Critical thinking talk and a community of enquiry in the primary school

Coles, Martin

doi:10.1080/09500789509541411

Cited by 10 publications

(5 citation statements)

References 1 publication

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“…Children need to experience what it is like to be an author: wrestling with problems, drawing on knowledge and experiences, seeking advice and responding to critical comments. Imaginative and resourceful teachers can create what Wells (1990) calls a community of literature thinking and what Cole (1995) refers to as a community of enquiry, where interactive discourse is central to the learning process. Graham (2001) has argued cogently for an approach to teaching writing which develops autonomy and she shows how reluctant writers can make significant progress when a culture of trust and respect exists in the classroom.…”

Section: Issues and Concernsmentioning

confidence: 99%

Writing is more than ‘exciting’: equipping primary children to become reflective writers

Corden¹

2003

Reading

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This article describes work undertaken as part of a partnership programme initiated to encourage collaborative research between teachers and university tutors. In the Teaching Reading and Writing Links project (TRAWL) primary school teachers, working as research partners, explored ways of developing children as reflective writers. The research group wanted to know whether, through examining how texts are crafted by expert writers during literacy sessions, children might be encouraged to pay more attention to compositional rather than secretarial aspects of narrative writing during writing workshops. The overall writing achievement of 338 children was monitored over one school year and narrative writing from 60 case study children was evaluated at the beginning and end of the research period. In this article the impact on achievement is illustrated, some examples of writing are analysed and evidence of development in children's metacognition and confidence as writers is discussed.

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Section: Issues and Concernsmentioning

confidence: 99%

Writing is more than ‘exciting’: equipping primary children to become reflective writers

Corden¹

2003

Reading

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“…Other relevant studies [12][13][14] concluded that young children benefit from being taught critical thinking because it enhances the ability for questioning, making suggestions of a hypothetical nature, and engaging in reasoned thinking through peer group conversation. Thus, empirical evidence supports the notion that young children can think critically [15,16]. In the 21st century, many educational systems are responding to the challenge and responsibility of fostering pupils' acquisition of critical thinking skills across the schools' curricula [17].…”

Section: Introductionmentioning

confidence: 90%

Fostering Critical Thinking across the Primary School’s Curriculum in the European Schools System

et al. 2021

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To develop citizens’ critical thinking (CT) abilities, schools must better integrate CT into the curricula. Although educators, psychologists, and philosophers agree on the importance of critical thinking, there is no agreement on a common theoretical definition. The goal of this study is to define the framework for the promotion of critical thinking in the context of curriculum development. Specifically, to explore how the primary school curriculum addresses the concept of CT, and to identify characteristics, core skills, and approaches to CT in the syllabi. We conducted a document analysis of curriculum and syllabi in the European Schools system. The results show that although the primary school curriculum does not define the concept of CT, it does consider it a key skill to develop and foster among pupils across the school syllabi. Concerning the CT teaching approaches, our study detected a holistic approach in which the European Schools system supports CT as an explicit and implicit goal within a standard subject-matter content instruction. This study can be used in future educational research with different stakeholders (teachers, school principals, policymakers, researchers) involved in curriculum development.

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“…Such practices include discussion, consideration of multiple perspectives, revision of ideas in the light of feedback and accounting for one's beliefs. In this context, higher order thinking is a deliberate attempt to consider evidence, construct connections and assess the validity of different ideas (Coles, 1995). Such thinking processes can be facilitated by a teacher who offers modeling and coaching of thinking processes through examples and thinking aloud, and who sets tasks where discussion and exchange of views pushes learners towards inquiry and problem solving.…”

Section: Research Phasesmentioning

confidence: 99%

Providing Enrichment and Acceleration in the Electronic Classroom: A Case Study of Audiographic Conferencing

McLoughlin¹

1999

J Spec Educ Technol

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Audiographic conferencing technology is currently used by the Education Department of Western Australia (EDWA) to provide enrichment programs for talented and gifted students living in rural and isolated areas of Western Australia. In addition to increasing the access and participation of isolated students to a special curriculum designed to extend and enrich their learning, current policy also aims to improve and develop the applications of technology for special education needs. For the particular students involved in the study, the goal of higher-order thinking was sought as a learning outcome. Based on observations and research on the actual classrooms where audiographic conferencing was used to mediate learning, this paper suggests that higher-order thinking (HOT) among gifted students can be fostered by utilizing audiographic conferencing to create a classroom milieu of peer discourse, investigation and visual display of ideas. When teachers are encouraged to adopt a process-based approach and to foster the skills of negotiation, verbal elaboration and peer revision of ideas they also begin to utilize the two-way audio and video elements of the technology to maximize learning. The initial evaluation of the project for gifted and talented students indicated that the interactive features of the technology provided the possibilities for task-related collaboration and gave students the opportunity to share, discuss and evaluate concepts, thereby leading to higher-order thinking.

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Critical thinking talk and a community of enquiry in the primary school

Cited by 10 publications

References 1 publication

Writing is more than ‘exciting’: equipping primary children to become reflective writers

Writing is more than ‘exciting’: equipping primary children to become reflective writers

Fostering Critical Thinking across the Primary School’s Curriculum in the European Schools System

Providing Enrichment and Acceleration in the Electronic Classroom: A Case Study of Audiographic Conferencing

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