1. In partnership with Global Learning Programme: Critical thinking in global learning

2. © Crown Copyright 2013 Workshop description Based on a short practical activity, this workshop will explore what critical thinking means in the context of global learning, apply it to some examples and consider how to improve it in the classroom We will reference further support on the GLP-W website.

3. © Crown Copyright 2013 What is critical thinking (1)? 1. The important thing is not to stop questioning (Albert Einstein). 2. All learners should gain deeper understanding of topics and be more critical of evidence in order to make reasoned judgements and decisions and “be better prepared for the challenges of school and the wider world” (ESDGC 2008). 3. Critical thinking is the ability to think clearly and rationally. It includes the ability to engage in reflective and independent thinking. 4. Fostering critical thinking means teachers, as well as students, questioning their own understanding and assumptions. Like students, teaches need to be supported in this. 5. Critical thinking occurs when students are analyzing, evaluating, interpreting, or synthesizing information and applying creative thought to form an argument, solve a problem, or reach a conclusion. 3

4. © Crown Copyright 2013 What are the GLP-W aims?aims pupils will better understand their role in a globalised society and the concepts of globalisation, interdependence and development; pupils will examine a range of common approaches to increasing social justice and sustainability, increasing their capacity for critical thinking and analysis; pupils will explore different approaches to aid, for example a charitable giving approach to development and that of one motivated by social justice; and schools will be able to explore alternative models of development and sustainability across the curriculum. 4

5. © Crown Copyright 2013 What are the key GLP-W themes? 5 The GLP key themes are knowledge of: developing countries, their economies, histories and human geography; different ways to achieve global poverty reduction …enabling students to draw their own conclusions about the causes of global poverty and how it can be addressed; the basic elements of globalisation. Together with understanding of interdependence and sustainability enquiry and critical thinking.

6. © Crown Copyright 2013 What is critical thinking (2)? Critical thinking has close links with ESDGC skills ‘Developing Thinking’ is widely regarded as a ‘good thing’, for pupils’ current learning and future lives (e.g. as citizens and workers) is useful for learning about material which is complex (e.g. has many meanings and explanations) controversial (involves different views and values) and easy to misrepresent (e.g. stereotyping places and people) But is not always well defined:  what does ‘critical’ mean? is there a difference between ‘critical thinking’ and broader thinking skills?  what approaches / pedagogies might help pupils’ think critically?  can critical thinking can be taught alone?.

7. © Crown Copyright 2013 With or without critical thinking? For example, in geography: learning about globalisation and interdependence; fair trade without critical thinking: lessons that focus on the merits of fair trade, leading pupils to the conclusion that buying fair trade goods is the right thing to do; with critical thinking: lessons that investigate fair trade in the context of different kinds of trade, building understanding of the processes and links involved; so that pupils can examine each on merit, consider different views and, decide whether to buy fair trade goods or not. Pupils might go further, for example comparing how evidence is presented by proponents of fair trade and free trade, considering who benefits most from fair trade, or considering the ethical issues involved in making such decisions. 7

8. © Crown Copyright 2013 With or without critical thinking? For example, in geography: Developing countries; classifying countries without critical thinking: lessons that teach pupils a singular view of developing countries, e.g. that countries can be classified in certain ways, for example rich/poor, North/South, MEDC/LEDC, and that countries in each group have particular characteristics; with critical thinking: lessons that investigate a range of evidence about development in different parts of the world, consider different ways to view and classify countries and debate the best way to do so. Pupils might go further, for example asking questions about differences within countries, or about how the evidence they examined was produced and selected, and by whom. 8

9. © Crown Copyright 2013 Support GLP-W Curriculum Framework: Curriculum overview Linked to individual GLP-W resourcesresources GLP-W looking for more school case studies exemplifying critical thinking Links: ESDGC (2008) page 22: http://gov.wales/topics/educationandskills/allsectorpolicies/europeanandin ternational/sustainabledevelop/?lang=en http://gov.wales/topics/educationandskills/allsectorpolicies/europeanandin ternational/sustainabledevelop/?lang=en DEA Thinkpiece on critical thinking: http://think-global.org.uk/news/5793http://think-global.org.uk/news/5793 Ten questions for global learning – a model of questioning applied to food waste: http://think-global.org.uk/news/18688http://think-global.org.uk/news/18688

10. © Crown Copyright 2013 Thinking critically about critical thinking The key aspect of critical thinking in my view is … Critical thinking means to me… When critical thinking is effective it… Critical thinking is not… With regard to critical thinking, in my school … Critical thinking is a particularly useful attribute in global learning because… When critical thinking is handled poorly … 10