. What at first seemed daunting and
overwhelming has become embedded in the work we do
with students. our students embrace critical challenges
and view them as opportunities to become personally
involved in tasks that require judgment . . .”
—Ingrid Phare, lead teacher, Parkland School Division, Alberta
WWW.TC2.CA
uick Guidesto thinking classrooms
Co-sponsored by
Garfield Gini-newman roland Case
Leading educational change for a 21st century world
CREATING THINKING CLASSROOMS
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The Critical Thinking Consortium (TC2) is a nonprofit association that
has worked with more than 125,000 educators across Canada and in
the United States, Europe, Asia, the Middle East and the Caribbean to
support critical, creative and collaborative thinking from kindergarten
to graduate school.
“The TC2 model transformed teaching and learning and enhanced
student achievement. we have direct evidence of teacher and student
growth through feedback provided as a component of the international
Baccalaureate curriculum review and assessment models. furthermore,
student performance on inquiry and critical thinking assessment tasks
improved significantly.”
—Rosemary Evans, formerly Director of Academics, Branksome Hall, Ontario
“as we near the end of a three-year aisi project focused on infusing the critical thinking process into best practices, i continue to be inspired and excited by the learning that has taken place with our teachers and students. What at first seemed daunting and overwhelming has become embedded in the work we do with students. our students embrace critical challenges and view them as opportunities to become personally involved in tasks that require judgment . . .” —Ingrid Phare, lead teacher, Parkland School Division, Alberta
uick Guidesto thinking classrooms
Teaching
Students to
Use Criteria
The Critical Thinking Consortium (TC2) is a non-profit
partnership of schools, school districts, faculties
of education, teacher professional associations,
universities and other educational organizations. Its
aim is to promote critical thinking from primary to
post-secondary education through partner-sponsored
professional development, publications and research.
ABOUT THE SERIES The Quick Guides to Thinking Classrooms shine a spotlight on a specific aspect
of The Critical Thinking Consortium’s pedagogical approach to nurturing quality student thinking. This
series emerged from the success of Creating Thinking Classrooms, a TC2 resource that explores the key
pedagogical principles and ideas that will best shape learning in the 21st century. Each title in the series
focuses on practical strategies for developing deep understanding, real-life competencies, and thoughtful
commitment by students. The Quick Guides will be useful for both beginning and experienced teachers.
Together, they provide a roadmap that will inspire and reinforce creative, critical, and collaborative thinking
in students at every grade level.
ISBN 978-0-86491-XXX-X
ABOUT THIS QUICK GUIDE
Teaching students to use criteria Ibus, incta voluptio con ex expe enem harcil eosam
hiliquis aut as dolor sintem fugiamus, quia atiosti atisci simagni hitisquam ut volut
molorio officid ut etustia quost, que ea praeri videnda dolorroriae non ex eos autem
venis aut eostis dolupta sitatibus magnatis ex eatenti dolorest quid modi offici cuptas
ea dunt ea aceped magnam fugiae volupta spelia delit, odi omnis ma sandit, ut qui
con nem aliberorum que parchit atusae vellore hendel es etur sitin nonsed molupta.
Itaspid expe dolor sitatur, omnim eosseque num quiaspe laccum a dolupta volum
quam sapitat usantur, sincipiti ut harum harum am, tem dion corem.
WWW.TC2.CA
uick Guidesto thinking classrooms
The Critical Thinking Consortium (TC2) is a non-profit partnership of schools, school districts, faculties of education, teacher professional associations, universities and other educational organizations. Its aim is to promote critical thinking from primary to post-secondary education through partner-sponsored professional development, publications and research.
ABOUT THE SERIES The Quick Guides to Thinking Classrooms shine a spotlight on a specific aspect of The Critical Thinking Consortium’s pedagogical approach to nurturing quality student thinking. This series emerged from the success of Creating Thinking Classrooms, a TC2 resource that explores the key pedagogical principles and ideas that will best shape learning in the 21st century. Each title in the series focuses on practical strategies for developing deep understanding, real-life competencies, and thoughtful commitment by students. The Quick Guides will be useful for both beginning and experienced teachers. Together, they provide a roadmap that will inspire and reinforce creative, critical, and collaborative thinking in students at every grade level.
ISBN 978-0-86491-XXX-X
ABOUT THIS QUICK GUIDE
Assessing thinking Ibus, incta voluptio con ex expe enem harcil eosam hiliquis aut as dolor sintem fugiamus, quia atiosti atisci simagni hitisquam ut volut molorio officid ut etustia quost, que ea praeri videnda dolorroriae non ex eos autem venis aut eostis dolupta sitatibus magnatis ex eatenti dolorest quid modi offici cuptas ea dunt ea aceped magnam fugiae volupta spelia delit, odi omnis ma sandit, ut qui con nem aliberorum que parchit atusae vellore hendel es etur sitin nonsed molupta.Itaspid expe dolor sitatur, omnim eosseque num quiaspe laccum a dolupta volum quam sapitat usantur, sincipiti ut harum harum am, tem dion corem.
WWW.TC2.CA
Assessing Thinking
Assessing Thinking
Assessing ThinkingQuissum sint res vollate scimperis exeria sitatque velicatem et pos sim as eria
eturerepudae plaborerro ipiendae etum autae eossus. Dignatem num ratuscia
dolum vera. Dolenda esequi tempeli gnisque siti od mod et ut que niscientes rem volum
que estemo bea consedit as alibea eumendi gendita simpor aut officid quam
accus dit harum facerem poressitio. Neque excerer itaerit que nimincit aceris
elestrum ellaudam, undis natusant.
Teaching Students to Use Criteria
Teaching Students to Use CriteriaQuissum sint res vollate scimperis exeria sitatque velicatem et pos sim as eria eturerepudae plaborerro ipiendae etum autae eossus. Dignatem num ratuscia dolum vera. Dolenda esequi tempeli gnisque siti od mod et ut que niscientes rem volum que estemo bea consedit as alibea eumendi gendita simpor aut officid quam accus dit harum facerem poressitio. Neque excerer itaerit que nimincit aceris elestrum ellaudam, undis natusant.
Assessing ThinkingUsing Thoughtbooks to Sustain Inquiry
uick Guidesto thinking classrooms
Quick Guides to Thinking Classrooms is a project of The Critical Thinking Consortium. TC is a non-profit partnership of schools, school districts, faculties of education, teacher professional associations, universities and other educational organizations. Its aim is to promote critical thinking from primary to post-secondary education through partner-sponsored professional development, publications and research.
Optibus, sam iscia venitescit, ius deliqui anihili gnihicium, et duciuntur rem vit doluptate volutem re cupta verci qui re a anis min periand iatium facescide dolupta temped es duntiunt.
uick Guidesto thinking classrooms BARCODE
Optibus, sam iscia venitescit, ius deliqui anihili gnihicium, et duciuntur rem vit doluptate volutem re cupta verci qui re a anis min periand iatium facescide dolupta temped es duntiunt.
Using Thoughtbooks to Sustain Inquiry
Using Thoughtbooks to sustain inquiryUsing Thoughtbooks to sustain inquiry describes how educators can effectively support sustained, iterative inquiry using a Thoughtbook format designed to capture developing thinking, giving students an opportunity to revisit and refine their evolving work. This booklet includes a rationale for using Thoughtbooks in 21st century classrooms and offers a range of practical ideas for implementing them in all grade levels and in all subjects. The text is accompanied by examples showing Thoughtbooks in use in varied educational settings. Practical templates that can be used or adapted for a variety of challenging inquiries are included to assist in implementation.
uick Guidesto thinking classrooms
The Critical Thinking Consortium. TC is a non-profit partnership of schools, school districts, faculties of education, teacher professional associations, universities and other educational organizations. Its aim is to promote critical thinking from primary to post-secondary education through partner-sponsored professional development, publications and research.
Quick Guides to Thinking Classrooms shine a spotlight on a specific aspect of The Critical Thinking Consortium’s pedagogical approach to nurturing quality student thinking. This series emerged from the success of Creating Thinking Classrooms, a TC resource that explores the key pedagogical principles and ideas that will best shape learning in the 21st century. Each title in the series focuses on practical strategies for developing deep understanding, real-life competencies, and thoughtful commitment by students. The Quick Guides will be useful for both beginning and experienced teachers. Together, they provide a roadmap that will inspire and reinforce creative, critical, and collaborative thinking in students at every grade level.
BARCODE
Assessing ThinkingUsing Thoughtbooks to Sustain InquiryTeaching Students to Use Inquiry
PREVIEW COPY
uick Guidesto thinking classrooms
Quick Guides to Thinking Classrooms is a project of The Critical Thinking
Consortium. TC2 is a non-profit partnership of schools, school districts,
faculties of education, teacher professional associations, universities and
other educational organizations. Its aim is to promote critical thinking
from primary to post-secondary education through partner-sponsored
professional development, publications and research.
Optibus, sam iscia venitescit, ius deliqui anihili gnihicium, et duciuntur rem vit doluptate volutem re cupta verci qui re a anis min periand iatium facescide dolupta temped es duntiunt.
uick Guidesto thinking classrooms
BARCODE
Optibus, sam iscia venitescit, ius deliqui anihili gnihicium, et duciuntur rem vit
doluptate volutem re cupta verci qui re a anis min periand iatium facescide
dolupta temped es duntiunt.
Teaching
Students to
Use Criteria
Teaching Students to Use Criteria
Quissum sint res vollate scimperis exeria sitatque velicatem et pos sim as eria
eturerepudae plaborerro ipiendae etum autae eossus. Dignatem num ratuscia
dolum vera.
Dolenda esequi tempeli gnisque siti od mod et ut que niscientes rem volum
que estemo bea consedit as alibea eumendi gendita simpor aut officid quam
accus dit harum facerem poressitio. Neque excerer itaerit que nimincit aceris
elestrum ellaudam, undis natusant.
Assessing Thinking
Assessing ThinkingQuissum sint res vollate scimperis exeria sitatque velicatem et pos sim as eria eturerepudae plaborerro ipiendae etum autae eossus. Dignatem num ratuscia dolum vera. Dolenda esequi tempeli gnisque siti od mod et ut que niscientes rem volum que estemo bea consedit as alibea eumendi gendita simpor aut officid quam accus dit harum facerem poressitio. Neque excerer itaerit que nimincit aceris elestrum ellaudam, undis natusant.
Using Thoughtbooks to Sustain InquiryTeaching Students to Use InquiryUsing Thoughtbooks to Sustain Inquiry
uick Guidesto thinking classroomsQuick Guides to Thinking Classrooms is a project of The Critical Thinking Consortium. TC is a non-profit partnership of schools, school districts, faculties of education, teacher professional associations, universities and other educational organizations. Its aim is to promote critical thinking from primary to post-secondary education through partner-sponsored professional development, publications and research.
Optibus, sam iscia venitescit, ius deliqui anihili gnihicium, et duciuntur rem vit doluptate volutem re cupta verci qui re a anis min periand iatium facescide dolupta temped es duntiunt.uick Guidesto thinking classrooms BARCODE
Optibus, sam iscia venitescit, ius deliqui anihili gnihicium, et duciuntur rem vit doluptate volutem re cupta verci qui re a anis min periand iatium facescide dolupta temped es duntiunt.
Using Thoughtbooks
to Sustain InquiryUsing Thoughtbooks to sustain inquiry
Using Thoughtbooks to sustain inquiry describes how educators can effectively support
sustained, iterative inquiry using a Thoughtbook format designed to capture developing
thinking, giving students an opportunity to revisit and refine their evolving work. This
booklet includes a rationale for using Thoughtbooks in 21st century classrooms and offers
a range of practical ideas for implementing them in all grade levels and in all subjects.
The text is accompanied by examples showing Thoughtbooks in use in varied educational
settings. Practical templates that can be used or adapted for a variety of challenging
inquiries are included to assist in implementation.
uick Guidesto thinking classrooms
The Critical Thinking Consortium. TC is a non-profit partnership of schools, school districts, faculties of education, teacher professional associations, universities and other educational organizations. Its aim is to promote critical thinking from primary to post-secondary education through partner-sponsored professional development, publications and research.
Quick Guides to Thinking Classrooms shine a spotlight on a specific aspect of The Critical Thinking
Consortium’s pedagogical approach to nurturing quality student thinking. This series emerged from the
success of Creating Thinking Classrooms, a TC resource that explores the key pedagogical principles and
ideas that will best shape learning in the 21st century. Each title in the series focuses on practical strategies
for developing deep understanding, real-life competencies, and thoughtful commitment by students. The
Quick Guides will be useful for both beginning and experienced teachers. Together, they provide a roadmap
that will inspire and reinforce creative, critical, and collaborative thinking in students at every grade level.
BARCODE
Assessing ThinkingUsing Thoughtbooks to Sustain InquiryTeaching Students to Use Inquiry
PREVIEW COPY
uick Guidesto thinking classrooms
Quick Guides to Thinking Classrooms is a project of The Critical Thinking
Consortium. TC2 is a non-profit partnership of schools, school districts,
faculties of education, teacher professional associations, universities and
other educational organizations. Its aim is to promote critical thinking
from primary to post-secondary education through partner-sponsored
professional development, publications and research.
Optibus, sam iscia venitescit, ius deliqui anihili gnihicium, et
duciuntur rem vit doluptate volutem re cupta verci qui re a anis
min periand iatium facescide dolupta temped es duntiunt.
uick Guidesto thinking classrooms BARCODE
Optibus, sam iscia venitescit, ius deliqui anihili gnihicium, et duciuntur rem vit
doluptate volutem re cupta verci qui re a anis min periand iatium facescide
dolupta temped es duntiunt.
Co-sponsored by
Garfield Gini-newman roland Case
Leading educational change for a 21st century world
CREATING THINKING CLASSROOMS
CREATING THINKING CLASSROOMSGarfield Gini-newman
roland Case
The Critical Thinking Consortium (TC2) is a nonprofit association that has worked with more than 125,000 educators across Canada and in the United States, Europe, Asia, the Middle East and the Caribbean to support critical, creative and collaborative thinking from kindergarten to graduate school.
“The TC2 model transformed teaching and learning and enhanced
student achievement. we have direct evidence of teacher and student
growth through feedback provided as a component of the international
Baccalaureate curriculum review and assessment models. furthermore,
student performance on inquiry and critical thinking assessment tasks
improved significantly.”
—Rosemary Evans, formerly Director of Academics, Branksome Hall, Ontario
“as we near the end of a three-year aisi project
focused on infusing the critical thinking process into
best practices, i continue to be inspired and excited
by the learning that has taken place with our teachers
and students. What at first seemed daunting and
overwhelming has become embedded in the work we do
with students. our students embrace critical challenges
and view them as opportunities to become personally
involved in tasks that require judgment . . .”
—Ingrid Phare, lead teacher, Parkland School Division, Alberta
Using
Thoughtbooks
to Sustain Inquiry
The Critical Thinking Consortium (TC2) is a non-profit
partnership of schools, school districts, faculties
of education, teacher professional associations,
universities and other educational organizations. Its
aim is to promote critical thinking from primary to
post-secondary education through partner-sponsored
professional development, publications and research.
ABOUT THE SERIES The Quick Guides to Thinking Classrooms shine a spotlight on a specific aspect
of The Critical Thinking Consortium’s pedagogical approach to nurturing quality student thinking. This
series emerged from the success of Creating Thinking Classrooms, a TC2 resource that explores the key
pedagogical principles and ideas that will best shape learning in the 21st century. Each title in the series
focuses on practical strategies for developing deep understanding, real-life competencies, and thoughtful
commitment by students. The Quick Guides will be useful for both beginning and experienced teachers.
Together, they provide a roadmap that will inspire and reinforce creative, critical, and collaborative thinking
in students at every grade level.
913968
780864
9
ISBN 978
08649139
68900
00>
ISBN 978-0-86491-396-8
ABOUT THIS QUICK GUIDE
Using Thoughtbooks to sustain inquiry describes how educators can effectively support
sustained, iterative inquiry using a Thoughtbook to capture students’ developing
thinking and give students an opportunity to revisit and refine their evolving work. This
resource explains why Thoughtbooks can be a powerful tool in 21st century classrooms
and offers a range of practical ideas for implementing them at all grade levels and in
all subjects. The text is accompanied by examples describing Thoughtbooks in use
in varied educational settings. Practical templates that teachers can use or adapt are
included to assist in implementation.
uick Guidesto thinking classrooms
The Critical Thinking Consortium (TC2) is a non-profit
partnership of schools, school districts, faculties
of education, teacher professional associations,
universities and other educational organizations. Its
aim is to promote critical thinking from primary to
post-secondary education through partner-sponsored
professional development, publications and research.
ABOUT THE SERIES The Quick Guides to Thinking Classrooms shine a spotlight on a specific aspect
of The Critical Thinking Consortium’s pedagogical approach to nurturing quality student thinking. This
series emerged from the success of Creating Thinking Classrooms, a TC2 resource that explores the key
pedagogical principles and ideas that will best shape learning in the 21st century. Each title in the series
focuses on practical strategies for developing deep understanding, real-life competencies, and thoughtful
commitment by students. The Quick Guides will be useful for both beginning and experienced teachers.
Together, they provide a roadmap that will inspire and reinforce creative, critical, and collaborative thinking
in students at every grade level.
ISBN 978-0-86491-XXX-X
ABOUT THIS QUICK GUIDE
Assessing thinking Ibus, incta voluptio con ex expe enem harcil eosam hiliquis aut as
dolor sintem fugiamus, quia atiosti atisci simagni hitisquam ut volut molorio officid ut
etustia quost, que ea praeri videnda dolorroriae non ex eos autem venis aut eostis
dolupta sitatibus magnatis ex eatenti dolorest quid modi offici cuptas ea dunt ea
aceped magnam fugiae volupta spelia delit, odi omnis ma sandit, ut qui con nem
aliberorum que parchit atusae vellore hendel es etur sitin nonsed molupta.Itaspid
expe dolor sitatur, omnim eosseque num quiaspe laccum a dolupta volum quam
sapitat usantur, sincipiti ut harum harum am, tem dion corem.
WWW.TC2.CA
Assessing
Thinking
Assessing Thinking
Assessing ThinkingQuissum sint res vollate scimperis exeria sitatque velicatem et pos sim as eria eturerepudae plaborerro ipiendae etum autae eossus. Dignatem num ratuscia dolum vera. Dolenda esequi tempeli gnisque siti od mod et ut que niscientes rem volum que estemo bea consedit as alibea eumendi gendita simpor aut officid quam accus dit harum facerem poressitio. Neque excerer itaerit que nimincit aceris elestrum ellaudam, undis natusant.
Teaching Students to Use CriteriaUsing Thoughtbooks to Sustain Inquiry
uick Guidesto thinking classroomsQuick Guides to Thinking Classrooms is a project of The Critical Thinking Consortium. TC2 is a non-profit partnership of schools, school districts, faculties of education, teacher professional associations, universities and other educational organizations. Its aim is to promote critical thinking from primary to post-secondary education through partner-sponsored professional development, publications and research.
Optibus, sam iscia venitescit, ius deliqui anihili gnihicium, et duciuntur rem vit doluptate volutem re cupta verci qui re a anis min periand iatium facescide dolupta temped es duntiunt.
uick Guidesto thinking classrooms BARCODE
Optibus, sam iscia venitescit, ius deliqui anihili gnihicium, et duciuntur rem vit doluptate volutem re cupta verci qui re a anis min periand iatium facescide dolupta temped es duntiunt.
Teaching Students to Use CriteriaTeaching Students to Use Criteria
Quissum sint res vollate scimperis exeria sitatque velicatem et pos sim as eria
eturerepudae plaborerro ipiendae etum autae eossus. Dignatem num ratuscia
dolum vera. Dolenda esequi tempeli gnisque siti od mod et ut que niscientes rem volum
que estemo bea consedit as alibea eumendi gendita simpor aut officid quam
accus dit harum facerem poressitio. Neque excerer itaerit que nimincit aceris
elestrum ellaudam, undis natusant. Assessing ThinkingUsing Thoughtbooks to Sustain Inquiry
uick Guidesto thinking classrooms
Quick Guides to Thinking Classrooms is a project of The Critical Thinking
Consortium. TC2 is a non-profit partnership of schools, school districts,
faculties of education, teacher professional associations, universities and
other educational organizations. Its aim is to promote critical thinking
from primary to post-secondary education through partner-sponsored
professional development, publications and research.
Optibus, sam iscia venitescit, ius deliqui anihili gnihicium, et duciuntur rem vit doluptate volutem re cupta verci qui re a anis
min periand iatium facescide dolupta temped es duntiunt.uick Guidesto thinking classrooms BARCODEOptibus, sam iscia venitescit, ius deliqui anihili gnihicium, et duciuntur rem vit
doluptate volutem re cupta verci qui re a anis min periand iatium facescide
dolupta temped es duntiunt. Co-sponsored by Garfield Gini-newman roland Case
Leading educational change for a 21st century world
CREATING THINKING CLASSROOMS
CREATING THINKING CLASSROOMS Garfield Gini-newman
roland Case
The Critical Thinking Consortium (TC2) is a nonprofit association that has worked with more than 125,000 educators across Canada and in the United States, Europe, Asia, the Middle East and the Caribbean to support critical, creative and collaborative thinking from kindergarten to graduate school.
“The TC2 model transformed teaching and learning and enhanced student achievement. we have direct evidence of teacher and student growth through feedback provided as a component of the international Baccalaureate curriculum review and assessment models. furthermore, student performance on inquiry and critical thinking assessment tasks improved significantly.” —Rosemary Evans, formerly Director of Academics, Branksome Hall, Ontario
“as we near the end of a three-year aisi project focused on infusing the critical thinking process into best practices, i continue to be inspired and excited by the learning that has taken place with our teachers and students. What at first seemed daunting and overwhelming has become embedded in the work we do with students. our students embrace critical challenges and view them as opportunities to become personally involved in tasks that require judgment . . .” —Ingrid Phare, lead teacher, Parkland School Division, Alberta
uick Guides
to thinking classrooms
Teaching
Students to
Use Criteria
The Critical Thinking Consortium (TC2 ) is a non-profit
partnership of schools, school districts, faculties
of education, teacher professional associations,
universities and other educational organizations. Its
aim is to promote critical thinking from primary to
post-secondary education through partner-sponsored
professional development, publications and research.
ABOUT THE SERIES The Quick Guides to Thinking Classrooms shine a spotlight on a specific aspect
of The Critical Thinking Consortium’s pedagogical approach to nurturing quality student thinking. This
series emerged from the success of Creating Thinking Classrooms, a TC2 resource that explores the key
pedagogical principles and ideas that will best shape learning in the 21st century. Each title in the series
focuses on practical strategies for developing deep understanding, real-life competencies, and thoughtful
commitment by students. The Quick Guides will be useful for both beginning and experienced teachers.
Together, they provide a roadmap that will inspire and reinforce creative, critical, and collaborative thinking
in students at every grade level.
ISBN 978-0-86491-XXX-X
ABOUT THIS QUICK GUIDE
Teaching students to use criteria Ibus, incta voluptio con ex expe enem harcil eosam
hiliquis aut as dolor sintem fugiamus, quia atiosti atisci simagni hitisquam ut volut
molorio officid ut etustia quost, que ea praeri videnda dolorroriae non ex eos autem
venis aut eostis dolupta sitatibus magnatis ex eatenti dolorest quid modi offici cuptas
ea dunt ea aceped magnam fugiae volupta spelia delit, odi omnis ma sandit, ut qui
con nem aliberorum que parchit atusae vellore hendel es etur sitin nonsed molupta.
Itaspid expe dolor sitatur, omnim eosseque num quiaspe laccum a dolupta volum
quam sapitat usantur, sincipiti ut harum harum am, tem dion corem.
WWW.TC2.CA
Assessing ThinkingAssessing Thinking
Quissum sint res vollate scimperis exeria sitatque velicatem et pos sim as eria
eturerepudae plaborerro ipiendae etum autae eossus. Dignatem num ratuscia
dolum vera. Dolenda esequi tempeli gnisque siti od mod et ut que niscientes rem volum
que estemo bea consedit as alibea eumendi gendita simpor aut officid quam
accus dit harum facerem poressitio. Neque excerer itaerit que nimincit aceris
elestrum ellaudam, undis natusant. Teaching Students to Use CriteriaUsing Thoughtbooks to Sustain Inquiry
uick Guidesto thinking classrooms
Quick Guides to Thinking Classrooms is a project of The Critical Thinking
Consortium. TC2 is a non-profit partnership of schools, school districts,
faculties of education, teacher professional associations, universities and
other educational organizations. Its aim is to promote critical thinking
from primary to post-secondary education through partner-sponsored
professional development, publications and research.
Optibus, sam iscia venitescit, ius deliqui anihili gnihicium, et duciuntur rem vit doluptate volutem re cupta verci qui re a anis
min periand iatium facescide dolupta temped es duntiunt.uick Guidesto thinking classrooms BARCODEOptibus, sam iscia venitescit, ius deliqui anihili gnihicium, et duciuntur rem vit
doluptate volutem re cupta verci qui re a anis min periand iatium facescide
dolupta temped es duntiunt.
Teaching
Students to
Use Criteria
Teaching Students to Use Criteria
Quissum sint res vollate scimperis exeria sitatque velicatem et pos sim as eria
eturerepudae plaborerro ipiendae etum autae eossus. Dignatem num ratuscia
dolum vera. Dolenda esequi tempeli gnisque siti od mod et ut que niscientes rem volum
que estemo bea consedit as alibea eumendi gendita simpor aut officid quam
accus dit harum facerem poressitio. Neque excerer itaerit que nimincit aceris
elestrum ellaudam, undis natusant. Assessing Thinking
Using Thoughtbooks to Sustain Inquiry
uick Guidesto thinking classrooms
Quick Guides to Thinking Classrooms is a project of The Critical Thinking
Consortium. TC2 is a non-profit partnership of schools, school districts,
faculties of education, teacher professional associations, universities and
other educational organizations. Its aim is to promote critical thinking
from primary to post-secondary education through partner-sponsored
professional development, publications and research.
Optibus, sam iscia venitescit, ius deliqui anihili gnihicium, et
duciuntur rem vit doluptate volutem re cupta verci qui re a anis
min periand iatium facescide dolupta temped es duntiunt.uick Guidesto thinking classrooms BARCODEOptibus, sam iscia venitescit, ius deliqui anihili gnihicium, et duciuntur rem vit
doluptate volutem re cupta verci qui re a anis min periand iatium facescide
dolupta temped es duntiunt.
Co-sponsored by
Garfield Gini-newman roland Case
Leading educational change
for a 21st century world
CREATING
THINKING
CLASSROOMSCREATING THINKING CLASSROOMS Garfield Gini-newman
roland Case
The Critical Thinking Consortium (TC2 ) is a nonprofit association that
has worked with more than 125,000 educators across Canada and in
the United States, Europe, Asia, the Middle East and the Caribbean to
support critical, creative and collaborative thinking from kindergarten
to graduate school.
“The TC2 model transformed teaching and learning and enhanced
student achievement. we have direct evidence of teacher and student
growth through feedback provided as a component of the international
Baccalaureate curriculum review and assessment models. furthermore,
student performance on inquiry and critical thinking assessment tasks
improved significantly.” —Rosemary Evans, formerly Director of Academics, Branksome Hall, Ontario
“as we near the end of a three-year aisi project
focused on infusing the critical thinking process into
best practices, i continue to be inspired and excited
by the learning that has taken place with our teachers
and students. What at first seemed daunting and
overwhelming has become embedded in the work we do
with students. our students embrace critical challenges
and view them as opportunities to become personally
involved in tasks that require judgment . . .”
—Ingrid Phare, lead teacher, Parkland School Division, Alberta Co-sponsored by
Garfield Gini-newman roland Case
Leading educational change
for a 21st century world
CREATING
THINKING
CLASSROOMS
CREATING THINKING CLASSROOMSGarfield Gini-newman
roland Case
The Critical Thinking Consortium (TC2) is a nonprofit association that
has worked with more than 125,000 educators across Canada and in
the United States, Europe, Asia, the Middle East and the Caribbean to
support critical, creative and collaborative thinking from kindergarten
to graduate school.
“The TC2 model transformed teaching and learning and enhanced
student achievement. we have direct evidence of teacher and student
growth through feedback provided as a component of the international
Baccalaureate curriculum review and assessment models. furthermore,
student performance on inquiry and critical thinking assessment tasks
improved significantly.” —Rosemary Evans, formerly Director of Academics,
Branksome Hall, Ontario
“as we near the end of a three-year aisi project
focused on infusing the critical thinking process into
best practices, i continue to be inspired and excited
by the learning that has taken place with our teachers
and students. What at first seemed daunting and
overwhelming has become embedded in the work we do
with students. our students embrace critical challenges
and view them as opportunities to become personally
involved in tasks that require judgment . . .”
—Ingrid Phare, lead teacher, Parkland School Division, Alberta
WWW.TC2.CA
uick Guides
to thinking classrooms
Co-sponsored by
Garfield Gini-newman roland Case
Leading educational change
for a 21st century world
CREATING THINKING
CLASSROOMS
CR
EA
TIN
G T
HIN
KIN
G C
LA
SS
RO
OM
SG
ar
fie
ld
Gin
i-ne
wm
an
ro
la
nd
Ca
se
The Critical Thinking Consortium (TC2) is a nonprofit association that
has worked with more than 125,000 educators across Canada and in
the United States, Europe, Asia, the Middle East and the Caribbean to
support critical, creative and collaborative thinking from kindergarten
to graduate school.
“The TC2 model transformed teaching and learning and enhanced
student achievement. we have direct evidence of teacher and student
growth through feedback provided as a component of the international
Baccalaureate curriculum review and assessment models. furthermore,
student performance on inquiry and critical thinking assessment tasks
improved significantly.”
—Rosemary Evans, formerly Director of Academics,
Branksome Hall, Ontario
“as we near the end of a three-year aisi project
focused on infusing the critical thinking process into
best practices, i continue to be inspired and excited
by the learning that has taken place with our teachers
and students. What at first seemed daunting and
overwhelming has become embedded in the work we do
with students. our students embrace critical challenges
and view them as opportunities to become personally
involved in tasks that require judgment . . .”
—Ingrid Phare, lead teacher, Parkland School Division, Alberta
uick Guidesto thinking classrooms
Co-sponsored by
Garfield Gini-newman roland Case
Leading educational change for a 21st century world
CREATING THINKING CLASSROOMS
CR
EA
TIN
G T
HIN
KIN
G C
LA
SS
RO
OM
SG
ar
fie
ld
Gin
i-ne
wm
an
ro
la
nd
Ca
se
The Critical Thinking Consortium (TC2) is a nonprofit association that has worked with more than 125,000 educators across Canada and in the United States, Europe, Asia, the Middle East and the Caribbean to support critical, creative and collaborative thinking from kindergarten to graduate school.
“The TC2 model transformed teaching and learning and enhanced
student achievement. we have direct evidence of teacher and student
growth through feedback provided as a component of the international
Baccalaureate curriculum review and assessment models. furthermore,
student performance on inquiry and critical thinking assessment tasks
improved significantly.”
—Rosemary Evans, formerly Director of Academics, Branksome Hall, Ontario
“as we near the end of a three-year aisi project
focused on infusing the critical thinking process into
best practices, i continue to be inspired and excited
by the learning that has taken place with our teachers
and students. What at first seemed daunting and
overwhelming has become embedded in the work we do
with students. our students embrace critical challenges
and view them as opportunities to become personally
involved in tasks that require judgment . . .”
—Ingrid Phare, lead teacher, Parkland School Division, Alberta
WWW.TC2.CA
uick Guidesto thinking classrooms
© The Critical Thinking Consortium 2016
ISBN 978-0-86491-396-8 $12.95 • 30 pages • softcover
Using Thoughtbooks to sustain inquiry describes how educators can effectively support sustained, iterative inquiry using a Thoughtbook format designed to capture developing thinking, giving students an opportunity to revisit and refine their evolv-ing work. This booklet includes a rationale for using Thoughtbooks in 21st century classrooms and offers a range of practical ideas for implementing them in all grade levels and in all subjects. The text is accompanied by examples showing Thoughtbooks in use in varied educational set-tings. Practical templates that can be used or adapted for a variety of challenging inquiries are included to assist in implementation.
uick Guidesto thinking classrooms
Using Thoughtbooks
to Sustain Inquiry
BUY MORE, SAVE MORE!Purchase for your team of 50 or more for only $10 each!
Teaching
Students to
Use Criteria
The Critical Thinking Consortium (TC2) is a non-profit
partnership of schools, school districts, faculties
of education, teacher professional associations,
universities and other educational organizations. Its
aim is to promote critical thinking from primary to
post-secondary education through partner-sponsored
professional development, publications and research.
ABOUT THE SERIES The Quick Guides to Thinking Classrooms shine a spotlight on a specific aspect
of The Critical Thinking Consortium’s pedagogical approach to nurturing quality student thinking. This
series emerged from the success of Creating Thinking Classrooms, a TC2 resource that explores the key
pedagogical principles and ideas that will best shape learning in the 21st century. Each title in the series
focuses on practical strategies for developing deep understanding, real-life competencies, and thoughtful
commitment by students. The Quick Guides will be useful for both beginning and experienced teachers.
Together, they provide a roadmap that will inspire and reinforce creative, critical, and collaborative thinking
in students at every grade level.
ISBN 978-0-86491-XXX-X
ABOUT THIS QUICK GUIDE
Teaching students to use criteria Ibus, incta voluptio con ex expe enem harcil eosam
hiliquis aut as dolor sintem fugiamus, quia atiosti atisci simagni hitisquam ut volut
molorio officid ut etustia quost, que ea praeri videnda dolorroriae non ex eos autem
venis aut eostis dolupta sitatibus magnatis ex eatenti dolorest quid modi offici cuptas
ea dunt ea aceped magnam fugiae volupta spelia delit, odi omnis ma sandit, ut qui
con nem aliberorum que parchit atusae vellore hendel es etur sitin nonsed molupta.
Itaspid expe dolor sitatur, omnim eosseque num quiaspe laccum a dolupta volum
quam sapitat usantur, sincipiti ut harum harum am, tem dion corem.
WWW.TC2.CA
uick Guidesto thinking classrooms
The Critical Thinking Consortium (TC2) is a non-profit partnership of schools, school districts, faculties of education, teacher professional associations, universities and other educational organizations. Its aim is to promote critical thinking from primary to post-secondary education through partner-sponsored professional development, publications and research.
ABOUT THE SERIES The Quick Guides to Thinking Classrooms shine a spotlight on a specific aspect
of The Critical Thinking Consortium’s pedagogical approach to nurturing quality student thinking. This
series emerged from the success of Creating Thinking Classrooms, a TC2 resource that explores the key
pedagogical principles and ideas that will best shape learning in the 21st century. Each title in the series
focuses on practical strategies for developing deep understanding, real-life competencies, and thoughtful
commitment by students. The Quick Guides will be useful for both beginning and experienced teachers.
Together, they provide a roadmap that will inspire and reinforce creative, critical, and collaborative thinking
in students at every grade level.
ISBN 978-0-86491-XXX-X
ABOUT THIS QUICK GUIDEAssessing thinking Ibus, incta voluptio con ex expe enem harcil eosam hiliquis aut as
dolor sintem fugiamus, quia atiosti atisci simagni hitisquam ut volut molorio officid ut
etustia quost, que ea praeri videnda dolorroriae non ex eos autem venis aut eostis
dolupta sitatibus magnatis ex eatenti dolorest quid modi offici cuptas ea dunt ea
aceped magnam fugiae volupta spelia delit, odi omnis ma sandit, ut qui con nem
aliberorum que parchit atusae vellore hendel es etur sitin nonsed molupta.Itaspid
expe dolor sitatur, omnim eosseque num quiaspe laccum a dolupta volum quam
sapitat usantur, sincipiti ut harum harum am, tem dion corem.
WWW.TC2.CA
Assessing Thinking
uick Guidesto thinking classrooms
Forthcoming titles in the series
Quick Guides to Thinking Classrooms
Quick Guides to Thinking Classrooms series emerged from the success of Creating Thinking Classrooms, a TC2 resource that explores the key peda-gogical principles and ideas that will best shape learning in the 21st century. Each title in the series focuses on practical strategies for developing deep understanding, real-life competencies, and thoughtful commitment by stu-dents. The Quick Guides will be useful for both beginning and experienced teachers. Together, they provide a roadmap that will inspire and reinforce creative, critical, and collaborative thinking in students at every grade level.
ISBN 978-0-86491-379-1$32.95 • 250 pages • softcover
Co-sponsored by
Garfield Gini-newman roland Case
Leading educational change for a 21st century world
CREATING THINKING CLASSROOMS
CR
EA
TIN
G T
HIN
KIN
G C
LA
SS
RO
OM
SG
ar
fie
ld
Gin
i-ne
wm
an
ro
la
nd
Ca
se
The Critical Thinking Consortium (TC2) is a nonprofit association that has worked with more than 125,000 educators across Canada and in the United States, Europe, Asia, the Middle East and the Caribbean to support critical, creative and collaborative thinking from kindergarten to graduate school.
“The TC2 model transformed teaching and learning and enhanced
student achievement. we have direct evidence of teacher and student
growth through feedback provided as a component of the international
Baccalaureate curriculum review and assessment models. furthermore,
student performance on inquiry and critical thinking assessment tasks
improved significantly.”
—Rosemary Evans, formerly Director of Academics, Branksome Hall, Ontario
“as we near the end of a three-year aisi project
focused on infusing the critical thinking process into
best practices, i continue to be inspired and excited
by the learning that has taken place with our teachers
and students. What at first seemed daunting and
overwhelming has become embedded in the work we do
with students. our students embrace critical challenges
and view them as opportunities to become personally
involved in tasks that require judgment . . .”
—Ingrid Phare, lead teacher, Parkland School Division, Alberta
The foundational book!
...and more!
The Critical Thinking Consortium1580 West Broadway
Vancouver, BC V6J 5K8Phone: 604.639.6325
Email: [email protected]: www.tc2.ca
Examples
Practical applications Sample student templates
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Quick Guide to Thinking Classrooms16
How to implement Thoughtbooks
Successful implementation of Thoughtbooks is more likely if various aspects of their use is considered at the pre-planning, in-class use, and consolidation stages.
Pre-planning for Thoughtbooks
Frame around a genuine inquiry
Decide on a question or task that will frame the inquiry (for example, “Which plays a bigger role in the deaths of Romeo and Juliet, fate or free will?” or “Design an inviting butterfly garden that will help efforts to sustain the species.”)
Select a format type and structure
Decide whether the Thoughtbook will take the form of a journal, sketchbook, storyboards, a collection of items, or some other format. Consider whether the recursive thinking encouraged by a Thoughtbook would be better supported using a structured graphic organizer or an open-ended format. Teacher-designed structures may be preferable early on, particularly for younger students or students experiencing difficulties, graduating to more open-ended formats as students acquire experience in using Thoughtbooks.
Plan for ways to make the iterative process manageable and meaningful
Avoid requiring students to repeatedly rewrite, redraw, or redevelop their entire idea each time they visit their Thoughtbooks. For example, the sample template, Rethinking my Design (see appendix), invites students developing a drawing to efficiently capture the evolution of their thinking over time by modifying and refining their initial sketch. Smart phones, tablets, or digital cameras may help students document the evolution of their thinking over time.
Using Thoughtbooks to Sustain Inquiry The Critical Thinking Consortium
Rethinking my designMy ideas for:
First draft: Capture initial thoughts. Think big. Don’t consider and add the details.
Second draft: Add more ideas. Consider what’s missing. Revise what doesn’t work.
Other drafts: Consider peer and teacher feedback. Begin to consider and add the details. Test ideas and revise as necessary.
Final sketch: Check against the criteria. Review for reasonableness in light of the evidence. Label as necessary.
Using Thoughtbooks to Sustain Inquiry The Critical Thinking Consortium
Repeated ranking of options
Issue being considered:
Identify the criteria used to rank order the options (for example, significance, impact, threat).
List the options you are ranking:
Option 1:
Option 2:
Option 3:
Option 4:
Option 5:
Rankings Evidence to support ranking
uick Guidesto thinking classrooms
Using Thoughtbooks to Sustain Inquiry
Quick Guide to Thinking Classrooms6
example, birthdays, New Year’s celebrations, reli-gious practices, family routines, seasonal activi-ties). On each spread in their book, students high-lighted important similarities and differences between these traditions or practices and their own by selecting two images, one showing dif-ference and one showing similarity. They then added a thoughtful comment about the degree of similarity or difference between the tradition or practice in each image and their own family or community practice.
Using Thoughtbooks to appreciate similarity and difference
To begin the inquiry, each student was provided with sets of images representing different types of traditions or practices in a variety of communities. They were also provided with a Thoughtbook with four two-page spreads, each with three pockets at the bottom of the page: one to hold images that show significant similarities to their own tradition or practice; one to hold images with some degree of similarity or difference; and the third to hold images with a significant degree of difference.
A grade 2 unit from the TC2 Inquiry-pac Changing Family and Community Traditions focused on this overall outcome: Explains and thoughtful-ly comments on important similarities and differ-ences in the traditions and practices of groups in the community. Students were invited to dem-onstrate their understanding and appreciation for these similarities and differences by creating a “Celebrating Traditions” book made up of four two-page spreads. Each of the spreads focused on a particular type of tradition or practice (for
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© The Critical Thinking Consortium
July 2015
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Image set Comparing celebrations
Diwali celebrates the power of light over darkness; good over evil. Traditions: fireworks, lighting candles, giving gifts.
Vaisakhi celebrates the beginning of the harvest and new year. Traditions: parades, music, singing and dancing.
Thanksgiving celebrates the harvest. Traditions: visiting family, eating a large meal, counting blessings.
Halloween celebrates the night before All Saints Day. Traditions: wearing costumes, trick-or-treating.
Chinese New Year celebrates the arrival of a new year. Traditions: visiting family, fireworks, giving red envelopes.
Birthdays celebrate turning a year older. Traditions: giving gifts, having a party with friends, serving cake.
To complete the inquiry, students selected the two images that best showed similarity and difference and composed a thoughtful comment about their final choices, revising and refining the comment in their Thoughtbooks. They then pasted the images into their “Celebrating Traditions” book and wrote their thoughtful comment beside each one.
How similar or different are my traditions about __________________ compared to others?
This picture shows the tradition/practice of _______________________ in a family from the ___________ community. It is very different/ somewhat similar/ very similar or the same as my tradition/practice because …
This picture shows the tradition/practice of ____________________ in a family from the _____________ community. It is very different/ somewhat similar/ very similar or the same as my tradition/practice because …
Hannukah
lighting candles singing carolsChristian
my family lights one can-dle every day for seven days during Hannukah.
we do not go out door-to-door to sing our songs.
Hindu
Students were invited to sort the images into one of the three pockets. Then, as students learned more about each type of tradition or practice, they affirmed or revised their initial sort, adding an explanation of why their thinking had changed.
I still think the ______________________ tradition is very different than mine because …
pbcdef
Hitat voluptatur? Ossum rem es as inum fuga. Sum il et offictem.
I now think the
_________ tradition is
somewhat similar to
mine because …
parade
even though
people come
together, we do
not provide free
food or service
to others during
our gatherings.
I still think the
______________________
tradition is very
different than mine
because …
gathering
Hitat voluptatur?
Ossum rem es as
inum fuga. Sum il
et offictem.
I still think the
______________________
tradition is very
different than mine
because …
colour throwing
there is nothing like this practice in my tradition.
I still think the
______________________
tradition is very
different than mine
because …
carolling
Hitat voluptatur?
Ossum rem es as
inum fuga. Sum il
et offictem.
we eat latkes and other special foods at Hannukah.
I now think the ________________________________________ tradition is very similar to mine because …
eating special foods
How similar or different are my traditions about
__________________ compared to others?
Somewhat similar/dif-
ferent than mine
Very similar
to mine
Hannukah
Very different
than mine
