This document outlines a lesson plan focused on teaching critical thinking and considering different perspectives. The lesson involves dividing students into groups to debate whether emigration from Morocco is positive or negative. Each group must provide arguments both for and against emigration and present their conclusions. The teacher acts as a facilitator, asking open-ended questions to stimulate discussion rather than directly instructing. By considering multiple viewpoints on this topic, the goal is for students to strengthen their critical thinking and argumentation skills. Feedback is provided through group presentations and recording arguments on a classroom chart. The lesson aims to move away from traditional teaching methods by giving students more opportunity to freely discuss issues and express their own opinions.

1. Connecting classrooms project Teaching critical thinking and problem solving
Plan, do, review
First review Second review Third review reflection
-How is the focus going?
-What I noticed.
-The emerging patterns.
The first objective is
to support an opinion
with arguments.
The objective is to
support two sides of
one topic with
arguments.
A discussion might be better at
the end.
Core skills
Additional stimulus.
Stimulus is a closed
question.
More open questions
should be asked.
It would be better if the
questions are asked by students.
In what way is affecting
learning and students?
They have the chance
to express their
points of view.
They will have the
opportunity to see
two angles of vision.
That would broaden their
horizons.
In what way is affecting
teaching and teachers?
Change old methods. Lessen the burden of
trying to explain
everything and give
more space for free
thinking.
That would improve the quality
of teaching.
How could it be better? If the topic is chosen
by the teacher.
If the topic is chosen
by the students.
The teacher presents different
topics and students choose one.
The next steps before
the next review.
Take more time to
prepare the focus.
Take more time to reflect on the
flow of the lesson.
Action planning and review templates
Comments
Focus Support your opinion with evidence and see one topic from
different perspectives.
Evidence in form of arguments.
Why A. What needs to change in this area:
Q. The old structure of learning. Considering just one perspective.
A. What I want students to do better.
Q. See two sides of one topic.
How Q. How has the past contributed to the need for change?
A. I felt that I rely too much on the syllabus and I neglected the
students’ needs of exploring the notions by themselves and
express their opinions.
Q. How is the focus currently developed by students?
A. Students felt free to express their opinions and start to get the
aim of having more thinking space.
Q. How might barriers be mitigated?
A. They might be mitigated by implementing deep learning in all
lessons.
Q. What hesitations might others have?
A. Some might have difficulty in expressing their minds in public.
These answers need more evaluation
since it was about one lesson. More
lessons should be assessed before
drawing more inclusive conclusions.
Who Students of first year art baccalaureate
When March 21st
, 2016

2. Connecting classrooms project Teaching critical thinking and problem solving
The main points Comments
The focus The interest:
Comes from the need for change.
What I want to change:
The regular flow of the lesson.
The chosen approach:
Critical thinking.
What other schools could learn from
this project and use or adapt in their
own settings.
Three main things that other teachers need to take away from
the case study.
1. The use of old materials.
2. The focus is chosen by the teacher.
3. The teacher chose the main aims.
Each T can have
his/her own way
of dealing with
any particular
case study.
Who was involved? The name of the school: Moulay Youssef High School.
The size of school: 500 students
Location: Oulad Berhil -Taroudannt.
The students involved: 1st
year baccalaureate of art.
One class is not
enough. It was
just the first
attempt.
The challenges and the innervations The issues the focus sought to address.
-Deep learning.
-Critical thinking.
-Supporting opinion with evidence.
The challenges faced:
-Explanation of the task.
-Time management.
How the challenges were tackled:
- Using simple and direct language.
-Using group work.
The changes occurred:
-The idea was clear.
-The low achievers had a chance to get involved.
Group dynamic
is an effective
solution for
achieving 100%
class coverage.
The outcomes and the impact What made the real difference:
The students’ effort.
Key success factors:
-Determination to achieve the objectives set.
-Finding varied ways to achieve the aims.
Where I might go next Immediate next step
If I had all the money and resources in the world I would:
- Bring the change necessary for our educational
system.
Where others could find out more A useful book to read.
The Beautiful Risk of Education, by Gert Biesta
A useful website to visit:
http://outdoorclassroomproject.org/

3. Connecting classrooms project Teaching critical thinking and problem solving
Designing an activity.
Year /Grade 1st
year Baccalaureate of Art Teacher Abderrahim Bellahcen
Objectives General objective: Ss will consider different perspectives.
Specific objectives : -Ss will
answer a wh question.
express their opinions.
support their opinions with arguments.
fill in a chart with argument for and against emigration.
Procedure
Materials B.B, papers.
Duration 55 mn Timing
Opening Dividing the class into six groups of six Ss. T is responsible for the arrangement of the groups
taking into consideration that groups should be mixed abilities ones.
5mn
Session flow 1- T writes a closed question on the B.B to brainstorm ideas about the topic of emigration.
Q: Are you for or against emigration from Morocco?
After that T adds a question word to the first question to make it an open ended question.
T: Why?
2- T gives the instructions:
- Each group should provide arguments to support their opinions. Arguments should
be for and against emigration.
The aim is to make Ss see one topic from two different perspectives.
- Each group should select a spokesperson and a writer.
The spokesperson will present the findings.
The writer will write the two chosen arguments in a chart in the B.B.
3- Ss work in groups to answer the focus question.
4- Ss in each group discuss the arguments that should be presented.
5- T walks around the class to follow the flow of the discussions without getting involved.
6- T may provide help when needed.
If a group asks T about how to present a point in a well structured sentence he can help.
7- Each group’s spokesperson presents their arguments in public.
8- The group writer writes the two chosen arguments in the chart which is drawn on the
B.B.
The chart would look like the following.
Groups Arguments for emigration Arguments against emigration
G1 You will find a job in another country. Our country is a safe country.
G2 Good quality of education. Feeling lonely and homesick.
G3 Good life conditions. Being far from family and friends.
G4 Chances for professional development. Difficulty in communication.
G5 Learn about other cultures. Facing culture shock.
G6 Explore the world. Suffering from discrimination.
5mn
20mn
15mn
Closing Each group provides a real example as an evidence to support their arguments. 10m
Homework Write an argumentative essay.

4. Connecting classrooms project Teaching critical thinking and problem solving
Abderrahim Bellahcen