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Professional Development and Graduate classes.
Critical thinking in the reading and writing aspect of class.  What do I expect for a regular answer and what would be above that.  Not just arriving at the obvious answer but also making connections.  Younger students are more challenging due to a lack of experience.  Try to give them more than yes or no answers.  Provide questions where they may have to justify their answer or find proof to justify their thinking. Build confidence in the learners to take chances with their thinking and responses. Encourage them to take the risk to step outside their comfort zone and not be afraid to be wrong. If they can use information to back up their thinking.

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Something that's easy to say we do, but to explicitly teach it, not really sure. We model and think aloud. Undergrad- no classes to teach critical thinking. Done critical thinking... but haven't necessarily named it.
We've had a workshop day with teaching critical thinking. My partner and I use the 3 circle model and incorporate specific critical thinking skills into the lesson... but often times don't teach it explicitly.

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*The skills and strategies to actually implement the teaching of these critical thinking skills.
*How to use the critical thinking skills in math.

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Seeing another perspective from other facilitators. Getting multiple views on this topic. Gaining more strategies in developing the critical thinking skills. Get ideas that can be adjusted to use at the elementary levels so that there can be some continuity. Gaining more ides and strategies to implement in the classroom.

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Not just arriving at the answer... being able to explain how they got their answer- "math talk." Have a conversation about what they've done, how they arrived at an answer. Use of graphic organizer.

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Conversations that are happening simultaneously. Learners interacting and sharing with each others. Sharing thoughts freely and responding to the thoughts of others respectfully. Environment that is exciting and energetic. Positive debate. Students understand that it is okay to think differently but respecting the thoughts of others.

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Students asking each other questions... students using thinking routines.

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Students asking each other questions... students using thinking routines.

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Students would be more confident and willing to take a risk to voice their thinking.  Over time this could help them build self-advocacy skills.

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Students would be more confident and willing to take a risk to voice their thinking.  Over time this could help them build self-advocacy skills.

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1.Understanding the Taxonomy chart, and implementing those skills and processes with a purpose.

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1.Understanding the Taxonomy chart, and implementing those skills and processes with a purpose.

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2. Figuring out how to get learners thinking critically in and outside of the classroom.

3. Finding strategies to get students to be comfortable and excited about learning.

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Strategies to help students begin to think differently about a question, ex. See-Think-Wonder.

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Strategies to help students begin to think differently about a question, ex. See-Think-Wonder.

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Make critical thinking a routine in your classroom.

Build a secure classroom environment where students feel comfortable to exert this style of thinking and responding.

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Students do most of the talking and question each other.

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Students do most of the talking and question each other.

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How long should it take?

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1. Getting a deeper understanding of the taxonomy chart.

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1. Getting a deeper understanding of the taxonomy chart.

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2. Using thinking routines.
3. Different level options to demonstrate understanding.

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Students can use thinking routines with each other!

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Students can use thinking routines with each other!

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1. The importance of developing the questions for two levels of critical thinking for your learners

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1. The importance of developing the questions for two levels of critical thinking for your learners

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2. The importance of directly teaching the critical thinking skills
3. Consistency in the use of language and process to teach the skills

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Several critical thinking skills can be used for a content standard.

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Several critical thinking skills can be used for a content standard.

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How do I implement these skill when working with scripted programs?

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How do I implement these skill when working with scripted programs?

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How do I begin implementing this in a virtual setting?

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How do I begin implementing this in a virtual setting?

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How does teaching a critical thinking skill differ when you're doing it for a math lesson compared to an ELA lesson?

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How does teaching a critical thinking skill differ when you're doing it for a math lesson compared to an ELA lesson?