4 Strategies for Sparking Critical Thinking in Young Students - EDUTOPIA 12th May 2023

Fostering investigative conversations in a junior class can be challenging but incredibly beneficial for promoting critical thinking. Let's look at some strategies:

Encourage Friendly Debate: 

Providing open-ended prompts that engage students' interest and allow them to take a stance can spark organic engagement and critical thinking. By encouraging students to share their opinions and participate in debates, they develop their ability to articulate their thoughts, provide evidence, and respectfully engage with peers. The math talk questions and picture-based discussions are great examples of how to generate interesting conversations.


Put Your Students in the Question: 

Centering students' viewpoints in a question or discussion prompt fosters deeper thinking. By personalising the topic, students are encouraged to analyse, reflect, and make connections to their own experiences. This approach enhances engagement and allows for more meaningful exploration of the subject.


Open Several Doors: 

Some students may be hesitant to participate in classroom discussions. Providing opportunities for them to express their opinions, such as using hand signals or participation cards, ensures that everyone's voice is heard. These strategies create a supportive environment where all students can contribute comfortably and encourage the conversation to flow.


Provide Discussion Sentence Starters: 

Young students often struggle to connect their contributions to their peers' ideas. Introducing sentence starters and modelling how to build upon others' thoughts helps students engage in more meaningful and connected conversations. Celebrating their correct usage of sentence stems reinforces these behaviours and encourages further growth.

Here are a few more suggestions to foster investigative conversations and critical thinking in the junior class:

Use Scaffolding Techniques: 

Provide scaffolds such as graphic organisers, visual aids, or sentence frames to support students' thinking and expression. These tools help structure their thoughts and encourage them to delve deeper into the topic.


Incorporate Real-Life Examples and Experiences: 

Relate the topic of discussion to real-life situations, experiences, or current events that are relevant and relatable to the students. This connection enhances their understanding, encourages critical thinking, and promotes engagement in the conversation.


Encourage Active Listening and Reflection: 

Emphasise the importance of active listening during discussions. Encourage students to listen attentively to their peers, ask clarifying questions, and reflect on what is being shared. This practice enhances their understanding, promotes empathy, and supports the development of critical thinking skills.


Create a Supportive Classroom Culture: 

Foster a safe and inclusive classroom environment where students feel comfortable expressing their thoughts, asking questions, and challenging ideas. Encourage mutual respect, active participation, and valuing diverse perspectives.

By implementing these strategies and providing appropriate support, teachers can create a classroom culture that nurtures investigative conversations, critical thinking, and deep learning among their junior students.

The Writing Rope

The Writing Rope - created by Joan Sedita

Let's look a the basics of each strand and what it means with an example and simple ideas. All 5 strands need to be taught for the students to become efficient writers.

1. First Strand - Critical Thinking

• Generating ideas and gathering information
• and teaching about the writing process like organising, drafting, editing and revising

- Very important in junior years to teach our children to brainstorm ideas and to let them know they have a bunch of ideas to write about and plenty of ideas to share with others

- Important to instil that they are writers and that they can do this
  Joan Sedita has broken down the writing process into 4 categories where the writing and revising parts are usually the hardest parts 

- We can also put it in 5 different categories which may be more applicable to juniors and New Entrants: 

•    THINK - I can think of an idea to share
  
  
  
•    PLAN & SAY - I can take my idea and plan what I want to share. This is because in junior classes and                     especially ESOL students, the Oral Language is so important. We know that all of our students have all these       ideas in their brain but the writing, transcribing part is going to be the hardest part for them. They are             learning how to use all the skills, e.g. writing a sentence, use punctuation, grammar and also how to physically     write down the words. Before they attempt the writing, make sure they are able to use their language orally.
  
  
  
•    DRAW & WRITE - I can draw and write my ideas on paper. Drawing is a very important part of the writing             process
  
  
   
•    EDIT & REVISE - I can re-read my story to add and fix things. At this level we have to focus on                             punctuation,  capitalisation and going back to my story and add more.
  
  
  
•    SHARE - I can share my story with all of you. We have to understand that we are not always just writing for         ourselves but also for an audience. That way we can praise and celebrate.
  
  
  

Now, during the writing process we have to focus on each step and explicitly teach each step. Let's look what it can look like:

Day 1 and Day 2 is very similar. 

Day 1- you are introducing the genre you will focus on and introduce some key points e.g. For HOW TO informative writing genre. This is a simple model you can use to introduce and the students can always refer back to it. Also look at a piece of writing to model with.

Day 2 - brainstorming day. this is our thinking step. A brainstorming sheet is useful to get all their ideas written down. Using the sheet and model how to use it as a tool to brainstorm their ideas. Ask for student feedback and making sure they understand how to use it before they go off and write. You can also fill it in together and the students can copy the ideas.

Next is the planning step. This is where you will give the students the different plan to use for different genres e.g. narrative will have a beginning, middle and end, a informative text, you will have a main idea and then jot down some details and explaining the procedural steps they need to take.

Very easy step to write - they use their planning to write their story. Here they can cross check with you if they are still following the plan for the specific genre.

For revising and editing it is easy to use a checklist to follow. Here is an example of the checklist for the HOW TO genre. Making sure that you follow all of the things. 

General editing checklist: 

2. Second strand - Syntax

• Grammar and syntactic awareness
• Sentence elaboration
• Punctuation

Grammar and syntactic awareness and sentence structure are very different in each level the students are at. This will grow and expand as they become more confident. 

In the junior levels this is what students need to focus on:

• understand what a sentence is
• write an complete sentence
• the different sentence types
• expand sentences into super sentences - this is where students can focus and explore using different punctuation and edit their sentences.

After the whole group modelling the students can go into writing centres or groups to practice as well as go over the writing and discuss.

1. Teach them about conjunction sentences - using the word and but 2 words together. It is good to model this first with the whole group because they can hear what it should sound like before they write independently.
   

   
   

   
   
   
   
2. Sentence scrambles is also good practice to look at syntax and grammar. they have to put the words in order to make sense. Decodable sentence scrambles are great because students can do these independently.
   
   
   

3. Third strand - Test Structure

• 3 different types of writing - narrative, informational and opinion writing
• paragraph structure
• organisation 
• linking and transition words

At junior level the patterns and organisation is not really applicable yet, but you can teach about the 3 different types of writing and how they are different from each other and also a few transition words. 

Explicitly teach what each genre is e.g. modelling, brainstorm ideas together and have that available when they do writing independently. Looking at features what makes a narrative and an informative text. Teach them why transition words are important and how the story will make sense if you use them correctly.

4. Fourth strand - Writing craft

• word choice
• awareness of task, audience and purpose
• literary devices

There are a couple of things we can do in the junior level. We want to make the students aware what type of writing they will be creating, Teaching each genre specifically and what it looks like through modelling and the purpose. We can expect 1-2 sentences and expanding as they grow more confident.

As literary device you can introduce direct speech - like speech bubbles during a shared reading or reading to. Explaining why they are there and why did the author do it like that.

Also using sensory details - modelling a text and pointing out the sensory details - e.g. what did we see, hear, smell, taste or felt at the beach.

We can introduce our students to some of the features they will be using later on.

5. Fifth strand - Transcription

• this is the most important part for students
• spelling 
• handwriting

As we said before the physical act of writing is the most difficult part of writing  because it is a developmental skill that many students may or may not have learned yet. 

We have to make sure while we are teaching writing they say all the wonderful ideas they have and what a sentence may look like that we also focus on spelling and handwriting. 

Through handwriting we teach automaticity  - they have so many things that is going on all at once - think about the word they want to write and breaking down the sounds, make sure they know the grapheme phoneme correspondents, then take the pencil and hold it correctly and thinking how to form the letter correctly.  

There are 2 different types of spelling: 

Inventive Spelling - during writing we have to rely on inventive spelling to get the ideas out. They are not going to be able to proficiently spell the words correctly yet because we haven't taught it to them yet. That's why our students need explicit spelling instruction during phonics. Want to teach in a systematic and sequential way - through phoneme and matching it to the corresponding graphemes. 

Resources: Sussan Jones

The Writing Rope - Joan Sedita - Session 1

The Writing Rope - Joan Sedita - Session 2

The Writing Rope - Joan Sedita - Session 3

The Writing Rope - Joan Sedita - Session 4

The Writing Rope - Joan Sedita - Session 5

My findings and reason this will be my focus

 Formulating my hypothesis and my hunches on why this is a massive struggle for all New Entrant teachers and Teachers globally.

As a teacher and specifically looking at New Entrant or students starting primary school we want them to succeed within Level 1 of the National Curriculum - in order for teachers to be successful or rather feel successful to setting up our students we typically want our students to have some basic knowledge and skills when they start school.

I have asked a few colleagues and teacher friends what their expectations are when a child starts school. My intention is to created a survey to send out to all Manaiakalani teachers to get their voice and expertise. Obviously this will differ as you look at the socio-economic environment the students are from. 

Here are some questions I asked the teachers about their concerns for students starting school and I have summarised their responses in purple.

• What are some common challenges you've seen in students who are just starting school?

Separation anxiety: Many young children experience separation anxiety when they start school, particularly if they have not spent much time away from their parents/caregivers. This can make it difficult for them to adjust to the new environment and routines of school.

Learning to socialise: School is a new social environment for many children, and they may struggle to navigate the complex social dynamics of the classroom. Learning to share, take turns, and work cooperatively with others can be challenging for some students.

Developing fine motor skills: Young children may struggle with tasks that require fine motor skills, such as holding a pencil or cutting with scissors. These skills are important for many school-related activities, such as drawing, writing, and completing worksheets.

Following instructions: Many classroom activities require students to follow instructions and stay on task. Some students may find this difficult, particularly if they have trouble with attention.

Adjusting to the academic demands of school: Students may find the academic demands of school challenging, particularly if they have not had access to high-quality early childhood education. Learning to read, write, and do basic math can be difficult for some students, particularly if they are not yet developmentally ready.

Coping with new expectations and routines: School requires students to adhere to a new set of expectations and routines, such as following a schedule, sitting still for extended periods, and completing assignments on time. Some students may struggle to adapt to these new expectations and routines, particularly if they have not had much structure in their home lives.

• What are the most important academic and social skills that children need to have when they start primary school?

Academic skills:

Language skills: Children should have a good grasp of language, including vocabulary, grammar, and sentence structure. This will enable them to communicate effectively with teachers and peers, as well as understand what they are being taught. Many of the teachers start with ESOL students and has to fill the foundational skills and Oral Language and basic vocabulary before starting at Level 1 of the curriculum.

Basic math skills: Children should be able to count, recognise numbers.

Pre-reading skills: Children should have some exposure to reading, including recognising some letters and sounds, understanding that print carries meaning, and being able to follow a story and retell a story.

Fine motor skills: Children should have the fine motor skills necessary to hold a pencil and write letters and numbers, as well as cut with scissors, colour, and manipulate small objects.

Social skills:

Relating to others: Children should be able to cooperate with others and share resources, such as toys and materials.

Communication: Children should be able to communicate their needs and wants effectively, and understand how to take turns in a conversation.

Following rules: Children should understand the concept of rules and be able to follow them, including classroom rules and social norms.

Empathy: Children should be able to recognise and respond to the feelings of others, and understand how their actions can impact those around them.

Independence: Children should be able to work independently, follow routines, and take care of their own needs, such as dressing and toileting.

• What can parents do to help their children prepare for the transition to primary school?

Communicate: Keep an open line of communication with your child's teacher or school staff to ensure you are aware of any upcoming events or changes that may affect your child. It's also essential to communicate with your child regularly to understand how they are feeling and to address any concerns they may have.

Visit the school: Schedule a visit/visits to the school with your child before they start to familiarise them with the environment, and introduce them to their teacher and classmates. Some schools may also offer orientation programs or transition workshops for parents and children.

Establish routines: Establishing consistent routines at home can help your child feel more secure and prepared for the school day. This includes establishing regular sleep schedules, setting aside time for activities or reading, and planning out meals and snacks.

Foster independence: Encourage your child to take responsibility for their own belongings, such as packing their backpack or lunch, and help them develop self-care skills, such as dressing themselves or using the bathroom independently.

• How do you help children who may be struggling with the transition to primary school?

Build positive relationships: Establishing positive relationships with students is crucial to creating a supportive learning environment. Take time to get to know each student individually and learn about their interests, strengths, and challenges.

Create a predictable routine: A predictable routine can help students feel secure and more comfortable in the classroom. Establish a regular schedule for the day, with clear expectations and transitions.

Use a variety of teaching strategies: Use a variety of teaching strategies to engage all students and cater to different learning styles. For example, use visual aids, hands-on activities, and group work.

Provide opportunities for socialisation: Provide opportunities for students to interact with each other and develop social skills, such as through group projects, games, and discussions.

Differentiate instruction: Recognise that students may come to school with varying levels of readiness and skill. Use differentiated instruction to tailor learning activities to individual students' needs.

Offer support and resources: Offer additional support and resources for students who may be struggling with the transition.

Communicate with families: Communicate regularly with families about their child's progress and any concerns. Involve families in the learning process by sharing resources and providing suggestions for activities that can be done at home.

• What are some strategies you use to help children feel comfortable and safe in the classroom?
  
  Create a welcoming environment.
  Establish clear expectations.
  Encourage communication.
  Foster positive relationships.
  Use positive reinforcement.
  Provide a safe physical environment.
  Use restorative practices.

• How do you create a positive classroom environment and foster a love of learning?
  
  Establish a positive classroom culture.
  Create a safe and welcoming environment.
  Differentiate instruction.
  Provide opportunities for student choice.
  Use positive reinforcement.
  Encourage a growth mindset.
  Make learning relevant.
  Provide opportunities for hands-on learning.
  Build positive relationships.

• How do you ensure that students with different learning styles and needs are supported and included in the classroom?

Identify different learning styles and needs: Identify different learning styles and needs of individual students through observation, assessments, and conversations with them and their families.

Differentiate instruction: Differentiate instruction to meet the needs of all students by using a variety of teaching strategies and materials that cater to different learning styles and abilities. This can include visual aids, manipulatives, and technology.

Use multi-sensory instruction: Use multi-sensory instruction that engages multiple senses to enhance learning and retention. For example, use hands-on activities and experiments for kinesthetic learners, and videos and graphics for visual learners.

Provide accommodations: Provide accommodations for students with special needs, such as extra time on tests or preferential seating in the classroom.

Encourage collaboration: Encourage collaboration among students with different learning styles and needs by pairing them together for group work or peer tutoring.

Offer individualised support: Offer individualised support to students who need extra help through one-on-one instruction, small group instruction, or specialised programs.

Provide clear and consistent instructions: Provide clear and consistent instructions that are easy to understand for all students, and offer repetition or additional clarification as needed.

Promote self-advocacy: Promote self-advocacy in students with different learning styles and needs by teaching them to identify their strengths and weaknesses, and advocating for their own needs.

• How do you communicate with parents about their child's progress and any concerns you may have?
  
  Establish regular communication: Establish regular communication with parents, such as through emails or parent-teacher conferences. Let parents know how often they can expect to hear from you and what types of information you will be sharing.
  
  Use a positive tone: Use a positive tone when communicating with parents, even when discussing areas where their child may be struggling. Offer specific examples of their child's progress and strengths, and be respectful of their feelings and opinions.
  
  Share progress updates: Share progress updates with parents regularly, such as through progress reports or student-led conferences. Use specific examples and data to demonstrate their child's progress and growth.
  
  Address concerns early: Address concerns early on before they become bigger problems. Reach out to parents if you notice their child is struggling academically or behaviourally, and offer suggestions for how they can support their child at home.
  
  Listen actively: Listen actively to parents' concerns and questions, and respond with empathy and understanding. Offer solutions and resources to help address any concerns they may have.
  
  Use a variety of communication methods: Use a variety of communication methods that work best for both you and the parents, such as phone calls, emails, or in-person meetings.
  
  Provide resources and support: Provide resources and support to parents to help them better understand their child's progress and how they can support their learning at home.

• What role do parents play in their child's education during the primary school years?
  
  Establish a positive attitude towards education.
  Read with their child.
  Communicate with teachers.
  Attend parent-teacher conferences.
  Provide a supportive home environment.
  Encourage extracurricular activities: Encouraging their child to participate in extracurricular activities can help develop their interests and skills outside of the classroom.

• What advice would you give parents to help their child have a successful transition to school?
  
  Start preparing early: Start preparing your child for school early, by talking to them about what to expect and encouraging them to ask questions. Visit the school beforehand if possible, and attend any orientation or transition programs offered by the school.
  
  Establish a routine: Establish a consistent routine for your child, including regular bedtimes and mealtimes, to help them adjust to the structure of school.
  
  Encourage independence: Encourage your child to develop independence by practicing skills such as getting dressed, using the restroom, and packing their own backpack.
  
  Read with your child: Reading with your child can help develop their language and literacy skills, and instill a love of reading that will serve them well throughout their school years.
  
  Stay involved: Stay involved in your child's education by communicating regularly with their teacher, attending parent-teacher conferences, and volunteering at the school if possible.
  
  Support their emotional needs: Support your child's emotional needs by providing a safe and supportive home environment, encouraging them to express their feelings, and helping them develop coping skills for dealing with stress and anxiety.
  
  Foster a love of learning: Foster a love of learning by encouraging your child's natural curiosity, providing opportunities for hands-on exploration and learning, and celebrating their academic achievements.
  
  

With this information collected from a survey I can start putting a plan together to aid the teachers and collaboratively set up a plan to work more closely with the teachers in the kindergartens and ECEs.