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1)Look carefully at the images.
2)Think silently for 1 minute.
3)Turn and talk to a partner or group.
4)Share ideas as a whole class.
5)Summarize ideas.
They are the same because.....
They are different because.....
6)Optional - make one of your own

https://www.samebutdifferentmath.com/

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Description in PDF

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What has happened in this picture? What do you notice? What do you wonder?

Prompt:
1. Think about a time when you showed a random act of Kindness? How did it make you feel? What was the other persons reaction?
2. Think about a time when someone showed you an act of kindness? How did it make you feel?

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How are these alike and how are these different? Turn and talk to your neighbor.

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What has happened in this picture? What do you notice? What lessons can be learned?

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1. Students will think, pair, share which item does not belong in each row.
2. Be open to different answers as long as they can support their conclusion.

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https://stevewyborney.com/category/esti-mysteries/

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Check out this great resource that can be easily adapted for different content areas.

Using a Tic-Tac-Toe model, students must analyze pictures to find a commonality that will relate to a topic or skill.

The Blog below gives great instructions and examples.

https://theowlteacher.com/tic-tac-toe-relationship-building/

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Use this slide show to discuss acts of kindness.
Prompts
#1 What is kindness?
#2 What acts of kindness do you see?
#3 What acts of kindness could you do?

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1. Pair students
2. Students discuss choices to the analogies and defend their reasoning

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Look carefully... be able to justify your total number.

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1. Start by asking children what eye contact is.
2. Why is it important to give eye contact to someone when they are talking to you?
3. What does your attitude display when you are not making eye contact in a conversation?

Use this link to gather ideas to share on why eye contact is important for children to learn and develop.

Use a game like the one listed below to have students practice making eye contact and following someone else's movements.

Pairs mirror

Get children to sit in pairs facing each other. The idea is that one child is going to do different funny faces, movements, or poses. The other child is the ‘mirror’. They are going to copy exactly what the other child does. Silly faces or emotional faces are good or movements like patting your head, rubbing your tummy etc. When one child has had a good go, then the other child can have a try.

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Install and maintain a hand dryer or a paper towl dispenser in a public washroom? Whichever option you choose, justify your reasoning with mathematics. h/t @HRSBmathematics Blog writeup about how i...

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Check out this Math example above on this cool critical thinking challenge. Students critically think to figure out which examples are truths and which example is a lie.

"2T1L activities can be used for all grade levels and topics. The graphics should be topic/lesson specific and can include graphs, charts, and diagrams"

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There are some things that are in our control and there are some things that are completely out of our control. Investigate and discuss things that we can control and things that we cannot control.  Also, discuss how to respond when something is out of your control. https://docs.google.com/presentation/d/1stNoVKak7cXSl7g5P7sKVC_GNDuo9vfbv7gZlqdlXhA/edit?usp=sharing

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How to use a Splat! Slide:
Get your students thinking about what could possibly be under the splat, so that when combined with what is already shown, they equal the number in the corner.

https://stevewyborney.com/2018/09/splat-for-google-slides-40-lessons/

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Instructions included in PDF

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1. Listen to the read aloud, Enemy Pie.
2. Ask students how the main character changed during the story.
3. Have students share examples of how they can be friends to others, even if they don't know them.
4. What are the qualities/traits of a good friend?

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If vowels (A, E, I, O, and U) are worth 10 points and consonants are worth 5 points, write four- and five-letter words worth 30 points.

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Don't stop at one solution! How many answers can you find?

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Self-Control is the ability to control oneself, one's emotions and one's behavior, especially in difficult situations.

Scenarios:
1. Someone has just called you a mean name that hurt your feelings – now they are laughing at you.
2. Someone let their friend cut in front of you in line so they could wait in line together.

Scenario Questions for Discussion:

Would you need to use self-control in this situation?

Would it be easy or hard to be self-controlled in this situation?

If you would have a hard time using self-control, how could you make it easier?

Additional Activities
https://drive.google.com/file/d/1fiFRSZEPyzVNP3QyczX7FGAzH_0pVLU_/view?usp=sharing

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Self-Control for Kids | Character Education

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Use this resource to read Bad Case of the Stripes and either have students match the answer to the question or have students come up with the question based on the answer.

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Whichever option you choose, justify your reasoning with mathematics. h/t @Kassiaowedekind for this contribution

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1.  Use the posters above to discuss when it is appropriate to use each type of voice.
2. Use questions such as:
-When should we use our speaking voice?
-Why should we not use our speaking voice when the teacher is talking?
-Why is our calling (or shouting) voice not appropriate to use in the hallway?
-How can we talk to someone in the hallway who is not moving with the rest of the line?
3. Explain how our tone of voice can make a difference in how others perceive what we are saying. See other activity examples here.
4. Make adjustments as you see fit to address struggling areas in your classroom environment.

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Write this sentence on the board and have students copy it onto a sheet of paper:

O xwen o my zoct xand O saiz, “Zoct, O broked my arml in hr plaxces.” Hex saiz, “Wellp, tayl xout of th laces.”

Then tell students to follow your directions to unscramble the sentence. Read aloud the following: 1. Change all the z’s to d’s. 2. Cross off all the x’s. 3. Add a t to the end of the second word, the beginning of the third word, and the beginning of the fifteenth word. 4. Change the three capital o’s to capital i’s. 5. Add a p to the beginning of the last word. 6. Cross off the last letter in the eleventh, thirteenth, and nineteenth words. 7. Put an s on the front of the twentieth word and cross off the last letter. 8. Add or to the end of the fifth and ninth word. 9. Add ee to the end of the fifteenth word. 10. Add ose to the end of the next to last word. Now how does the sentence read?

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Which One Doesn't Belong site
The best thing about this type of activity is that as long as a student can explain their thinking, there are no wrong answers. Choose an image and let the discussion begin!

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Have you ever wondered why your body reacts to stress with a fight, flight, or freeze response? Discover the amygdala and discuss what your body looks and feels like in each mode. Also, discuss strategies to combat dino-brain! https://docs.google.com/presentation/d/1KOoEbvqZZ2iZuPLsqc5_RXTTHj21mUEFof5YBu_mJCE/edit?usp=sharing

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How many triangles can you find in this shape? Use colored pencils to outline each triangle. Write your total in the space below.

Look Again: Remove one line from the shape. Now how many triangles are there?

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Check out this resource to see how you can pull critical thinking into writing!

Use pictures and the provided questions to think about what is going on in these scenarios. Have students write to share their thinking.

https://www.classroomfreebies.com/2018/09/critical-thinking-journal-prompts.html

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Critical Thinking Paperless Journal Prompts

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Sep 20, 2018 - Want to try some free critical thinking journal prompts? Higher order thinking and writing practice come together with these fun paperless prompts!

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Use this PDF version of a PowerPoint to have a discussion on using good manners at school and in the community.
Prompts:
#1. How do you feel when you use good manners and why?
#2. How do you feel when someone is unkind and why?
#3. What do you do when someone is unkind?
#4. Tell about a time when you used good manners and how it made you feel.

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The club needs a new secret password, so Chris created a code. Your mission is to crack it! In each set of words below, the missing letter has been replaced by a shape. As you figure out what letter each shape stands for, fill it in at the bottom of the page to break the code.

Try This!:  Create your own secret code.

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Would you rather have 100 pennies or 50 nickels or 20 dimes? Think and share.

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1. What do you do when you get upset, stressed, or angry with one of your friends?
2. Why do you do that?
3. What is something that you can do instead?

Here are some suggestions to mention that can help students cope or calm down during anxious situations.
1). 5-4-3-2-1 Grounding
2). Breathing Exercises
3). Use a Calm Down Kit
4). Calming Language Suggestions

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K - 1: Use this prompt to tie into animals, habitats, and characteristics
2: Use this prompt to reinforce opinion writing

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1.) What do you notice about the picture?  What do you wonder?
2.) What could the student do next?
3.) How can the student let the teacher know how he is feeling?
4.) What are some things you can do when you are frustrated or upset?

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Oh no! Your watch stopped and you missed the tour boat back to civilization. Looks like you’ll be spending a while on an uninhabited tropical island. Below is a list of 30 items that might come in handy during your stay. Rank them in order of most important (1) to least important (30).

Compare with the Class: Discuss your rankings with classmates. How are they alike? How do they differ?

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Are you frustrated with too many dice rolling around with your fact fluency games? Usually, there are 2 dice so that the student can strategize. When teaching a new game, start with 1 die so the children can learn the game. Then later add the other die and work with them to learn how to strategize.

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Perseverance is when you push yourself to work through difficulties or challenges. Humpty Dumpty showed perseverance by never giving up and climbing the wall again. It takes courage and a great attitude to persevere and keep going, even when things get tough.

Prompt 1:
Discuss a time when you had a problem and you persevered.

Prompt 2:
Define perseverance in your own words and give examples to explain your definition.

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AFTER THE FALL (How Humpty Dumpty Got Back Up Again) by Dan Santat – Children's Book Read Aloud

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What do you notice? What do you wonder? 

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Describe the picture. This can be used to expand on the 5 senses and adjectives.

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What has happened in this picture? How are the boys treating the girl? What could the boys do instead?

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Use this resource to have your students think critically about which option they would rather have in Math!

https://www.pinterest.com/pin/1055599902341671/

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Your students will LOVE sharing their ideas and you will LOVE all the math understandings that will be fostered! These "Would You Rather" Math Talks are soooo engaging and produce so much critical thinking. Get your freebie today to try them out!! If your students enjoy them, we have hundreds and hundreds more! #mathtalks #mathtalk #freebie #wouldyourathermath #wouldyourather #kindergartenmath #grade1math #kindergartenmathtalks #grade1mathtalks #engagingmath #mathactivities #criticalthinking

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May 15, 2020 - Your students will LOVE sharing their ideas and you will LOVE all the math understandings that will be fostered! These "Would You Rather" Math Talks are soooo engaging and produce so much critical thinking. Get your freebie today to try them out!! If your students enjoy them, we have hundreds and hundreds more! #mathtalks #mathtalk #freebie #wouldyourathermath #wouldyourather #kindergartenmath #grade1math #kindergartenmathtalks #grade1mathtalks #engagingmath #mathactivities #criticalthinking

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Pick 2 letters from the alphabet and make it into an animal. It can be real or make-believe. Give it a name, a description, and a habitat. You can draw it or create it digitally.

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1. Listen to the read-aloud.
2. Ask students what small actions the main character did throughout the story.
3. What are the consequences of his actions?
4. Why should we take responsibility for our school, home, environment, and our actions?
5. Take time to explain to students why we should be responsible for our actions, good or bad.

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What if Everybody Did That? by Ellen Javernick - Read Aloud

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Watch the read aloud of the story.
https://www.youtube.com/watch?v=mJr1oWMbbCU

Follow up discussion question:  Near the end of the story, the narrator says, “I am happy and mixed up, full and empty, with what’s right and what’s gone.”  Explain how he was feeling and why.
Or
If you were Ruben, what would you have done? Why?

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A Bike Like Sergio's || Read Aloud || Maribeth Boelts

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Have students create nonsense words that fit their old OG Concepts! This could even been expanded to have students create examples and non-examples.

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1. What do you do when your pencil breaks?
2. What do you do when you notice your homework is still in your backpack?
3. What do you do when you cannot find the answer to a question?
4. What do you do when you are done with your work?
5. What do you do when you have a test coming up? Or What do you do if you have lost your study guide before the test?
6. What do you do if your computer is not working (white screen, no internet, etc.)?

* Use this to help with any critical thinking problems in your classroom*

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Go over the test? Nope! Test corrections? No way! Critical thinking? Yes, please!

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Go over the test? Nope! Test corrections? No way! Critical thinking? Yes, please!

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Instead of going over the test or offering old school test corrections, here is another idea to go over that unit or quarterly test that your kids struggled on...

Kids that struggled:
1)Give students blank copy of the test(do not give them their answers or which questions they got incorrect), have them pair up and complete the test again.  The partners must agree on the answers.  Then put those partners together with another set of partners.  The group of 4 must now agree on the answers.  Once they agree, they resubmit and teacher can score or give points back based on those answers.

Kids that did well but missed at least one:
1) Give students blank copy of the test.  Challenge them to work together to figure out the questions they got incorrect.  Give them points back if they figure out which questions they got incorrect.

Try it. Low teacher prep. High student engagement and thinking.

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1)Look carefully at the numbers.
2)Think silently for 1 minute.
3)Turn and talk to a partner or group.
4)Share ideas as a whole class.
5)Summarize ideas.
They are the same because.....
They are different because.....
6)Optional - make one of your own

https://www.samebutdifferentmath.com/

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Weigh the pros and cons of a certain situation. For example, come up with all the pros and cons for settling in Jamestown. Then have students give their opinion if the settlers should have chosen that area or not.

Or, weigh the pros and cons of a book character's decision. Then decide what decision you would make if you were that character.

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Select a topic that you have just studied or wish to introduce and write it on the board or on a Google slide.  Have students create a list of 6 - 10 items or information that you would put in a "time capsule" about that topic. Then have students discuss with the class to create a whole class list.

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Software Ideas: Jamboard, Padlet, Interactive Google Slides

Introducing & Exploring Ideas:

Employ this routine when you want to create interest and teach how power of careful observation can develop insight and form grounded interpretations. Emphasize the use of this routine when students view an image or object, (e.g. chart, graph, artifact) preceding a lesson or unit of study.

What do you see?

Direct students to silently and carefully observe (2-3 minutes) prior to engaging in talk.

Ask students what they notice or see without any interpretation.

What do you think is going on?

Have students interpret what they notice based on close observation. Ask: What is going on?

Prod for alternative and additions, guiding students to support responses with reason. Ask: What makes you say that?

What does it make you wonder?

Invite students to identify additional wondering after carefully observing, thinking about, and synthesizing information. These may be questions initiated by the students that open up new areas of exploration and thinking.

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Copy of See-Think-Wonder Student Jot Response Template