• involves learners

• is a high level/quality of learner participation in learning activities

• suggests more than simple on-task behavior

• can be estimated by periodic scanning (systematic observation) of the class

Involved:

• is deep immersion in a learning activity

• can be enhanced when learners

  • interact with each other

  • are asked for comments and assistance

  • roles are involved and detailed

  • access prior knowledge

  • can process and construct new knowledge in meaningful ways

Critical analysis and/or problem solving is a deliberate teaching and learning activity that stimulates the development of thinking skills.

Critical analysis and problem solving can be encouraged by:

• discussing or negotiating learning outcomes with learners
• learning strategies
• solutions to problems
• making predictions
• linking causes to effects
• breaking complex problems into smaller problems (thinking backwards)
• identifying relationships, patterns, pros and cons, strengths and weaknesses, assumptions and limitations, logical fallacies and ambiguities, and main ideas
• monitoring/evaluating procedures and steps toward accomplishing learning outcomes/goals
• discussing means and ends relationships
• consensus building
• distinguishing facts from value claims and relevant from irrelevant information
• determining credibility of source

During a class activity on conflict resolution, the teacher uses various questioning strategies to discuss the main idea of solving conflicts peacefully. Learners are encouraged to analyze the cause and effect relationships of conflict and come to a consensus to develop alternative strategies. Learners are actively involved in using thinking skills as a way of solving conflicts.

Secondary

In an American history Civil War unit a class discussion speculating on the causes and effects of the war leads to work in pairs. Learners then create charts and make presentations. The lesson is summarized with a review and speculation as to what would have happened if the outcome of the war had been different. What would it have been like to live in the north and/or south? Learners will predict what the USA would be like if it was divided and why.

New

In a science class the learners discuss living environments and the physical characteristics of living things in these environments. The teacher asks learners to create a fictitious animal who lives both on land and under water by asking: What physical characteristics does this animal have that enables it to survive in the dual habitat? The teacher further probes by asking; how would your animal survive differently from existing animals?

First-graders learn in their science class that life occurs on the surface of the earth on land, in the air, and in water. Learners are asked to make a list of things that one creature from each environment needs to survive in that habitat. Learners are also asked to predict what would happen to the animals if changes were made to each habitat.

Learners in a high school science class watch a video to familiarize themselves with fish found in the Caribbean coral reefs. Afterwards, they investigate the condition of coral reefs in the Caribbean on the Internet. Working in small groups, they analyze the data to determine what can be done to protect the coral reefs.

In a twelfth-grade science lesson on processes that shape the Earth, learners question the shrinking of coastlines in the Gulf coast and eastern borderlines of North America. Learners assume the role of geologists by researching and studying the transfer of heat energy where the atmosphere interfaces with erosion of the Gulf of Mexico on land. Learners construct a diagram to prove that the continent has altered over time.

Elementary and Secondary

In a drama class, learners select a modern play and find a published critique of the play. After viewing the play, learners discuss their own perceptions of the production and contrast the critique’s view with their own.

Elementary and Secondary

In a tenth-grade music class the learners listen to 3 music selections. The learners describe the mood each selection elicits, and analyze why. As an extension of this activity, the learners are asked to give suggestions as to what music should be played in the cafeteria, hallways, buses, etc.