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Focusing
During the pivotal "developing a hunch" phase of our inquiry process, we diligently examined our roles as educators to discern how our actions might be impeding the development of critical thinking skills in our students. We posed the question: "How are our current practices influencing this challenge?"
To approach this inquiry without bias, we embraced an adapted framework inspired by Helen Timperly. Following this framework, we delved into our intuitions, explored a spectrum of potential goals, brainstormed diverse solutions, and meticulously evaluated each alternative. By employing this structured approach, we cultivated a non-judgmental perspective, ensuring a thorough exploration of potential solutions before finalizing any decisions.
Through this collective introspection, we gained valuable insights into our contributions to the prevailing educational landscape. This process enabled us to recognize the systemic factors at play and pinpoint areas where improvement is crucial. Specifically, we honed in on enhancing critical thinking skills and nurturing a school culture characterized by mutual respect and support among students and faculty alike. By scrutinizing our own actions and systems, we positioned ourselves to effect meaningful change aligned with our overarching goals.
Sample of our "Developing a Hunch" process in a staff meeting
Based on our work together: Guiding Inquiry Question
Everything we have done so far points towards working together to help students to build critical thinking/problem solving skills, collaboration skills, and fostering resilience.
If we work together to develop our collective efficacy regarding making learning visible, we will be able to build student capacity in the competencies of critical thinking and collaboration.
Students will develop as critical thinking individuals who collaborate to take ownership over their learning.
3:25-3:35 Developing a Hunch
What is Developing a Hunch?
Is there a sense of urgency? The evidence says this area of focus is really important for learners
Is it good for all? This focus will make a difference to multiple learners rather than to a select few
Do we have a critical mass? There is a reasonable level of staff commitment.
Is it manageable? Is it within the capacity of the group to tackle this area?
Does it address something complex? The focus area is a complex one that requires fresh thinking to make the changes required for learners.
Quietly read over the two pages on Developing a Hunch from the playbook (Pg 26 & 27)
Share a key takeaway from these pages with your group
Share out: What are we seeing? How does what we just read resonate with the consequence table?
How are we contributing to the status quo?
- Not providing enough opportunities to scaffold expectations
- not providing enough opportunities for open-ended problem solving, with debriefing
- Not providing enough concrete examples of excellent results/products
- Not enough teaching of specific skills.
- Setting goals that are overwhelming.
- We are expecting kids to have skills that they don’t necessarily have.
- We are setting goals that are too complex or overwhelming.
- Not giving students time to correct their behaviour or try.
- Answering simple questions
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