Critical and Creative Thinking

Pedagogy

Some Suggestions for Inquiry presented in the 2017 PD titled 'Pedagogies for Civics and Citizenship'

In SEAQ's professional development seminars held in 2017 we suggested and used many strategies in looking at two separate inquiries. The first one was the sort of small local inquiry that can provide a platform for explaining an inquiry model. The issue was one of how to prevent littering in the schoolyard. The need for a problematic and open Key Question was canvassed. Sub-questions were developed using the Development Compass Rose strategy. This enabled us to consider Natural (environmental), Economic, Social and political aspects (Who decides?). What If? and a Consequences Wheel were used to consider consequences. (Complexity at this point would depend on Year level and could lead to extension into local, national and global ramifications of waste.) However, the question related to school, and the POOCh decision-making model was used to evaluate various options and choose the most practical and ethical ways to take action on the issue at the school level. The Frayer model of concept development highlighted the concept of Sustainability, and a Y-chart was used to reflect on the value of Responsibility.

The second and longer investigation centred on the question of how reconciliation can be achieved between indigenous and non-indigenous people in Australia. We used the TELSTAR model of inquiry, because its simple words and easily remembered acronym encourage metacognition. As with the strategies, any inquiry model must be taught and reiterated explicitly. The Tune In step consisted of a Visual Learning strategy called See/Think/Wonder centred on early Tasmania where Governor Davey proclaimed that the rule of law must be maintained. The bulk of the time was undertaken as an Expert Jigsaw strategy, with attendees given material on aspects such as Stolen Generations and Stolen Wages that might be barriers to reconciliation. While information was shared and discussed in home groups, participants were encouraged to use principles of active listening and accountable talk.  Implications of the findings were explored using a Possible, Probable and Preferred Futures diagram, and another Visible Thinking strategy, I used to think ... but now I think was used for reflection. Respect was the overarching value here.

 Any social issue inquiry will provide opportunities to weave in the General Capabilities and, depending on the topic, cross-curriculum priorities. We did a check to make sure we were covering the three elements of the national curriculum, and in particular the four targeted capabilities. In the process we were also fulfilling the national goals for Young Australians, which includes a reference to "working for the Common Good".

With respect to the development of deep learning by explicitly teaching strategies and learning techniques until they are internalised as habits of mind, we mentioned a number of strategies conducted through the PD session. Our advice was: Don’t use too many strategies at once – too confusing – but reiterate in some way soon after each has been introduced. If possible try to reiterate with the same students in another subject or topic. Planning for introduction and early reiteration and spacing of strategies is very important.