{"content":{"sharePage":{"page":0,"digests":[{"id":"19357377","dateCreated":"1264600726","smartDate":"Jan 27, 2010","userCreated":{"username":"Lisa.Petro","url":"https:\/\/www.wikispaces.com\/user\/view\/Lisa.Petro","imageUrl":"https:\/\/www.wikispaces.com\/i\/user_none_lg.jpg"},"monitored":false,"locked":false,"links":{"self":"https:\/\/dsbn-primary-criticalthinking.wikispaces.com\/share\/view\/19357377"},"dateDigested":1531982402,"startDate":null,"sharedType":"discussion","title":"thanks for your feedback Usha","description":"After we posted our ideas it became clear that we weren't explicit enough about our ideas. Sorry if it felt very disconnected.
\nWe really appreciate that you were able to read our ideas and provide some very helpful feedback.
\nWe liked your idea of first presenting a rediculous room layout. We always struggle between giving the kids enough and giving them too much, so that idea was helpful.
\nWith respect to the "decoding the puzzle" activity where kids reveal the city market picture, I understand where you're coming from. Our idea (although not clearly stated) was to have them figure out what the picture is about, with the thought that most kids would never have had experience at this kind of market. However there are enough clues to help them figure out what was happening. The brainstorming of 'what is money used for" would evolve from that idea of a market. We were then going to set up some sort of market at one of our learning centres. Their ideas of what money can be used for will drive some of our other learning centres as well.
\n
\nThe 2 and 3-D shapes challenges are all independent critical thinking challenges that we tried to incorporate into our existing lessons.
\n
\nThanks again Usha. I hope we're on the right track!
\nLisa","replyPages":[{"page":0,"digests":[],"more":0}]},{"id":"19014217","dateCreated":"1263830526","smartDate":"Jan 18, 2010","userCreated":{"username":"Lisa.Petro","url":"https:\/\/www.wikispaces.com\/user\/view\/Lisa.Petro","imageUrl":"https:\/\/www.wikispaces.com\/i\/user_none_lg.jpg"},"monitored":false,"locked":false,"links":{"self":"https:\/\/dsbn-primary-criticalthinking.wikispaces.com\/share\/view\/19014217"},"dateDigested":1531982402,"startDate":null,"sharedType":"discussion","title":"Critical Challenges around math ","description":"When Trish, Hanne and I met on Friday, we decided to take future math lessons and build critical thinking around them. Here is what we came up with:
\nKey Learning: What is money used for?
\nCritical Challenge: Decode the Puzzle
\n
\nActivity: Students remove a puzzle pieces to uncover a City Flea Market Scene. Children are trying to decode the picture as each puzzle piece is removed.
\n
\n Once picture is fully uncovered, unpack the idea of money and what it is used for.
\n
\nAssessment: Large Group Assessment on ability to use schema and picture clues to construct meaning.
\n
\nKey Learning: Shapes are Everywhere
\nCritical Challenge: Design a functional layout for child\u2019s bedroom .
\n Criteria is based on \u201cfunctional\u201d.
\n 1. Has what I need.
\n 2. Fits in the space.
\n 3. It lets me do what I need to do
\n
\n
\nWhat are we assessing: Their layout fills all of the criteria and they can explain their choices of what to include.
\n
\n Appropriateness of shape choice for the objects in their room. (I.e. feasibility of shape for its intended use)
\n
\n
\nStep 1 Review the shapes (Decode the Puzzle activity)
\n Use the \u201cmystery shape\u201d activity where the children have to guess which shape is in the bag.
\n
\nStep 2 As a class, Design to specs activity.
\n Use the shapes to build our classroom layout.
\n
\nStep 3 Culminating Design to Specs activity. (Design a functional child\u2019s bedroom)
\n
\nKey Learning: Usefulness of 3-D shapes.
\nIntroduction to 3-D Solids involves an activity where children match 2-D shapes to 3-D solids. Discussion of how these shapes make up 3-D solids.
\n
\nRevisit our classroom layout activity and replace 2-D shapes with 3-D solids.
\n
\nCritical Challenge #3: Decode the Puzzle Activity
\nIn a large group, give riddles to describe 3-D solids. Children guess which solid you are describing. Give one clue at a time and have children guess after each clue. Then eliminate choices with each subsequent clue.
\n
\nCritical Challenge #2: Design to Specs
\n Use toothpicks and marshmallows to design and create a stable 3-dimensional structure.
\n Criteria for stable 3-D:
\n 3-dimensional structure
\n Can stand without support
\n
\nAssessment: Structure fulfills all of the criteria.
\n Can identify the 3-dimensional solids that appear in their structure.
\n
\nCritical Challenge #3: Design to Specs
\nPrior to home project, show different household objects to kids and ask them to determine which solid they are.
\nHome Project: Build a stable 3-dimensional robot using objects from home. (I.e. toilet rolls, kleenex boxes, etc.)
\n
\nAssessment: Children can explain how they know their structure is stable.
\n Children can explain what shapes they used and why.
\nAny comments or ideas on how to improve our lessons would be greatly appreciated.
\nLisa, Trish and Hanne","replyPages":[{"page":0,"digests":[{"id":"19260789","body":"Hi Lisa, Hanne, and Trish,
\n
\nI'm just wondering what the connection is between your critical challenge in math for "what is money used for" is to looking at 2 and 3 dimensional shapes? By reading your critical challenges, I wasn't sure how they were linked.","dateCreated":"1264439009","smartDate":"Jan 25, 2010","userCreated":{"username":"WillmsKr","url":"https:\/\/www.wikispaces.com\/user\/view\/WillmsKr","imageUrl":"https:\/\/www.wikispaces.com\/user\/pic\/1256687565\/WillmsKr-lg.jpg"}},{"id":"19262007","body":"Hi Kristin,
\nThanks for your response. There is no connection between 'Money' and '2 and 3-d shapes'. After reflecting on our last critical thinking challenge we realized we may have started out too big, both for us and for the kids. Our thinkingthis time, was that we were trying to simplify our critical challenges and come up with a few smaller, more manageable challenges. the two lessons are not connected and will not be done at the same time. They are just small critical thinking challenges that are being incorporated into our math units.
\nAfter our last session with Garfield, we felt that it was totally appropriate to approach our critical thinking challenges in this way.
\nWhat do you think?
\nLisa","dateCreated":"1264440545","smartDate":"Jan 25, 2010","userCreated":{"username":"Lisa.Petro","url":"https:\/\/www.wikispaces.com\/user\/view\/Lisa.Petro","imageUrl":"https:\/\/www.wikispaces.com\/i\/user_none_lg.jpg"}},{"id":"19262949","body":"Hi Lisa,
\n
\nYou've got some neat ideas here. Can I chime in with a few comments and suggestions?
\n
\n1. Your challenge re: design a functional room is looking good. You've clearly described a design to specs and you have good criteria for "functional". I like how you are planning to first model the thinking by using the shapes to describe the classroom layout. You might also want to have students uncover the criteria by then using the shapes to create a non-functional room - e.g. all the furniture in the middle, the bed in front of the closet, etc.
\n
\nThen, as students protest at the ridiculous layout, you can show them that they are coming up with the criteria for a functional room and capture their response and "massage" them so they look like the criteria you've come up with.
\n
\nYou might also want to have them use a quick and simple thinking strategy as they consider various layouts - e.g. checkmarks or a rating scale next to each criteria as they test out their ideas to decide which layout is best.
\n
\nI really like this one - I think it has a lot of potential.
\n
\n2. The challenge around "what is money used for?" is an interesting idea. I really like the thinking strategy of revealing the picture slowly by removing puzzle pieces in order to encourage them to be attentive to detail. The piece I'm worried about here is whether this is truly a decode the puzzle. It might be - I'm not sure yet. Usually, decode the puzzle has students coming up with plausible interpretations and there is more than one plausible interpretation and they can then decide which interpretation of what's going on is most plausible based on criteria. Here, it seems like they are examining the picture to make a list of what money is used for. I'm trying to think how this might be tweaked to require reasoned judgement - or maybe it does in the way you see it playing out and I just don't have enough of the explanation here. What do you think?
\n
\n3. I was going to comment on the 3D shape ideas but I wasn't sure if they were all mini parts of the same challenge or separate mini-challenges. Let me know and I might be able to offer some comments on those too.
\n
\nSounds like you're doing some great work with your kids and that the ideas are coming fast and furious now! Very exciting.
\n
\nUsha","dateCreated":"1264441482","smartDate":"Jan 25, 2010","userCreated":{"username":"UshaJames","url":"https:\/\/www.wikispaces.com\/user\/view\/UshaJames","imageUrl":"https:\/\/www.wikispaces.com\/i\/user_none_lg.jpg"}},{"id":"19586413","body":"Hi Lisa and Trish,
\n
\nI wondered if that was the approach you were taking for your critical challenges around math- instead of an integrated unit, more of a series of critical challenges. And yes, I think that is totally appropriate. I think that it lines up with what this collaborative inquiry project is all about.... investigating ways to embed critical thinking into our regular teaching practice to see what impact it has on young children's ability to think critically! I think this is a good way to continue to refine and embed critical challenges into your everyday teaching to continue this inquiry. I'm looking forward to the session on February 8th when we will have a chance to come together again to learn more about critical thinking in the early years. Thanks for posting your challenges. I'll be interested to hear how they are going. I like Usha's suggestion for the room layout by having the kids draw out the criteria by having some extreme examples to help them narrow down the criteria. I remember Garfield mentioning in the January session that we should look at only 1-2 criteria for K. and about 3 for Gr. 1","dateCreated":"1265053609","smartDate":"Feb 1, 2010","userCreated":{"username":"WillmsKr","url":"https:\/\/www.wikispaces.com\/user\/view\/WillmsKr","imageUrl":"https:\/\/www.wikispaces.com\/user\/pic\/1256687565\/WillmsKr-lg.jpg"}}],"more":0}]},{"id":"18965343","dateCreated":"1263584821","smartDate":"Jan 15, 2010","userCreated":{"username":"Tammy_H","url":"https:\/\/www.wikispaces.com\/user\/view\/Tammy_H","imageUrl":"https:\/\/www.wikispaces.com\/i\/user_none_lg.jpg"},"monitored":false,"locked":false,"links":{"self":"https:\/\/dsbn-primary-criticalthinking.wikispaces.com\/share\/view\/18965343"},"dateDigested":1531982402,"startDate":null,"sharedType":"discussion","title":"new critical challenge - looking for feedback","description":"Ruth Hanne and Tammy did some work on their next critical challenge and thought we would appreciate your thoughts and imput. So, here it is!!
\n
\nKey Learning: Not all questions have one right answer.
\n
\nCritical Challenge: Judge the better or best. Which of these questions will help you to understand a story better?
\n
\nSetting Context for the Critical Challenge: The Kindergarten teachers have asked us to help them teach their students to ask good questions that will help them understand a story better.
\n
\nCriteria for Questions that help you understand the story better:
\n1. Answer is not in the book
\n2. Answer comes from your thinking about the evidence in a text.
\n3. There is no one right answer.
\n
\nCriteria for assessment:
\nStudent will be able to judge whether a question will help us understand a story better or not.
\nWhat? Students will be able to justify their decisions based on the criteria.
\nHow? Cut and paste the questions that will help you understand the story (Lost and Found by Oliver Jeffers)better based on the criteria developed.
\nTeacher\/Student conference with anecdotal notes. Students will justify why they chose the questions they did based on the criteria developed.
\n
\nBackground Knowledge
\nWhat makes a good question? (Question words, sentence structure, use of question mark, difference between quick and deep thinking questions).
\n
\nCritical Thinking Voc:
\nEvidence
\nJustify
\nquick thinking question
\ndeep thinking question
\n
\nHabits of Mind:
\nCritically minded
\nConsultative
\n
\nThinking Strategies:
\nThink Pair Share","replyPages":[{"page":0,"digests":[{"id":"19014075","body":"I really liked what you did. It is really well thought out and a very worthwhile learning outcome. It's an interesting spin on what you are already teaching them to do. Well done!","dateCreated":"1263830121","smartDate":"Jan 18, 2010","userCreated":{"username":"Lisa.Petro","url":"https:\/\/www.wikispaces.com\/user\/view\/Lisa.Petro","imageUrl":"https:\/\/www.wikispaces.com\/i\/user_none_lg.jpg"}},{"id":"19075813","body":"Hi folks,
\n
\nThis is a really interesting task to have students determine and maybe ultimately create "powerful questions". You have a great start on criteria and have set an interesting context (i.e. creating a product for younger students).
\n
\nHere are some resources you might find useful (why reinvent the wheel!). At the website below, you'll see many critical challenges framed around getting students to identify and create powerful questions. Check out the second one on the list ("Modelling the tools: Asking powerful questions") for a great overview, some specific lesson ideas and some more ideas around criteria.
\n
\nCan't wait to hear more about it!
\n
\nUsha
\n
\nhttp:\/\/www.learnalberta.ca\/Search.aspx?lang=en&search=powerful+questions&grade=&subject=&sudience=&language=&type=<\/a>","dateCreated":"1263957895","smartDate":"Jan 19, 2010","userCreated":{"username":"UshaJames","url":"https:\/\/www.wikispaces.com\/user\/view\/UshaJames","imageUrl":"https:\/\/www.wikispaces.com\/i\/user_none_lg.jpg"}},{"id":"19263853","body":"I too am looking forward to hearing more about how your critical challenges are going!","dateCreated":"1264442079","smartDate":"Jan 25, 2010","userCreated":{"username":"WillmsKr","url":"https:\/\/www.wikispaces.com\/user\/view\/WillmsKr","imageUrl":"https:\/\/www.wikispaces.com\/user\/pic\/1256687565\/WillmsKr-lg.jpg"}}],"more":0}]},{"id":"18481079","dateCreated":"1262030629","smartDate":"Dec 28, 2009","userCreated":{"username":"Tammy_H","url":"https:\/\/www.wikispaces.com\/user\/view\/Tammy_H","imageUrl":"https:\/\/www.wikispaces.com\/i\/user_none_lg.jpg"},"monitored":false,"locked":false,"links":{"self":"https:\/\/dsbn-primary-criticalthinking.wikispaces.com\/share\/view\/18481079"},"dateDigested":1531982402,"startDate":null,"sharedType":"discussion","title":"Critical Thinking article","description":"I finally found a few minutes to read the article that Kristen gave us at our last meeting. Here are some of my thoughts:
\nI found it interesting that the article stated that "critical thinking in children looks like scientific investigation in adults" because I had been thinking that myself. I have begun to envision critical thinking as resembling scientific inquiry.
\nSecondly, I absolutely agree with the suggestion to utilize team planning. I have been working with a grade partner at another school for many years and we have always found it very helpful, as well as reinforcing for us in our planning, assessing and evaluating. Now we can take it a step further and use it in our reflection! In working with Ruth and Hanne these last several weeks to plan and implement critical challenges, I have found it very reassuring to bounce ideas off of them. Our end results have been much richer than they would have been had I been planning on my own.","replyPages":[{"page":0,"digests":[{"id":"19260961","body":"Thanks for your thoughtful reflections on the article response. It's true that collaboration between grade partners can greatly support the planning and teaching process we undertake daily!","dateCreated":"1264439178","smartDate":"Jan 25, 2010","userCreated":{"username":"WillmsKr","url":"https:\/\/www.wikispaces.com\/user\/view\/WillmsKr","imageUrl":"https:\/\/www.wikispaces.com\/user\/pic\/1256687565\/WillmsKr-lg.jpg"}}],"more":0}]},{"id":"17190423","dateCreated":"1258723542","smartDate":"Nov 20, 2009","userCreated":{"username":"Lisa.Petro","url":"https:\/\/www.wikispaces.com\/user\/view\/Lisa.Petro","imageUrl":"https:\/\/www.wikispaces.com\/i\/user_none_lg.jpg"},"monitored":false,"locked":false,"links":{"self":"https:\/\/dsbn-primary-criticalthinking.wikispaces.com\/share\/view\/17190423"},"dateDigested":1531982402,"startDate":null,"sharedType":"discussion","title":"Kindergarten Inquiry","description":"I hope I am posting this information the correct way. I've attached the lesson plans that Trish and I worked on. We are progressing well through them, we are at the point where we have sorted books into genres(fiction and non-fiction). We are about to apply this learning to hibernation.
\n
\nDesigning Critical Challenges
\n
\nIdentify Key Learning
\n(Written as a statement of understanding that students will walk away with)
\n
\nDifferent books can be used for different reasons.
\nIdentifying the usefulness of Fiction & Non-Fiction.
\n
\nFraming Critical Challenge
\n(The central question or task students will grapple with)
\n
\nWhich book is more appropriate for learning about topics of interest.
\n
\nSet Context for the Critical Challenge to Engage Students
\n(e.g. Imagine you are..., Identify the purpose\/audience: make the task authentic.)
\n
\n
\n
\n
\n
\nCriteria for Assessment
\nHow will the teacher assess the final project?
\n
\nWhat are we assessing?
\n\u2022 Understanding of differences between fiction and non-fiction
\n\u2022 Their ability to choose a book related to a specific topic and then their ability to articulate why they felt that book was most appropriate for their needs. (Based on set criteria)
\n
\nAssessment Tool:
\nFirst phase: Individual Conference (following many large group experiences)
\n When shown different books, they are able to differentiate (by using set criteria) between fiction and non-fiction. Short conference with individual students.
\n OR: At the end of SSR time, ask students to share the book they were reading with the rest of the class. Ask them to include whether they knew if it was fiction or non-fiction. Ask for other comments from other students.
\n
\nSecond Phase: After reading a variety of books on the topic, students choose the book they felt was most appropriate for their learning of animals in winter. They will orally discuss why they made that choice (judgement), then make a painting on one or more things that they learned from that book. Students are using the criteria for book choice that was generated in the large group.
\n
\nThird Phase: Pick a topic of interest and then choose appropriate book(s) to help them learn about their topic. Discuss what they have learned from their book choice. Students are using the criteria for book choice that was generated in the large group.
\n
\n
\n
\n
\n
\n
\n
\n\fLesson Progression
\n
\n1. Decoding the Puzzle (picture)
\n Introduce the 5 W\u2019s chart to help students decode pictures.
\n Practice with the large group with a variety of illustrations and photographs. (See anchor chart)
\n
\n2. Use Pair-It Books to decypher the difference between Fiction and Non-Fiction.
\n
\n Read the books \u201cCookies to Share\u201d and \u201cHow to Make Cookies\u201d.
\n Using a venn diagram, discuss the the similarities and differences between the 2 books.
\n
\n Read the books \u201cMonkeys Moves\u201d and \u201cHow Many Monkeys\u201d.
\n Using a venn diagram, discuss the the similarities and differences between the 2 books.
\n
\n Sort the 4 books.
\n Look at the criteria for sorting them. (I.e. photos vs. drawings, informational vs. story, etc.)
\n
\n Name them as Fiction and Non-Fiction.
\n
\n Look at other books and sort them according to the criteria that was created for Fiction vs. Non-Fiction.
\n
\nAssessment: Conference with individual students re: fiction vs. non-fiction. How did they know?
\n
\n3. Discuss with students that we are going to be using fiction and non-fiction books to learn about animals in winter. Students should be told that they will need to make a decision about which book they felt was most appropriate for learning about the topic.
\nUse a visual chart with a rating scale for the usefulness of non-fiction vs. fiction in this context.
\nNon-Fiction ------------------------------------------------------Fiction
\nStudents post their vote on the line (by use of sticky note)
\n3. Continued
\nIn a class discussion, activate schema about animals in winter.
\nMake a T-chart labeled Fiction and Non-Fiction.
\n
\nRead Book: Hibernation (non-fiction)
\nTopics for Discussion: Features of the book
\n Fiction vs. Non-Fiction (criteria)
\n Hibernation
\n Add book title to the T-chart.
\n
\nRead Book : Sleepy Bear (fiction)
\nTopics for Discussion: Features of the book
\n Fiction or Non-Fiction (criteria)
\n Hibernation
\n Add book title to the T-chart
\n(Make sleepy bear representation, through craft activity).
\n
\nRead Book: Animals in Winter (fiction)
\nTopics for Discussion: Features of the book
\n Fiction or Non-Fiction (combination)
\n Hibernation
\n Add book title to the T-chart.
\n
\nRead Book: Migration (non-fiction)
\nTopics for Discussion: Features of the book
\n Fiction or Non-Fiction (criteria)
\n Migration
\n Add book title to the T-chart.
\n
\nRead Book: A Bed for the Winter (combination fiction\/non-fiction)
\nTopics for Discussion: Features of the book
\n Fiction or Non-Fiction (criteria)
\n Animals in Winter
\n Add book title to the T-chart.
\n
\n
\n
\n
\nIn a large group, discuss which books were best to learn about animals in winter. What was the criteria that was used to make this judgement.
\n
\nMake an anchor chart that will outline the criteria on how to choose an appropriate book:
\n\u201cWhat book is best for me\u201d
\n1. Personal preference (what do I like?)
\n2. Relevant and informative pictures
\n3. Relevant and informative words
\n3. Continued
\n
\nRevisit the rating scale to see if children have changed their mind about fiction vs. non-fiction to learn about hibernation.
\n
\nChildren choose the book that they feel was most appropriate for them to learn about animals in winter. They then choose the matching sentence strip which will be glued onto their painting that illustrates their learning.
\nIn a short conference, they will explain their painting and their reasoning for choosing the book.
\n
\nSentence strips will look like this:
\n
\n
\n
\n _ chose this non-fiction book to learn about animals in winter.
\n
\n4. Students choose a topic to learn more about.
\n Given a selection of fiction and non-fiction books, students will choose one they feel is most appropriate based on the pre-determined criteria.
\n
\n Draw a picture representing their new learnings followed by an oral presentation to the class. They will be asked to tell why they chose their book.","replyPages":[{"page":0,"digests":[{"id":"17377963","body":"Hi Lisa,
\n
\nThanks for posting your work thus far! I've actually created a seperate page for the Kindergarten Inquiry. You'll see it in the tool bar to the left of this page. I've copied and pasted your work there. Click on that link and you'll see your work. You can now edit that work simply by clicking on "Edit" at the top of that page.
\n
\nDoes that make sense?
\n
\nUsha","dateCreated":"1259123536","smartDate":"Nov 24, 2009","userCreated":{"username":"UshaJames","url":"https:\/\/www.wikispaces.com\/user\/view\/UshaJames","imageUrl":"https:\/\/www.wikispaces.com\/i\/user_none_lg.jpg"}}],"more":0}]},{"id":"16503363","dateCreated":"1257514969","smartDate":"Nov 6, 2009","userCreated":{"username":"gerri.harris","url":"https:\/\/www.wikispaces.com\/user\/view\/gerri.harris","imageUrl":"https:\/\/www.wikispaces.com\/i\/user_none_lg.jpg"},"monitored":false,"locked":false,"links":{"self":"https:\/\/dsbn-primary-criticalthinking.wikispaces.com\/share\/view\/16503363"},"dateDigested":1531982402,"startDate":null,"sharedType":"discussion","title":"An Exciting Opportunity","description":"I just wanted to say how thrilled I am that we have this opportunity to learn together. It was so exciting to participate and hear how our conversations have changed - how much more depth they have and how much focus we are giving to the small but oh-so-important details of teaching.","replyPages":[{"page":0,"digests":[],"more":0}]},{"id":"16456781","dateCreated":"1257442103","smartDate":"Nov 5, 2009","userCreated":{"username":"Lisa.Petro","url":"https:\/\/www.wikispaces.com\/user\/view\/Lisa.Petro","imageUrl":"https:\/\/www.wikispaces.com\/i\/user_none_lg.jpg"},"monitored":false,"locked":false,"links":{"self":"https:\/\/dsbn-primary-criticalthinking.wikispaces.com\/share\/view\/16456781"},"dateDigested":1531982402,"startDate":null,"sharedType":"discussion","title":"Thanks for the notes","description":"It was a very enlightening session yesterday. Thank you.
\nKristin, The notes look great. Thank you for doing that for us.
\nLook forward to meeting with everybody again soon.
\nLisa","replyPages":[{"page":0,"digests":[{"id":"16484465","body":"No problem. I tried to keep to the essence of the conversation but might have missed a couple points. Feel free to add anything else!","dateCreated":"1257467064","smartDate":"Nov 5, 2009","userCreated":{"username":"WillmsKr","url":"https:\/\/www.wikispaces.com\/user\/view\/WillmsKr","imageUrl":"https:\/\/www.wikispaces.com\/user\/pic\/1256687565\/WillmsKr-lg.jpg"}}],"more":0}]},{"id":"16419685","dateCreated":"1257385391","smartDate":"Nov 4, 2009","userCreated":{"username":"WillmsKr","url":"https:\/\/www.wikispaces.com\/user\/view\/WillmsKr","imageUrl":"https:\/\/www.wikispaces.com\/user\/pic\/1256687565\/WillmsKr-lg.jpg"},"monitored":false,"locked":false,"links":{"self":"https:\/\/dsbn-primary-criticalthinking.wikispaces.com\/share\/view\/16419685"},"dateDigested":1531982402,"startDate":null,"sharedType":"discussion","title":"Our First Meeting","description":"Hi Everybody,
\n
\nThanks so much for your participation in the Critical Thinking Group this morning. I am looking forward to working on this project with you through the collaborative inquiry model. I am attaching the notes from our meeting this morning. As we discussed today, please review the notes and add in something that I may not have included or add any of your comments to the notes.
\n
\nHAPPY "WIKKY-ING" (is that a word?)
\n
\nKristin","replyPages":[{"page":0,"digests":[],"more":0}]}],"more":false},"comments":[]},"http":{"code":200,"status":"OK"},"redirectUrl":null,"javascript":null,"notices":{"warning":[],"error":[],"info":[],"success":[]}}