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The talk defines critical thinking through observable skills such as analyzing evidence, drawing conclusions, evaluating credibility, questioning meaningfully, and recognizing assumptions. It presents guiding questions, collaboration activities, and scaffolding approaches, including case-based problem solving and metacognition with self-reflection. 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Then collaborate to find common threads.  \n“Education is not the training of the mind to  \nGuiding Questions:  \nWhat do your students already do that requires  \ncritical thought? What makes it difficult to teach and assess?  \nlearning offacts, but the think,”Albert Einstein  \nCollaboration  \n• In small groups, cluster your post its on a large poster-sized sticky sheet and identify common themes  \n• Present 2-3 key terms or ideas identified  \nCambridge Schools Conference, June 2025 Future-ready: preparing learners to thrive  \nWhat makes critical thinking difficult to teach?  \nCambridge Schools Conference, June 2025 Future-ready: preparing learners to thrive  \nWhat Do These Terms Have in Common?  \n• Analyzing evidence  \n• Drawing conclusions  \n• Evaluating credibility  \n• Asking meaningful questions  \n• Recognizing assumptions  \nCambridge Schools Conference, June 2025 Future-ready: preparing learners to thrive  \nIf these skills are shared, then we can build shared strategies for teaching  \nthem—regardless of subject or level.  \nRemember: These are teachable, not innate . We are not born with these  \nabilities—they are grown over time .  \nCambridge Schools Conference , June 2025 Future-ready: preparing learners to thrive  \nHow Critical Thinking Develops  \nAcross Levels  \nInstructions: Each group will explore a case study for a specific subject area. Each case includes tasks at 3 levels:  \nIntroductory, Intermediate, and Advanced 1-Discuss how thinking evolves across these levels  \nThink: What shifts in questioning, analysis, or reasoning happen at each level?  \n2- Identify what scaffolding would be needed to move students up  \nSample: English General Paper 8021  \n\n| Level | Task Description | Sample Student Response | Scaffolding Strategies to Reach Next Level |\n| --- | --- | --- | --- |\n| Introductory | Distinguish between fact and opinion in a news article. | “The article says that‘the governmentallocated $5 million’—that’s a fact. ‘A waste of money’ is opinion.” | • Model how to verify facts using trusted sources\u003Cbr>• Provide guided practice classifying fact vs. opinion\u003Cbr>• Use highlighters to color-code sample texts |\n| Intermediate | Identify bias in an editorial piece. | “The author only quotes one side and uses charged phrases like‘reckless policy’ —this suggests bias.” | • Use a bias checklist with questions (e.g. ,“Whose voice is missing?”)\u003Cbr>• Compare two opposing editorials\u003Cbr>• Model “neutral” vs.“loaded” language |\n| Advanced | Evaluate conflicting perspectives on a global issue. | “One article supports UBI using Finnish trials, while another warns it discourages work. Both are valid but incomplete without global evidence.” | • Provide structured comparison charts\u003Cbr>• Use sentence frames for evaluative writing\u003Cbr>• Guide students in sourcing global examples or counterpoints |\n\nCambridge Schools Conference, June 2025 Future-ready: preparing learners to thrive  \nFour Ways to Scaffold Thinking  \n3 Case-Base Problem Solving  \n4 Metacognition & Self Reflection  \nInstructions:  \n• Each table receives a handout with four strategies.  \n• As a group, choose o","cbCaijLz6eidf6E0","https://ap.wps.com/l/cbCaijLz6eidf6E0","pdf",901344,14,"English","# Session Goals\n## Understanding critical thinking across levels\n## Scaffolded strategies across subjects\n## Guiding Questions and Collaboration\n## What these terms have in common\n## How critical thinking develops across levels\n## Four ways to scaffold thinking\n## Case-based problem solving\n## Metacognition & self reflection","[{\"question\":\"How does the session define critical thinking in the classroom?\",\"answer\":\"It frames critical thinking through observable abilities such as analyzing evidence, drawing conclusions, evaluating credibility, asking meaningful questions, and recognizing assumptions.\"},{\"question\":\"What teaching difficulty does the session address?\",\"answer\":\"It focuses on why critical thinking can be hard to teach and assess, then proposes shared strategies that work regardless of subject or level.\"},{\"question\":\"How is scaffolding structured across introductory, intermediate, and advanced levels?\",\"answer\":\"Each case study includes tasks at three levels and asks groups to explain how questioning, analysis, and reasoning shift, while identifying what scaffolding is needed to move learners to the next level.\"},{\"question\":\"What classroom strategies are suggested for metacognition and self reflection?\",\"answer\":\"The session includes an activity workflow using a reflection grid, where groups note key takeaways after applying a chosen strategy to their scenario prompt.\"}]","Breaking the Readiness Myth - Critical Thinking Across Levels and Disciplines - Classroom-ready tools and adaptable activities | PDF",1792722679,35]