critical thinking yrdsb

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Critical thinking definition

Critical thinking, as described by Oxford Languages, is the objective analysis and evaluation of an issue in order to form a judgement.

Active and skillful approach, evaluation, assessment, synthesis, and/or evaluation of information obtained from, or made by, observation, knowledge, reflection, acumen or conversation, as a guide to belief and action, requires the critical thinking process, which is why it's often used in education and academics.

Some even may view it as a backbone of modern thought.

However, it's a skill, and skills must be trained and encouraged to be used at its full potential.

People turn up to various approaches in improving their critical thinking, like:

• Developing technical and problem-solving skills
• Engaging in more active listening
• Actively questioning their assumptions and beliefs
• Seeking out more diversity of thought
• Opening up their curiosity in an intellectual way etc.

Is critical thinking useful in writing?

Critical thinking can help in planning your paper and making it more concise, but it's not obvious at first. We carefully pinpointed some the questions you should ask yourself when boosting critical thinking in writing:

• What information should be included?
• Which information resources should the author look to?
• What degree of technical knowledge should the report assume its audience has?
• What is the most effective way to show information?
• How should the report be organized?
• How should it be designed?
• What tone and level of language difficulty should the document have?

Usage of critical thinking comes down not only to the outline of your paper, it also begs the question: How can we use critical thinking solving problems in our writing's topic?

Let's say, you have a Powerpoint on how critical thinking can reduce poverty in the United States. You'll primarily have to define critical thinking for the viewers, as well as use a lot of critical thinking questions and synonyms to get them to be familiar with your methods and start the thinking process behind it.

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More From Forbes

Improve your critical thinking by avoiding assumptions.

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In a post earlier this month, I shared three questions we can ask ourselves in the moment to avoid allowing our snap decision about someone’s idea hardening into a firm conviction without more critical thinking. Let’s deepen that skill set by reframing our approach to individuals, contexts, and perspectives.

All effective changes to behavior happen on an immediate, tangible level, not on a broad philosophical plane. Saying to yourself, I’m going to be a nicer person doesn’t impact your actions. Saying, I’m going to hold the door for someone, hold someone’s hand when they need me, or hold my tongue when I want to criticize – those specific actions make us a nicer person.

Likewise, when we are trying to think more critically about an issue, it’s helpful to have specific questions or approaches that allow us to actually put critical thinking techniques in place. It doesn’t help to say, “I’m going to be a deeper thinker,” since I’m not even sure what that would mean. Instead, adopt approaches that combat the habits that keep us from thinking more openly about an issue and factoring in better information. Here are three specific statements we can say to ourselves that will help us remain more open.

1. There’s an old adage that “even a stopped clock is right twice a day.” (This assumes an analog clock, not an unplugged digital clock.) Likewise, even the person in our life with questionable judgment whose opinion we immediately discount or ignore might occasionally have a nugget of wisdom to share. Remain open. Who is the stopped clock in your life? When Uncle Bud or Lulu from Marketing approaches with that eager look of, “Have I got an idea for you!” instead of ducking for cover, say to yourself, “It’s half-past-two…again.” This may be their one good idea for the year, and you don’t want to miss it. Be patient. Hear them out. You can still decide to discount their conclusion, but you will have remained open to their analysis, and there may be a learning moment in there for you. To discount an entire human being is a great loss and deprives us of possible wisdom, however cluttered with our previous experience with someone.

2. It’s human nature to develop patterns of behavior and apply them to specific settings. For instance, some people act one way at home and a different way at work. When we attend certain meetings or engage with particular teams at the office, we get into patterns of behavior and thinking that can limit us and our impact and rob the company or firm of our insights. We might be the most open, thoughtful, creative contributor in some meetings and then withdraw and shut down in other contexts. Sometimes these shifts in behavior are justified by our knowledge base on a topic, the presence of certain colleague at the table, or other factors. But sometimes, our shift in behavior is arbitrary or a matter of habit.

My wife and I have four kids. When they were still home, the six of us each had our particular seat at the table for dinner – same seat every night – like many families. It would have felt weird if, when we went to sit down for dinner, Sam plopped down in Teresa’s chair. And yet, for other meals, we all sat anywhere. Why such formality at one time and such reckless abandon at others? What’s the metaphorical seat you take at certain meetings at work? You’re open and enthusiastic at the Marketing Meeting, asking great questions and comfortable challenging assumptions - your own and others’. As you’re walking into the Sales Meeting where you tend to be more withdrawn, tell yourself, “This is lunch, not dinner. I can sit anywhere. I can contribute like I do in the Marketing Meeting.”

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I’m not suggesting you bring your worst behaviors into every setting. If you’re overbearing at one meeting and quiet at another, please don’t bulldoze through every meeting. It’s about bringing out your better qualities more frequently – about listening and remaining open more consistently.

3. We’re all self-centered. It’s part of human nature. It’s not bad, or Machiavellian; it’s just a basic survival instinct. To contribute most meaningfully at work, and to avoid the kinds of assumptions that keep us from being more successful, we need to challenge that most basic thinking. When we offer an opinion at work, we often fall prey to two forces that keep us from making better decisions - our ego and our self-interest.

When we’re weighing options in a meeting, and one of the options on the table is our suggestion, we’re likely to want to see that option succeed because it’s our idea, regardless of whether, objectively, it’s the best solution. Completely separately, one of the options might actually hold more value for us, and sometimes that value may be outside the knowledge of the group at large. In that case, we’ll often side with the option where the benefit inures to us over others. When these situations arise, we’re best served to ask ourselves a very tough question. “To what extent am I part of the problem?” Is the way we’re contributing truly in the best interest of the group, or is my ego, self-interest, or stubbornness getting in the way?

Asking this question of ourselves is tough enough. If we conclude we are, in fact, part of the problem, acting to rectify the situation is even harder. Hopefully, we can get there. But if not, just asking the question of ourselves will naturally temper our reactions and encourage us to be more open.

In sum, to remain more open and to think more critically, we should challenge ourselves to:

1. remain open to ideas from others, even those with whom we don’t usually agree,

2. rethink why we behave differently in certain settings and assess whether it’s time to contribute more meaningfully (sometimes this might mean talking less, not more),

3. challenge the motive behind the ideas we support and decide if we need to get out of the way.

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What Families Want to Know About Pathways

Please note that all information on the YRDSB website can be translated by selecting the language from the dropdown menu at the top of the page.

Pathways Planning - Ontario Secondary School Diploma (OSSD)

How many credits do you need to earn your ossd.

• 18 compulsory Credits.
• 12 optional credits, often called electives.
• The  graduation requirements  page on the YRDSB website for more information.

What is the process for selecting courses and pathways planning?

• My Pathway Planner is an interactive Education and Career/Life Planning Tool.  It supports students in exploring career options, managing online course option selection for secondary school, developing interactive portfolios of learning and planning for their initial pathway destination.
• Every course has a six character course code with each character identifying the course disciple, grade, course type or pathway and school-specific program (i.e. ENG2D1 is the code for Grade 10 Academic English).
• Please search ‘ reading course codes ’ on the YRDSB website for more information.

What is the OSSLT?

• The Ontario Secondary School Literacy Test is written in grade 10.
• It is a test based on language and communications (reading and writing) for curriculum up to and including grade 9.
• Successful completion of the test or course is a graduation requirement.

How many community involvement hours are needed in order to graduate?

• Students need to complete 40 hours of community service.
• Please search ‘ community involvement ’ on the YRDSB website for more information.

What supports are available to students for both academic success and overall well-being?

• We want all students to feel safe, welcome and supported at school and to be successful.    Our caring staff support students in transitioning and being successful in secondary school.
• Students can access a variety of academic and social/emotional supports at the secondary level including Guidance Counselors, Special Education Resource Teachers, Educational Assistants, ESL Teachers, Student Success teachers and Subject teachers.
• Students can also access Elementary Transition Teachers for support as they transition from grade 8 to secondary school.

What supports are available to support credit accumulation?

• Support is available through the school Student Success Team if a credit is in risk, prior to a final mark being assigned.  After the completion of the course, students can also recover credits, during the school year or in the summer months, to ensure they stay on track to graduate.

What are the Grade 9 course offerings for the 2022 - 2023 school year?

• Grade 9 Math and Science will be offered as destreamed courses.
• Applied level courses will no longer be offered in grade 9.
• Grade 9 English, French and Geography as well as Grade 10 History  and Math will be offered at the Academic level and English, History, Math and Science will also be offered at the Locally Developed level in both grades 9 and 10.
• Some courses (i.e. Health and Physical Education) are offered at the ‘Open’ level and are designed to prepare you for further study and enrichment in the subject area.

For more information on destreaming, please visit www.yrdsb.ca/destreaming .

What is a Locally Developed Course?

• Some students may be recommended for Locally Developed courses.
• Locally Developed courses are offered in English, History (Grade 10), Math and Science and support the needs of students who have been receiving significantly modified programming and are not currently working at grade level .  These courses will generally lead to workplace level courses in grades 11 and 12.  Programs at college and university as well as some apprenticeship programs many not accept courses in this pathway for admission.
• Please speak to the elementary school Principal if you have questions or concerns about course recommendations.

What course types are available in grades 11 and 12?

• University level courses : designed to equip you with the knowledge and skills you need to meet the entrance requirements for university programs.
• University/College level courses : designed to equip you with the knowledge and skills you need to meet the entrance requirements for college or university programs.
• College level courses : designed to equip you with the knowledge and skills you need to meet the entrance requirements for college programs.
• Workplace level courses : designed to equip you with the knowledge and skills you need for direct entry into the workplace, admission to some apprenticeship programs and other community training program.
• Open courses : allows you to broaden your knowledge and skills in a particular subject that may or may not be directly related to your post-secondary goals.

What are the pathway options for high school students?

• Post-secondary pathway options include Apprenticeship, College, University, Workplace.
• School offer a range of specialized programs  in a range of areas including business, the Arts, skilled trades, science and technology, and much more to support students in their chosen pathway.
• Post-secondary pathway options are not necessarily final destinations but rather starting points for skill development and future opportunities.

Secondary School Pathway Programs

View the   Director’s Annual Report:  Pathways Planning & Supports .

What is Co-op?

Cooperative Education is a credit course that honours all pathways and allows grade 11 and 12 students to apply what they have learned in the classroom while in a workplace environment.  By participating in Co-op, students can ‘try out’ and develop their skills, interests and work habits and help them make informed choices for a successful transition from high school to post-secondary pathways.

• Students can take up to 4 credits in one semester, with no limit on earning optional co-op credits
• Students can apply two co-op credits towards their compulsory high school graduation requirements
• Students are monitored and assessed by the Co-op teacher and ongoing feedback is provided by the placement supervisor/employer
• Students may participate in the Ontario Youth Apprenticeship Program (OYAP) while enrolled in a co-op course
• A two-credit co-op course is a requirement of the Specialist High Skills Major Program

What are Dual Credits?

Dual Credits allow students in secondary school to take college or apprenticeship courses that count towards both the Ontario Secondary School Diploma (OSSD) and a postsecondary certificate, diploma, or degree, or an apprenticeship certification.

• Experience college while still in high school at no cost to you
• Earn high school credits and college credits at the same time in the same course
• Learn in college state-of-the-art facilities
• Explore different pathway options
• Try something new

What is Ontario Youth Apprenticeship Program (OYAP)?

• Students may participate in OYAP by taking a Cooperative Education course.
• The Ontario Youth Apprenticeship Program (OYAP) is a School to Work program that opens the door for students to explore and gain training in apprenticeship occupations starting in Grade 11 or Grade 12 through the Cooperative Education program.  There are over 150+ skilled trades (PDF) to choose from! (Please visit the about apprenticeships  page on the YRDSB website).
• Students have an opportunity to become registered apprentices and work towards becoming certified in a skilled trade while completing their secondary school diplomas.

Participation in OYAP may lead to student interest in the Accelerated OYAP program (see Dual Credits).

What is the Specialist High Skills Major (SHSM)?

• Students can specialize in an economic sector of interest while in secondary school by choosing courses related to that sector and participating in a number of planned experiential opportunities, such as co-op, field trips and post-secondary tours.   SHSM is available to all students in grades 11 and 12 regardless of their choice of post-secondary destination.  SHSM programs are available across all York Region schools.  For a list of SHSM programs offered at secondary schools, please visit the SHSM Programs and Locations  page on the YRDSB website.

Pathways Experiential Learning

York region skills challenge (yrsc).

YRSC provides additional pathways opportunities for students and teachers that promote authentic experiential learning activities and builds skills and competencies.  York Region skills events are specifically designed for Grades 4-12 students to participate in a variety of competitions and demonstrate their knowledge and skills in technological education, digital literacy, problem solving, mathematical and critical thinking skills.

Science, Technology, Engineering, and Mathematics (STEM)

The goal of the K-12 STEM continuum is to offer inclusive learning opportunities for students in all divisions to engage in authentic real world problem solving that integrates Science, Technology, Engineering, and Mathematics through skill development in the design thinking process.  STEM programming aims to improve outcomes for students across the system by focusing on instructional strategies that center student voice and choice through community connected experiential learning.

Community Connected Experiential Learning (CCEL)

Community Connected Experiential Learning (CCEL) projects build collaborative relationships with community partners that focus on supporting experiential learning projects that are connected to student interests and curriculum.  CCEL school/classroom based projects provide students with opportunities to co-plan and co-construct inquiry-based learning projects that reflect student needs and interests.