Children are especially vulnerable to tricks and false news in the age of information overload. That is why training in critical thinking at a young age is so important, so we can educate thoughtful and aware citizens that are more difficult to be mislead.

Active and participatory methodologies for training critical thinking in early childhood.

In this course we will learn how the implementation of science can show us how knowledge is constructed and so be able to tell apart right assertions from falsehood.

We will also present different ways to teach science that allow for the education of values and competencies, making scientific experiments a cross-curricular activity.

Objectives:

• Reflect on the importance of educating in critical thinking and taking an autonomous approach when searching for information.
• Teach methodological tools to train critical thinking.
• Know the main fallacious arguments and how to distinguish them.
• Acquire active methodological tools that encourage the participation, cooperation and motivation of learners.
• Reflect on the different styles of teaching science.
• Learn simple experiments with low cost, that are adapted to the curriculum of Primary Education.
• Gain knowledge on how to adapt science experiments to make them less guided and give more autonomy and research abilities to learners.
• Generate critical debate around information overload and how that shapes our society.
• Understand the scientific method and how it is implemented in Social and Natural Sciences.

Target audience:

Teachers from primary schools, teacher trainers, school leaders and professional workers that are interested in training critical thinking.

For groups of 8 teachers or more, we adapt the course content, approach the specific needs of your educational center and offer personalized funding assistance.

Training activities:

Day 1

• Course introduction
• Group dynamic: Getting to know each other
• Group experiment: Class experiments with different approaches
• Group dynamics: Generating an open attitude in the group and raising energy
• Group reflection and discussion: Analysis of the implemented activities

Day 2

• Group dynamic: Breaking the ice.
• Individual experiment: Placebo effect
• Group experiment: Left and right-handed people
• Group activity: Hunters by the method
• Hands-on activity: Data analysis

Day 3

• Group dynamic: Energizer for fostering collective learning
• Group experiment: Matter and energy
• Group dynamic: In the jungle
• Reflection and group discussion: The role of educators in active learning

Day 4

• Group dynamic: Energizer for fostering collective learning
• Group experiment: Bouncy cans
• Deliberation in pairs: The control group
• Hands-on activity: Find the right assertion
• Group activity:Erasing prejudice

Day 5

• Group dynamic: Energizer for encouraging team building
• Reflection in small groups: The science ans traversal/cross-disciplinary education
• Final hands-on activity
• Open discussion on possible future collaborations and planning follow up activities
• Summary of key learning points
• Final course evaluation and feedback
• Validation of learning outcomes and handling certificates
• Cultural activity or guided visit (optional)

Methodology

The scientific method is often just a footnote in our schools curriculum, most of the time taught in a theoretical way, but it has the potential to help identify the truth in the era of information overload. With a proactive approach with hands-on activities and experiments, we want teachers to experience how it can be used and reach their own conclusions while searching for the truth in the sea of information that is the Internet.

Critical thinking is the main skill that allows to discern reliable information, so in this course we will work on the idea that learning the scientific method can help stimulate critical thinking and, with that, help provide students with a useful tool that will allow them to learn on their own, help them discern the truth so that they can work with facts and make them active agents of their own learning.

Energizers, games and group dynamics are foreseen daily in order to ensure a positive energy and a cooperative learning climate in the group.

Group reflections and daily brief feedback sessions are planned to help adapting the learning programme to the specific needs of the participants.

We organize optional social and cultural activities in order to give the participants the opportunity to get to know the Canarian and Spanish culture as well as to do some professional networking and exchange good practices.

Certification and validation of learning outcomes

• Certificates of attendance, including a description of the training content
• Support with the Europass mobility certificates – to be issued by the applicant’s National Agency

Upon request, we also provide educational centers with additional documents that are required to certify the presence to the course and the competences learned. For example, we provide photos of the training course and a sum-up video that can be used for dissemination purposes.

Pre-register to our courses!

Write us some details about your project idea. How many participants do you want to send? What are the profiles of the teachers/staff interested in the course?