1. The leading subject association for all teachers of geography

2. Critical thinking about critical thinking
Jon Cannell and John Hopkin
Workshop description
Based on two practical activities, this workshop will explore what critical thinking means in the context of geography, apply it to some examples and consider how to apply it in the classroom
We will reference further support on the GA website and through the British Council Connecting Classrooms programme
Trainers notes: Produced by the GA - free to use by members, please acknowledge the source.

3. Focus on critical questions
Review the questions bank ‘Questions for Critical Thinking’
Which did we use in the activity? Which didn’t we use?
Discuss how you could use/amend the questions bank (see reverse side);
Discuss
which questions are more, or less, ‘critical’, or
is there progression within the questions?
These are some choices

4. What is critical thinking?
is widely regarded as a ‘good thing’, for pupils’ current learning and future lives (e.g. as citizens and workers)
is useful for learning about material which is complex (e.g. has many meanings and explanations) controversial (involves different views and values) and easy to misrepresent (e.g. stereotyping places and people).
But it is not always well defined:
what does ‘critical’ mean? is there a difference between ‘critical thinking’ and broader thinking skills?
what approaches / pedagogies might help pupils’ think critically?
can critical thinking can be taught alone?
Opportunity for think-pair-share here – what do people think? What is their experience?
Skills taught in isolation can be de-contextualised, rather than used to build understanding.

5. Three ways of thinking about critical thinking…
Choosing/deciding the value of information and sources
Evaluating data and evidence
The significance of ideas
Problem solving.
Evaluating arguments and reasoning
Fact and opinion
Identifying and exploring points of view
Identifying bias.
Making better sense of information
Becoming better at thinking
Becoming a more open thinker
Being inquisitive
Asking good questions
Organising questions
Metacognition
Key characteristics of Critical Thinking:
– its organised, and can be planned for
- involves all three aspects improves CT
Also – progression from 1 to 3 (anticlockwise)?

6. Critical thinking in geography enquiry
Making better sense of information
Becoming better at thinking
Becoming a more open thinker
Gathering, interpreting and presenting.
Reflecting, drawing conclusions, evaluating.
Asking good enquiry questions, planning.
Improved historical and geographical understanding

7. Critical thinking in your school/classroom?
Making better sense of information
Becoming better at thinking
Becoming a more open thinker
For example...
For example...
For example...
Over to you – think of an example or two where you’ve done some CT in your classroom

8. ? Asking the right questions
Q at the heart of enquiry and enquiry at the heart of high quality independent learning and like everything in the classroom each individual needs a different level of structured support to complete a task well. So we need to ensure pupils are able to question in a way that allows them to delve more deeply.

9. This simple matrix will help support children of all ages to ask q of a set stimulus
With thanks to Jess Glenn-Batchelor from Lincoln Minster School for the original idea

10. Here for example are some questions that could bed asked about the previous image… not even close to exhaustive! No need for all to be filled in.
With thanks to Jess Glenn-Batchelor from Lincoln Minster School for the original idea

11. If the children find it tough to get started you could use a pair of dice to chose the Q and if they are younger or lower ability this could be an aural task where counters are laid down in each cell when a Q has been formulated.
With thanks to Jess Glenn-Batchelor from Lincoln Minster School for the original idea

12. The matrix can be used be teachers or pupils for a number of purposes other than as a lesson starter and can do so using different types of stimulus….

13. Y7 critical thinking about climate change: Sarah Holmes, Falinge Park High School, Rochdale
One outcome was deeper understanding of climate change, using the critical thinking questions in lessons and in the formative assessment … the quality of writing produced by the students was at a much higher level and deeper understanding and investigation was shown.
My observations showed greater engagement in questioning the evidence, e.g. students asking ‘where was the information from?’, ‘could it biased?’, ‘should we believe this information to be accurate and correct?’ …
More interest was shown from more students. When they found that they were able to debate this controversial issue in a safe environment in class and were expected to question the evidence … they became more engaged and wanted to investigate it further in their own time.
Examples of schools’ work on critical thinking, from the Connecting Classrooms course
Using the CT questions in Year 7

14. Asking questions about images: Wellington Primary School.
We wanted to ensure that children were given opportunities to ask higher order questions during lessons and throughout their school day. Question stations were set up through the school’s corridors, allowing infants and juniors to see them. Interesting images from around the world were posted on the stations and children had to ‘spin the wheel’ to compose their own questions about the image.
The question stations had to be changed daily as it became ever more popular; teachers also posed their questions as models for the children.
Examples of schools’ work on critical thinking, from the Connecting Classrooms course
Using the CT questions in Year 7

15. Thinking critically about critical thinking
A key aspect of critical thinking in my view is …
Critical thinking means to me…
When critical thinking is effective it…
Critical thinking is not…
With regard to critical thinking, in my school …
Critical thinking is a particularly useful attribute in global learning because…
When critical thinking is handled poorly …
Plenary: Participants choose a prompt to respond to (or perhaps think up their own prompt)

16. Support
British Council Connecting Classrooms programme: free ‘core skills’ CPD on critical thinking and problem solving, linked to international practice.
Participating schools’ projects on GA site.
Critical thinking is integral to the Global Learning Programme in England and Wales and linked to many geography resources
Developing GA critical thinking site here thinking-in-geography linked to:
More support will follow on the British Council, GLP-E and GA websites.
Critical thinking is: self-directed thinking that produces new and innovative ideas and solves problems. Reflecting critically on learning experiences and processes and making effective decisions (British
Council)

17. Key sources
Teaching Geography Summer 2015