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Reinvigorating today’s schools with Critical, Creative and Collaborative thinking Critical, creative and collaborative thinking should be at the centre of all 21st century teaching and learning. Creating Thinking Classrooms is loaded with examples, stories and strategies for reinvigorating schools with this quality thinking. Written for leaders who support teachers, this guide treats educational change as a process of renovation, rather than process of revolution, and emphasizes building upon, refining and sustaining the many good things happening in today’s schools. Practical and user-friendly, it emphasizes five key principles for learning and teaching: • Engaging students • Sustaining inquiry • Nurturing self-regulated learners • Creating assessment-rich learning • Enhancing learning through digital technology As a balanced and reasoned response to the challenges and opportunities facing schools, this book separates the rhetoric of school reform from reality by analyzing what’s actually happening and offering a plan educators can use. Recapture the fundamentals of classroom learning with a practical and powerful roadmap charting the way forward. As a principal and community superintendent, I observed firsthand how transformational the work of Garfield Gini-Newman and Roland Case is in the school community, and on a systemic level, in the school community, and on a systemic level. Creating Thinking Classrooms takes theory and research and places it directly into the hands of practitioners by offering thoughtful and immediately-useful strategies. Not only does this work transform engagement and achievement, but it also transforms thinking for both teachers and their students. Teaching and learning go from passive acquisition of information to active, purposeful, and deliberate interaction with the curriculum. It is a must-read! Ursula A. Hermann, Ph.D, retired principal and community superintendent Montgomery County Public Schools What impresses me most about Creating Thinking Classrooms is the notion of framing the retooling of schools as renovation or reinvigoration rather than as revolution. Too many seem to ignore that there are many good things worth preserving in our schools and others that need to be reframed or recast to give them greater currency. This book builds on what has worked and makes it better. The message – being purposeful and patiently focused on long-term success – is a powerful one that needs to be heard above the din. David Chojnacki, Executive Director Near East South Asia Council of Overseas Schools

Scholars disagree about the implications of the Truth and Reconciliation Commission’s Calls to Action for history educators and curriculum developers. Some scholars contend that responding to these Calls to Action requires rejecting the discipline of history and historical thinking approaches currently being implemented in history and social studies curricula in several Canadian jurisdictions because they are derived from an ethnocentric Western epistemology. In this article, we propose three significant and important changes to Canadian history education in support of reconciliation, some of which are already underway, albeit imperfectly, and each of which can be implemented without radical epistemological restructuring. Le point de vue des chercheurs diverge concernant les implications, pour les professeurs d’histoire et les responsables de développement de programmes, des Appels à l’action émis par la Commission de vérité et réconciliation du Canada. Certains chercheurs soutiennent que répondre à ces Appels à l’action demande de rejeter le programme d’histoire et les approches de pensées historiques actuellement implantés dans les programmes d’études sociales et d’histoire de plusieurs provinces et territoires canadiens, puisque ceux-ci découlent plutôt d’une épistémologie ethnocentrique occidentale. Cet article propose trois changements importants et significatifs à apporter dans l’éducation à l’histoire canadienne afin de soutenir la réconciliation, certains d’entre eux, bien qu’imparfaits, étant déjà en cours de réalisation, et chacun d’eux pouvant être mis en œuvre sans restructuration épistémologique radicale.

Curriculum development in Canada has gone from teaching survival skills, both practical and cultural, to emphasizing self-fulfillment and standards-based achievements. This evolution mirrors that which has occurred in other developed countries, namely in Europe.

Case highlights several inadequacies in common teaching practices around evaluating the credibility of Internet sources. He further consider other aspects of electronic research that should be the focus of students' critical reflection.

Educational journals, curriculum documents and learning resources in all subjects at every level of schooling recommend that students be taught to think critically. Techniques to promote critical thinking are discussed.

Planification systématique de ce qui est enseigné et appris dans les écoles et qui se reflète dans les cours et dans les programmes scolaires, consignés dans des documents officiels (qui servent en général de « guides » pour les programmes d'études pour les enseignants) et rendus obligatoires par les ministères de l'Éducation des provinces et des territoires.