TEACHERS AS A FACILITATOR OF CRITICAL THINKING IN A COMMUNITY OF INQUIRY.pdf

Teachers as critical thinkers play a crucial role in shaping education and fostering the intellectual growth of students. Here are a few key points about teachers as critical thinkers:

1. **Problem Solving**: Teachers analyze educational challenges and work to find creative, evidence-based solutions. This may involve developing new teaching strategies, adapting lesson plans, or finding ways to engage students with different learning styles.

2. **Reflective Practice**: Critical thinking enables teachers to reflect on their teaching methods and effectiveness. They question their practices, evaluate outcomes, and make necessary improvements.

3. **Decision Making**: In the classroom, teachers constantly make decisions, from how to present material to how to manage student behavior. Critical thinking allows teachers to make informed and effective decisions that benefit their students’ learning.

4. **Encouraging Critical Thought**: Teachers who think critically model this behavior for their students. They create learning environments that encourage inquiry, debate, and the exploration of different perspectives, helping students become independent thinkers.

5. **Adapting to Change**: Education is constantly evolving, with new technologies, theories, and challenges. Critical-thinking teachers are better able to adapt to these changes, implementing new tools or methods as needed while critically evaluating their impact.

In summary, teachers who are critical thinkers not only improve their own practice but also cultivate a classroom environment that promotes inquiry, reflection, and thoughtful engagement with content.

1. TEACHERS AS A FACILITATOR
OF CRITICAL THINKING IN A
COMMUNITY OF INQUIRY

2. MEET THE FACILITATOR


RASHEED, Oluwasegun Kazeem Ph.D
([phone], ([phone]
[email protected]
MNAEAP, EMPM, MNIM, MTRCN, MACSN, CT, Dip. Digital Mkt., CEAF,
CME, W
10
FE, CMIE, FMIE, MAPROCON, AMIBRN, MCIEMA (USA)


Lead Principal Facilitator at HEED – A - DINK CONSULT

3. BRAIN COFFEE

5. KEY WORDS
TEACHER: A person who forces others toward knowing something
through his behaviour, character, utterances using formal or informal
approach.

FACILITATOR: A person who assists to translates sub-conscious mind to
consciousness for permanent mastery of knowledge.

CRITICAL THINKING: This involves application of the brain in bringing
a concept or idea or proffering solution to a challenge.

COMMUNITY OF INQUIRY: This refers to an avenue where Inquiry
learning strategy is emphasized towards developing the cognitive,
affective, and psychomotor aspects of a learner.

6. TEACHER
A person who forces others toward knowing something through his behaviour, character,
utterances using formal or informal approach.
KINDS OF TEACHERS
DIGITAL TEACHER: He believes in change and knowledge transformation. He equally believes
everything is possible.

ANALOG TEACHER: He believes some things are not possible and does not believe in change.

WEAK TEACHER: He does not navigate towards the future and personal growth

STRONG TEACHER: He navigates toward the future and engage in personal growth

KILLER / DANGEROUS TEACHER: He does not receive training before administering
teaching skills and he plant s fear unto the learners.

HEALER TEACHER: He instills hope in the lives of the learners

7. KILLER / DANGEROUS TEACHER
1.Believes that teaching job is not about cooperation
2.Believes that teaching is just a job, and when the school day
is over, the work is over too.
3.Believes that he/she can handle any situation alone.
4.Believes that “It will be good to make all things within
without sharing them to others
5.Believes that all needs of learners are within his/her reach
6.Believes that what he/she does outside classroom has no
effect on learners
7.Believes that anger management shouldn't be part of his
duty

8. KILLER / DANGEROUS TEACHER
8.Never makes time to (adjust, learn and listen)
9.Believes that kids have no right to be mad sometimes
10. Believes that he/she can’t make a difference in a critical
situation
11. Believes that punishment is more effective than
discipline
12.Thinks you shouldn’t smile until THANKSGIVING.
13.Believes that morality and values should only be taught
at home
14. Forgets he/she is a role model.

9. HEALER TEACHER
1.Establishes good control of teaching
environment
2.Does things right and consistent
3.Affects and touches lives of the learners
4.Exhibits positive expectations for ALL learners
5.Establishes good classroom management
techniques
6.Designs lessons for learners mastery
7.Works cooperatively and learn from colleagues

10. HEALER TEACHER Cont . . .
8. Seeks out a mentor who serves as a role
model
9. Goes to professional MEETINGS to learn
10.Has a goal of striving for excellence
11.Is flexible and adaptable
12.Listens, listens, listens and open to change
13.Understands the teaching process
14.Teaches with proven research-based
practices

11. HEALER TEACHER Cont . . .
15. Knows the difference between an effective
method of teaching and the ineffective
16. Has positive expectations for learners success
17. Provides a safe learning environment for the
learners
18. Has strong sensitivity to the feelings of
individuals
19. Has strong sensitivity to the feelings of the group
20. He is highly creative

12. HEALER TEACHER Cont . . .
21.He is highly Motivational
22.He displays humor for honesty
23.He displays great organizational skills
24.He is highly Ethical
25.Has a good dignity on his/her personality
26.CREATES A LASTING IMPACT IN LEARNERS
LIVES

13. WHO ARE THESE PEOPLE?
1 2
3 4

14. CHANGE OF BATONS BETWEEN TEACHER AND
FACILITATOR

15. INQUIRY STRATEGY

Inquiry strategy uses thought-provoking
questions to inspire learners to THINK
INDEPENDENTLY and discuss meaningful
topics toward providing SOLUTION to a
concept. This assist learners to reconsider their
perspectives and ask questions. Inquiry
strategy can be used for mathematics, sciences
and other social science related matters.

16. INQUIRY STRATEGY

Inquiry strategy transforms the traditional role of
TEACHERS from providers of knowledge to
FACILITATORS of learning. This approach
empowers learners to explore, ask questions and
understand the world through their own
investigations. In this strategy, a facilitator’s role is
critical in guiding, supporting and challenging
learners to deepen their learning and engagement.

17. Important Diet . . .
In inquiry strategy , the facilitator is a pivotal figure, guiding the
ship of learners curiosity through VERSED WATERS OF
KNOWLEDGE AND DISCOVERY. He adopts the roles of
FACILITATOR, RESOURCE PROVIDER, INSTRUCTOR, MENTOR, AND
ASSESSOR. Enable learners to TAKE OWNERSHIP OF
THEIR LEARNING AND DEVELOP CRITICAL
SKILLS FOR LIFELONG SUCCESS. Mind you, it does
not diminish the teacher's role; it however enhances it, making it
essential to the cultivation of a curious, informing and
ENGAGING the learners.

18. CLEAR DIFFERENCES BETWEEN
FACILITATION AND TEACHING
FACILITATING IS MORE PRACTICAL TEACHING IS MORE THEORETICAL

19. Clear Differences between Facilitation and
Teaching
In Facilitation, the learners set the concentrated efforts to self-
learning.
In Teaching , teacher usually delivers the content to the learners and is
more focused on his content than that of the participants.
…………………………………………………………………………………………………………
Facilitating is capitally learners-centered
Teaching is actually teacher-centered.
……………………………………………………………………………………………………………………………
Facilitation method moderates the discussion, asks questions,
encourages participation and engages participants in different activities
In Teaching, teacher is a subject matter and delivery expert

20. Differences cont . . .
In Facilitation, facilitator is an EXPERT learning process. It
concentrates on individual conduct and group dynamism.
Teaching mainly focuses on self-learning via self-inspection with guided
rules.
………………………………………………………………………………………………………………………
Facilitation assists learners to learn together in a group, or to accomplish
assignment as a group.
In Teaching, teacher is the primary controller of the session.
…………………………………………………………………………………………………………………………
In Facilitation, learners and facilitators work together.
In Teaching, way of learning is decided by the teacher.

21. CHILDREN OF INQUIRY STRATEGY

1. STUDENT-CENTRIC DISCUSSION STRATEGY
Student-centric discussion is a teaching strategy that
allows learners to understand more about topics or
concepts via COLLABORATION AND
COOPERATION . It boosts learners’ confidence,
productivity, comprehension, speaking and listening skills.

22. CHILDREN OF INQUIRY STRATEGY CONT. . .

2. COLLABORATIVE LEARNING STRATEGY
Collaborative learning is a teaching strategy that focuses on
encouraging TEAMWORK AND PARTNERSHIP . It
involves bringing together learners with various skills in
groups for solving a problem or completing a task. It helps
learners’ to understand the concepts better and more
effectively.

23. CHILDREN OF INQUIRY STRATEGY CONT. . .

3. FLIPPED CLASSROOM STRATEGY
Flipped classroom is an innovative teaching technique where
leaners learn new concepts IN THEIR HOMES AND
PRACTICE THEM IN SCHOOL in form of
presentations, debates or lab experiments. This does not only
increase leaners' engagement, but also BOOSTS THEIR
SELF-CONFIDENCE AND ANALYTICAL SKILLS.

24. CHILDREN OF INQUIRY STRATEGY CONT. . .

4. VAK TEACHING STRATEGY
VAK teaching stands for VISUAL, AUDITORY AND
KINESTHETIC . It is a comprehensive teaching
strategy that focuses on improved learning experiences.
VAK teaching allows leaners to recognize their dominant
and preferred learning styles.

25. CHILDREN OF INQUIRY STRATEGY CONT. . .

5. SPACED LEARNING STRATEGY
Spaced learning is a teaching strategy that makes practicing a skill or
retrieving information efficient for learners. This is one of the best
delivery practices a FACILITATOR can adopt. It involves breaking a
long course into multiple short sessions or modules and making
learners understand them with appropriate breakings. This helps
students in retaining information better. It is best used in
MATHEMATICS AND QURAN MEMORIZATION .

26. CHILDREN OF INQUIRY STRATEGY CONT. . .

6. DIFFERENTIATED INSTRUCTION STRATEGY
Differentiation is a teaching strategy that assist you assign
tasks to learners BASED ON THEIR SPECIFIC
ACADEMIC ABILITIES AND THEIR
LEARNING NEEDS. Differentiated Instruction entails
adapting training to match the needs of each individual
learner.

27. CHILDREN OF INQUIRY STRATEGY CONT. . .

7. DUAL CODING STRATEGY
Dual coding is combining WORDS AND
VISUALS such as pictures, diagrams, graphic
organizers with the subject material in order to
improve the learning and memory of the learners.

28. CHILDREN OF INQUIRY STRATEGY CONT. . .

8. BLENDED LEARNING STRATEGY
With a blended learning strategy, technology is incorporated with
traditional learning. THIS ALLOWS LERANERS TO WORK
AT THEIR OWN PACE, RESEARCH THEIR IDEAS AND
BECOME MORE PHYSICALLY ENGAGED DURING
LESSONS. Example include providing interactive tablets or
whiteboards with engaging activities and posting classwork online for
easier access.

29. CHILDREN OF INQUIRY STRATEGY

9. CULTURALLY RESPONSIVE STRATEGY
Culturally responsive teaching strategy links lessons and context with learners’
contemporary and ancestral cultures. Through this strategy, it explains how topic
relates to different cultures and MAKE SURE THE CLASSROOM IS A
PLACE WHERE ALL LEARNERS FEEL EMPOWERED . Encourage all
learners to ask questions and share unique experiences about the concept on board.

30. KEY RESPONSIBILITIES OF FACILITATORS
IN INQUIRY STRATEGY
Organizer: Facilitator creates a learning environment where learners feel safe to
explore ideas and ask questions.

Resource Provider: He supplies a variety of resources—books, articles, videos,
and digital tools—that support learner’s investigations.

Instructor: He provides key concepts and skills needed to conduct inquiries
effectively.

Mentor: He counsels learners in their journey of learning, providing feedback and
support that encourages deeper thinking and reflection.

Assessor: He develops assessment methods that CAPTURE THE DEPTH
AND BREADTH OF LEARNERS .

31. Be informed that . . .
What works well for one class may not be the best for other class. Meaning
facilitators will continuously assess the effectiveness of HIS STRATEGY and make
adjustment as needed. The most effective approach to implementing any
strategy is to customize them to meet your learners’ need.

The processes to be adopted as TEACHER TURNED FACILITATOR is to
undertake the following:
ASSESS THE LEARNERS; (Who, what, how, where and when)
PLAN THE LEARNING PROCESS;
IMPLEMENT THE PLAN AND
EVALUATE THE PROCESS

32. HOW WELL DO YOU KNOW YOUR LEARNERS
PRIMARY SECONDARY TERTIARY
P OP P
P P P
OP OP P
OP OP OP
P P OP
P OP OP
OP P P
OP P OP
Note: P means Peak while OP means Off Peak

33. RECOMMENDED STRATEGIES FOR
FACILITATORS IN INQUIRY COMMUNITY
Questioning Techniques: Crafting questions that provoke thought and
curiosity. Questions should be open-ended to allow for extensive exploration and
free discussion.

Support Learning: The facilitator is to provide structure to learners towards
understanding complex concept.

Encouraging Collaboration: This helps learners to learn from each other
and develop social and communication skills.

Integrating Technology: Digital tool enhances the inquiry process and
provide diverse avenues for exploration and expression.

34. BENEFITS OF USING INQUIRY STRATEGY

•Applicable to ALL levels of learning
•Accommodating learners with special needs
•It is used to engaging learners in different ways
•It is used to imparting practical knowledge with the learners
•It reduces stress and boredom
•It equips learners with special needs
•It makes learners to perform better
•It affords learners with better understanding of lessons and
•It assists 21ST CENTURY LEARNERS to solve their innermost challenges

35. CHALLENGES IN ADOPTING INQUIRY STRATEGY

Time Management : Facilitators need to manage classroom time efficiently
without boiling the process.

Balancing Curriculum Requirements: Aligning this strategy with your
curriculum, [school programme] requires careful planning and flexibility.

Training: Facilitators require professional development to effectively
implement this strategy.

37. LET US THINK TOGETHER
1. 2.

38. LET US THINK TOGETHER
3. 4.

39. LET US THINK TOGETHER
5. 6.

40. UNDERSTANDING CRITICAL THINKING

CRITICAL THINKING IS THE ABILITY TO OBJECTIVELY ANALYZE
INFORMATION, EVALUATE ARGUMENTS AND MAKE REASONABLE
JUDGMENTS. IT INVOLVES THE USE OF LOGIC, REASONING AND
EVIDENCE TO FORM OPINIONS.

41. So Amazing . . . Finland as case study
Have you ever thought about going to school without writing exams?
Year in year out - no exams, just learning and learning. Unlike many
countries where students face rigorous exams from an early age,
FINLAND STUDENTS do not write formal exams until AFTER NINE YEARS
of schooling. The Finland educational system, rather than focusing on
examination, is designed towards fostering a love for LEARNING,
CREATIVITY, AND CRITICAL THINKING SKILLS DURING THE EARLY YEARS
OF EDUCATION [through inclusiveness policy to all learners] Even the
Finnish teachers who have been rigorously trained have the flexibility to
tailor their teaching methods to cater to individual students' needs and
this system has been highly successful over the years.
Source: https://www.pulse.ng/lifestyle/food-travel/country-where-students-dont-
write-exams-until-after-9-years-of-schooling/7fjcgwj (Oghenerume Progress ,
2023)

42. KEY COMPONENTS OF CRITICAL THINKING

ANALYSIS: Breaking down complex information into its constituent parts

EVALUATION : Assessing the credibility and validity of arguments and evidence

INFERENCE: Drawing logical conclusions based on available information

PROBLEM-SOLVING: Finding solutions to real-world problems.

43. HOW FACILITATORS CAN EMPOWER HIGH
SCHOOL LERANERS WITH CRITICAL THINKING
1. ENCOURAGING OPEN -ENDED QUESTIONS
Open-ended questions promote critical thinking by requiring learners to think
DEEPLY and provide thoughtful responses. These questions do not have a
single correct answer and encourage learners to explore different perspectives
and consider multiple possibilities. Examples of open-ended questions for high
school students include:
Judging from recent economic challenge faced by
Nigeria where persistent rise in price of goods and
services are experienced day in day out. As
upcoming economist, suggest FIVE causes of this
economic malady and the effect on the economy.

It is normal in a capitalist state that government is to be
passive especially in location of businesses. You are
confronted with a situation where government is actively
involved in the process of locating business to an area. In
your own candid opinion, state at least SEVEN reasons why
government could be interested in participating in the
location of an industry.

44. 2. ENGAGING IN SOCRATIC DISCUSSION

Socratic discussion is a powerful tool for fostering critical thinking skills. In a
Socratic discussion, the TEACHER acts as a FACILITATOR, guiding learners
through a dialogue that encourages them to question assumptions, analyze
arguments and defend their viewpoints. To facilitate Socratic discussions in the
classroom, follow these steps:
•Pose a thought-provoking question or statement
•Allow learners time to reflect and form their initial thoughts
•Invite learners to share their responses and engage in a respectful dialogue
•Encourage learners to challenge each other’s ideas and provide evidence to
support their arguments
•Summarize key points and guide the discussion towards a deeper
understanding

45. LETS BRAINSTORM ON SOCRATIC DISCUSSION

46. 3. INCORPORATING PROBLEM -SOLVING ACTIVITIES

Problem-solving activities provide learners with opportunities
to apply critical thinking skills in real-world context. These
activities require learners to analyze complex problems,
identify possible solutions and evaluate the effectiveness of
different approaches. Example . . .
Examination malpractice has become norm in
the society due to the parties involved.
Several efforts have been adopted toward
ameliorating it. How possible did you think it
can be curbed?

47. WAYS TO TEACH CRITICAL THINKING IN
ELEMENTARY EDUCATION

1. ASK ACTIVE QUESTIONS
Asking active questions, gives elementary school learners a chance to apply what
they have learned and build on prior knowledge. It also allow them to stand on
their feet and boosts self-esteem by providing an opportunity for them to express
themselves in front of their peers and solve future challenges.
1. A racing team carries four sets of square race
car tyres. How many tyres are there altogether?

2. A duck ate five worms each day for a week. How
many worms altogether did the duck consumed?

48. 3. If there are four red marbles and nine blue marbles in a jar. How
many marbles are there altogether.

4. Order the race cars. . . Red car crossed the finishing line before the
green car. Green crossed before the blue and yellow beat the green but
not red.

5. Tade had 6 apples and cut them into halves. Her brother Oliver ate
3 pieces. How many apples are left?

6. A Postman had three streets left to deliver letters to. Each street
had six houses. How many letter drops did he have.

49. WAYS TO TEACH CRITICAL THINKING IN
ELEMENTARY EDUCATION
2. ENCOURAGE DECISION-MAKING
Since a large part of teaching critical thinking skills revolves around applying knowledge
and evaluating solutions, elementary school facilitators should encourage decision-
making as much as possible. This enables learners to apply what they have learned to
different situations, weigh the pros and cons of a variety of solutions, then decide which
ideas work best.

THIS IS APPLICABLE WHEN FACILITATING ARITHMETIC CHALLENGES

50. WAYS TO TEACH CRITICAL THINKING IN
ELEMENTARY EDUCATION
3. WORK IN GROUPS
Group projects and discussions are another excellent ways for elementary school
facilitators to encourage critical thinking skills.

51. WAYS TO TEACH CRITICAL THINKING IN
ELEMENTARY EDUCATION

4. BRAINSTORM
Brainstorming is an excellent critical-thinking exercise, especially when paired with
visual elements which brings original thinking and classroom discussions to life.

52. WHO AMONG THE FOLLOWING CAN PRACTICE INQUIRY STRATEGY
h
SKILLED
FACILITATOR
UNSKILLED
FACILITATOR
PROFESSIONAL
FACILITATOR
SEMI SKILLED
FACILITATOR

53. NOTE THESE WHEN FACILITATING

LEARNERS REMEMBER
•10% OF WHAT THEY READ
•20% OF WHAT THEY HEAR
•30% OF WHAT THEY SEE
•50% OF WHAT THEY HEAR / SEE
•70% OF WHAT THEY SAY / WRITE
•90% OF WHAT THEY DO

54. TAKE YOUR TIME TO ASK YOUR
LEARNERS THESE

READ
HEAR
VIEW IMAGES
WATCH VIDEOS
ATTEND EXHIBITIONS
WATCH DEMONSTRATION
COLLABORATIVE LESSON
MODEL A REAL EXPERIENCE
PARTICIPATE IN HAND WORKS

55. WHAT CHILDREN SAY EVERYDAY

I HEAR AND I FORGET
•
• I SEE AND I REMEMBER
•
• I DO AND I UNDERSTAND

56. Question and Answer