BRINGING CRITICAL THINKING ALIVE THINKERS AND PERFORMERS AUTHOR LIZ SIMON

THNKERS AND PERFORMERS

BRINGING CRITICAL THINKING ALIVE

Three (3) books in one!

Investigation of children’s fictional literature

Inquiry and research

Critical literacy book clubs

 
This book is designed for year levels two onwards using the pedagogy of the Gradual Release of Responsibiity Model. 

Teacher provides maximum  support  Immersion Explicit teaching  Before beginning the critical literacy program: Introductory Skill Activities Critical thinking program – Children’s Literature (fiction) characterization

Teacher provides less support Guides new learning Information Process is a framework to give students the skills to Inquire into an issue

Student takes major responsibility    Critical Literacy Book Clubs, literature qualities in fiction

You will find that critical thinking is not simply a question of children ‘doing something harder’, but a way of thinking that is distinct and discerning.

You will be able to use the suggested activities and tasks to teach children the essential skills of working in collaborative groups and asking questions that position them in relation to the information they receive and communicate. This stimulating environment sparks children’s desire to share their ideas and to participate in all aspects of critical literacy programmes.

You will explore three classroom scenarios with the development of critical thinking as the constant thread.

This book  offers instruction in how to conduct conferences, timely intervention, monitoring and evaluating programmes, child-self assessment, inquiry journals, creative thinking (looking for alternative solutions) and study skills needed for research. Included is a suggested critical literacy book club schedule.

Children respond to the 3 C's, comprehension, critical and creative thinking. As an example, the literature topic 'Princesses in stories' begins with children knowing the story, 'The Paperbag Princess' then analysing it, for example 'did the princess have control over her life'? Alternative possibilities evolved in the class, with the princess not marrying the prince.

Moving on from children thinking analytically about characterization, they are involved in the process of Inquiry. 'Why do Inquiry and research with students?' Students go deeper into a topic and they develop critical thinking using the Information Process.  I found the Information  Process gave me  a framework when not only planning but assessing  children's abilities. 

Have you implemented Book Clubs where children have a moderate choice of books to read and discuss. Have you been able to organize groups of books and furthermore, the teacher is not the dominant member of the group. Children in book clubs learn 'pupil-talk', for example questioning: how to clarify understandings: chain the conversation: consider other points of view.

I have put all these scenarios into practice in my classroom and as well coached teachers in the development critical thinking bookclubs.

Publisher:    Hawker Brownlow Education

                    P.O. Box 580 Moorabbin, Victoria 3189
                    

                    ISBN: 978 1 74239 274 5 Code: HB2745