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Students will be able to explain the purpose and goals of Critical Perspectives in relation to UWCSEA's mission of creating compassionate and responsible global citizens.

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Students will demonstrate understanding of their classmates' backgrounds and perspectives through respectful sharing and active listening.

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Students will identify the different forms of assessment used in Critical Perspectives and understand how they connect to personal growth and learning.

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How do our diverse perspectives shape our understanding of the world? Students will reflect on this question and share initial thoughts in pairs before we explore it throughout the course.

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Students move around the room to find classmates who match statements like 'Has lived in more than 2 countries' or 'Speaks 3+ languages.' This creates a safe space for sharing while highlighting our diverse community.

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Students sit in a circle and discuss UWCSEA values (International Mindedness, Compassion, Resilience, etc.) by sharing personal examples. This connects their experiences to our school mission.

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Teacher presents Critical Perspectives curriculum using visual aids, highlighting how we'll explore current issues, develop analytical thinking, and practice respectful dialogue. Students can ask questions throughout.

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Theory to Practice: Teaching Critical Thinking

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In small groups, students create mind maps showing factors that influence their worldview (culture, family, experiences, media). Groups share using Padlet to create a collaborative class display of our diverse influences.

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Students rotate through stations explaining different assessment types: reflective journals, group discussions, research projects, and presentations. Each station includes examples and success criteria.

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Class collaboratively creates ground rules for respectful discussion of sensitive topics. Students suggest guidelines and vote on final agreements that will govern our classroom community.

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Students vote on current global issues they're curious about from a provided list. This gives them ownership in upcoming lessons while gauging interests for differentiated instruction.

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Teacher observes student engagement during discussions and activities, noting willingness to share, listen respectfully, and contribute to group work. Use checklist for informal assessment.

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Students complete a brief reflection answering: What's one new thing you learned about a classmate? What aspect of Critical Perspectives are you most excited about? What questions do you still have?

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Assess quality and thoughtfulness of students' suggestions for classroom agreements. Look for understanding of respectful dialogue and inclusive learning environment principles.

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Students do a silent gallery walk to view all perspective maps created during the lesson, then discuss what they noticed about our class diversity and common experiences.

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Each student shares one word that captures their feeling about starting Critical Perspectives. Create a word cloud on Padlet with all responses to visualize collective excitement.

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Students sit in a circle and each person completes the sentence: 'I'm looking forward to learning about...' This reinforces the learning objectives and builds anticipation for future lessons.

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Students write a one-page reflection about their own background and what perspectives they bring to the class. Include questions about cultural influences, personal experiences, and learning goals.

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Find one current global issue you're curious about and bring a brief summary to share next class. This prepares students for upcoming critical analysis work and gauges interests.

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Interview a family member about a time their perspective changed on an important issue. Write 2-3 sentences about what you learned. This connects home and school learning while practicing inquiry skills.