Activity 1: (10 Minutes) VIDEO & DISCUSSION

Watch the video, “Men In Black Funny Edit About Problem Solving and Critical Thinking.” As teachers watch, have them write a list of ways that Will Smith’s character uses critical thinking skills. After watching, have teachers share some of their ideas.

Critical thinking may have positive effects for those struggling with depression.

Share the following quote: “My claim is not that unsound or illogical thinking is the cause of depression, or that the depressed person is blameworthy for how she thinks, but rather that the thinking that is characteristic of someone suffering from depression is sometimes illogical thinking. Such thinking can perpetuate depression. In cognitive therapy, an individual can come to recognize these illogical patterns of thought. Then, through a variety of means, she can begin to change those patterns. We all fall into these patterns of thought at times, but for the depressed they are perhaps more severe or exert more power over their lives.” (Michael W. Austin, Ph.D. from Psychology Today)

Read the definitions:

• According to the American Psychological Association, critical thinking is “a form of directed, problem-focused thinking in which the individual tests ideas or possible solutions for errors or drawbacks. It is essential to such activities as examining the validity of a hypothesis or interpreting the meaning of research results.”
• The Cambridge Dictionary defines critical thinking as “the process of thinking carefully about a subject or idea, without allowing feelings or opinions to affect you.”
• The Foundation for Critical Thinking calls critical thinking the “art of analyzing and evaluating thinking with a view to improving it… Critical thinking is, in short, self-directed, self-disciplined, self-monitored, and self-corrective thinking. It requires rigorous standards of excellence and mindful command of their use. It entails effective communication and problem solving abilities and a commitment to overcome our native egocentrism and sociocentrism.”

Display the graphic of Bloom’s Taxonomy and discuss the question:

• Which level(s) of Bloom’s Taxonomy do you think utilize(s) critical thinking?

Share a list of common teaching practices and answer the questions:

• How do you see teachers using critical thinking?
• What other common teacher activities exercise your critical thinking?

Have a discussion:

• Why do you think that critical thinking is labeled as a top 21st century skill?
• What benefit does critical thinking play in your role as an educator?
• What benefit might critical thinking play in terms of your mental health?

Activity 2: (15 Minutes) WORK SMARTER NOT HARDER

According to Dr. Richard Paul and Dr. Linda Elder at Foundation for Critical Thinking, the problem in regards to critical thinking is that “Everyone thinks; it is our nature to do so. But much of our thinking, left to itself, is biased, distorted, partial, uninformed or down-right prejudiced. Yet the quality of our life and that of what we produce, make, or build depends precisely on the quality of our thought. Shoddy thinking is costly, both in money and in quality of life. Excellence in thought, however, must be systematically cultivated.”

Have a discussion:

• How does this quote relate to the idea of “working smarter, not harder.”

Read the list of qualities from the Foundation for Critical Thinking by Dr. Richard Paul and Dr. Linda Elder.

A well-cultivated critical thinker:

• “Raises vital questions and problems, formulating them clearly and precisely.”
• “Gathers and assesses relevant information, using abstract ideas to interpret it effectively.”
• “Comes to well-reasoned conclusions and solutions, testing them against relevant criteria and standards.”
• “Thinks open mindedly within alternative systems of thought, recognizing and assessing, as need be, their assumptions, implications, and practical consequences.”
• “Communicates effectively with others in figuring out solutions to complex problems.”

Watch the video, “Quit Wearing Busy Like a Badge of Honor,” by John Spencer.

Have a discussion:

• Can using critical thinking ease your load at all? Why or why not?
• Does critical thinking impact your job satisfaction? Why or why not?
• What creative solutions have you used to make your job easier?
• What corners do you give yourself permission to “cut”?
• How do you balance meeting your own needs with meeting the demands of others? Which demands do you ignore or prioritize?
• Have you found any creative ways to delegate responsibilities?
• How can feelings and opinions impact your work?

Activity 3: (20 Minutes) ASKING QUESTIONS

Read the quotes and discuss:

• “The scientist is not a person who gives the right answers, he’s one who asks the right questions.” (Claude Levi-Strauss)
• “I would rather have questions that can’t be answered than answers that can’t be questioned.” (Richard Feynman)
• “There are no foolish questions and no man becomes a fool until he has stopped asking questions.” (Charles Proteus Steinmetz)

Quickly discuss what types of questions could be asked on the different levels of Bloom’s Taxonomy.

According to Brian Oshiro, Ed.M, International Education Consultant, we can encourage critical thinking by asking 3 questions to dive deep into learning:

1. Start with a “What,” but don’t end there.
2. Make a connection with “Why.”
3. Solve with a “How.”

Extension: Watch Brian Oshiro’s TEDx Talk, “​​Encourage Critical Thinking with

3 Questions.” (17 Minutes Long)

Study the resources from the Foundation for Critical Thinking together. A larger copy of the text, “The Miniature Guide to Critical Thinking,” by Paul & Elder can be found at this link. As you look through these resources, discuss the questions found on each slide.

Extension: Using Socratic questioning, choose a current issue in your school and allow educators to discuss and question using these Socratic question stemsfrom the University of Michigan. Reflect on the critical thinking that took place.

Have a discussion:

• Does questioning make your job easier or harder? Explain.
• Does questioning increase or decrease your job satisfaction? Explain.
• Do you feel comfortable asking these types of questions to your leaders?
• What is the climate around questioning like at your school?
• What limits your desire or ability to ask better questions in your work?

Activity 4: (20 Minutes) RESEARCH

Watch the video, “How to Make Research Easy,” by Med School Insider. (Watch until 4:39.)

Have a discussion:

• Is it helpful to know the different parts of a research article?
• Why can you pay less attention to some parts of a research paper?
• Do we question our sources enough when making educational decisions?
• How often do we make research-based decisions? How can you tell?

Watch the video, “What is Action Research?” by John Spencer and discuss.

In small groups, take 10 minutes to skim the article, “What Is Groupthink?” by Kendra Cherry at Verywell Mind. Then discuss the questions from the screen:

1. What is groupthink?
2. How can you tell that groupthink is occurring?
3. What is the problem with groupthink?
4. Do you see groupthink affecting decisions made in your school?

Read the definition of “meta-analysis”:

• “A quantitative technique for synthesizing the results of multiple studies of a phenomenon into a single result by combining the effect size estimates from each study into a single estimate of the combined effect size or into a distribution of effect sizes. For example, a researcher could conduct a meta-analysis of several studies on the association between self-efficacy and achievement, integrating the findings into an overall correlation. Although meta-analysis is ideally suited for summarizing a body of literature in terms of its impact, limitations, and implications, there are conditions that limit its applicability. For example, there is no minimum number of studies nor participants required, and information of potential interest may be missing from the original research reports upon which the procedure must rely.” (American Psychological Association Dictionary)

Have a discussion:

• Is it better to base decisions off of individual studies or a meta-analysis?

Trusted Research Sites for Educators:

• What Works Clearinghouse
• American Educational Research Association
• Institute of Education Sciences
• ERIC Digests
• SAGE Journals
• National Council of Teachers of English
• National Council of Teachers of Mathematics
• Edutopia
• Harvard Graduate School of Educators: Websites for Educators
• National Center for Education Statistics

Are there others that you would add to this list?

Have a discussion:

• Does research make your job easier or harder? Explain.
• Does research increase or decrease your job satisfaction? Explain.
• What makes a research source reputable for you?
• How would you define “educational malpractice?”
• Have you ever had to re-do something because you learned that you were doing it the “wrong” way?
• What level of skepticism is healthy?
• How does the idea of research affect your overall wellness?

Activity 5: (20 Minutes) CURRICULUM DESIGN

As teachers watch the video, “Grant Wiggins – Understanding by Design” by Avenues The World School, have them take notes to answer the question, “How can a strong curriculum design help me better reach my objectives as a teacher?”

Extension: Watch the second videoof the series: “Grant Wiggins –

Understanding by Design (2 of 2).”

Have a discussion:

• How can a strong curriculum design help me better reach my objectives as a teacher?
• Does curriculum design make your job easier or harder? Explain.
• Does curriculum design increase or decrease your job satisfaction?
• How can designing curriculum impact your overall wellness?
• Is there a better progression to teach in than what the book gives you?
• What effect does the phrase “teach with fidelity” have on you?
• How do you decide what to teach and what to skip?
• How does it feel to take on the responsibility for a student’s critical thinking?
• How much control do we have over our curriculum design in our school?
• Can UbD be applied to teacher learning as well as student learning?

Activity 6: (20 Minutes) DEEP LEARNING

Read the definition:

“Deep learning instruction provides students with the advanced skills necessary to deal with a world in which good jobs are becoming more cognitively demanding. It prepares them to be curious, continuous, independent learners as well as thoughtful, productive, active citizens in a democratic society… Deep learning can be implemented at all levels of learning, in all subject areas and programs.” (by Ellitt Seif, blog post on the Association for Supervision and Curriculum Development website)

Four Criteria for Deep Learning by:

1. “The teacher has a deep learning mindset. She makes a significant effort to go beyond basic understanding and skill development and is striving for students to develop more in-depth understanding, the ability to apply key concepts, ideas, and skills, and advanced understanding, critical and creative thinking, and ‘learning to learn’ skill development.” (Paul & Elder)
2. “Students are heavily engaged in the learning process. They are given greater opportunity to ask questions, construct meaning, talk to and learn from and with others, develop alternatives and solutions, provide their own insights and solutions, and think more deeply with greater complexity. They are generally more independent learners, thoughtful, collaborative, and proactive.” (Paul & Elder)
3. “Instructional activities promote ‘high cognitive challenge,’ such as analyzing data, constructing interpretations, developing carefully constructed points of view, and figuring out complex solutions to problems.” (Paul & Elder)
4. “Students are given opportunities to apply to authentic situations that build deep learning, understanding, and skills, develop curiosity and interest, promote critical habits of mind, and illustrate the value of learning beyond school.” (Paul & Elder)

As a whole group, analyze the pictures and decide if deep learning is occurring.

Read the quote:

“The one who does the work does the learning.” (Terry Doyle, Learner-Centered Teaching: Putting the Research on Learning Into Practice)

Pass out the Teacher to Student Responsibilities handout to each participant. Provide time for teachers to rewrite the statements and provide their reasoning. After sufficient time, discuss various answers as a group.

Have a discussion:

• Does designing deep learning make your job easier or harder? Explain.
• Does designing deep learning increase or decrease your job satisfaction?
• Does designing deep learning impact your overall wellness?
• How can putting some traditional teacher responsibilities on students increase deep learning and teacher wellness? Any pros and cons?
• What does deep learning look like in your area of teaching?
• What potential school problems could be helped with deep learning?
• What percentage of the time do you think that deep learning should occur in the classroom today? Share your opinion and reasoning.

Activity 7: (10 Minutes) DATA ANALYSIS & DECISIONS

Watch the video, “How Data Help Teachers,” by the Data Quality Campaign.

Have a discussion:

• Does utilizing data make your job easier or harder? Explain.
• Does utilizing data increase or decrease your job satisfaction? Explain.
• What are some simple data-gathering tips that have helped you?
• Are there any excel skills that you feel every teacher should know?
• How often do you use data to inform decisions and change lessons?
• Do we overcomplicate data at our school? Why or why not?
• What have been the highest-yield data-informed practices that you use?
• Do you use setbacks as data and show kindness and grace to yourself?