Topic and Learners
As a substitute teacher working in Lake County, Florida, I interact with a diverse group of high school students across various subjects. Given this context, I would like to teach a unit on “Critical Thinking Across Disciplines.” Critical thinking is a universally applicable topic across all subjects and grade levels (Wiggins & McTighe, 2005), making it an ideal choice for my unique teaching situation. My learners are high school students with varying interests, strengths, and learning styles. The reason for choosing the above topic is to equip my students with a skill that will enhance their learning experience in the classroom and prepare them for future academic and professional challenges.
Teaching and Learning Context
My teaching and learning context as a substitute teacher in Lake County, Florida, is characterized by its diversity and variety. Notably, my learners are high schoolers aged between 14 and 18 years old, encompassing 9th to 12th grade students. These students come from diverse ethnic backgrounds, including Hispanic, African American, Caucasian, and Asian communities. I teach various subjects, including history and mathematics, each with its unique set of students and resources. For instance, when teaching a history lesson, I utilize the interactive whiteboard to display timelines, historical photos, or short documentaries, which help bring the subject to life and engage the students more effectively. In sum, the dynamic nature of my teaching context requires me to remain adaptable and innovative.
Differentiated Instruction
In order to effectively differentiate instruction for my unit on “Critical Thinking Across Disciplines,” I will use various strategies, including text materials, flexible grouping, verbal reflections, guided questions, and levels of support. Notably, I will use different text materials depending on the subject and the student’s needs. For instance, in literature classes, I will use thought-provoking excerpts from novels to stimulate critical thinking. I will use real-world problems in science classes that require critical thinking. Flexible grouping will allow students to collaborate with peers with similar learning styles or readiness levels (IRIS, 2020). Further, verbal reflections will provide discussion opportunities and cater to auditory learners. On the other hand, providing guided questions will support students who may struggle with critical thinking tasks (IRIS, 2020). Lastly, I will provide additional support for students who need it by offering one-on-one assistance and giving more time for tasks that require critical thinking. These differentiated instructional approaches will ensure that all students have the opportunity to develop their critical thinking skills effectively.
Goals for the Unit
Knowledge
At the end of the unit, my students will clearly understand critical thinking principles, including the ability to identify logical fallacies, evaluate evidence, and differentiate between fact and opinion. Further, they will know the various stages of critical thinking, including interpretation, scrutiny, assessment, deduction, elucidation, and self-management. (Murawski, 2014). The students should be familiar with different critical thinking strategies and understand how to apply them in analyzing academic problems and making informed decisions.
Skills
At the end of the unit, students should be able to critically analyze any information provided, solve problems independently and make real-world decisions confidently across all subjects. Further, I anticipate that they will be able to effectively communicate their thoughts and ideas through written and oral communication, demonstrating their understanding of the subject matter. These skills will play a role in optimizing their learning experience and getting them ready for the challenges they may face in their academic and personal lives.
Understanding
By the end of the class, the students will know that critical thinking is not merely a skill but an essential tool needed for their success in school and also in their personal growth. They will comprehend how it enhances their ability to analyze problems, evaluate solutions, and choose the best decisions. The essential exposure to problems requiring critical thinking will supplement this understanding inside and outside the classroom, preparing them for future academic pursuits and real-world scenarios. Consequently, these students will be empowered to become active and informed learners ready to navigate the modern world with confidence and discernment.
References
IRIS. (2020). IRIS | Page 6: Instructional Methods. Vanderbilt.edu. https://iris.peabody.vanderbilt.edu/module/udl/cresource/q2/p06/#content
Murawski, L. (2014). Critical thinking in the classroom and beyond. In Journal of Learning in Higher Education (Vol. 10, Issue 1, pp. 25–30). https://files.eric.ed.gov/fulltext/EJ1143316.pdf
Wiggins, G., & McTighe, J. (2005). Chapter 2. Understanding understanding, in Understanding by design (2nd ed.). Alexandria, VA: Association for Supervision and Curriculum Development. https://teamone.msuurbanstem.org/wp-content/uploads/2014/07/understanding-understandingch21.pdf
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