NPDL Critical Thinking

Learning Progressions

Leveraging Digital

Critical Thinking and Knowledge Construction

Critically evaluating information and arguments, seeing patterns and connections, constructing meaningful knowledge, and applying it in the real world.
Limited Evidence
  • Learners can find information but have difficulty discerning its relevance/accuracy
  • Learners can see simple patterns and connections
  • Learners struggle to engage in meaningful knowledge construction but are still guessing their approach to tasks
  • Learners don’t engage in collaborative thinking/knowledge construction
  • Learners struggle to see the wider application from their learning and need significant guidance to test out ideas
  • Learners are unlikely to make interdisciplinary connections in their learning
Emerging
  • Learners have good information search skills and are using filters to discern its trustworthiness/relevance
  • Learners are developing their ability to learn from multiple sources/perspectives/viewpoints, seeing the whole not just parts
  • Learners explore what they already know and use this as their starting point. Knowledge construction is limited to interpretation, lacking analysis and synthesis
  • Learners are starting to work with/identify collective cognitive strengths
  • Learners are starting to develop experimental skills, rely on teachers to actively scaffold their thinking about transferring to different contexts
  • Supported by a teacher, learners are thinking about real world applications for their learning and apply their learning in new contexts
  • Knowledge construction is at a surface level
  • Learners are still building their critical reasoning and thinking skills
  • Learners are starting to see patterns and make connections
Developing
  • Learners have skills in discerning information and can evaluate it (identifying assumptions, flaws, logic leaps, unjustified conclusions)
  • Learners can make connections between significant ideas, issues, thinking etc.
  • Learners find different points/pathways into learning, building on their existing knowledge and beliefs and can analyse/construct knowledge on discipline at a time
  • Learners think and work together to create more powerful knowledge
  • Learners are developing logic and reasoning, drawing conclusions and design a course of action
  • Learners can customise /adapt what being learnt to new contexts
  • Learners are developing the ability to apply logic and reasoning, draw conclusions, and design a course of action, evaluate procedures and outcomes
  • Learners understand how to evaluate logical arguments and are beginning to explain their thinking processes
Accelerating
  • Learners can search, discern and evaluate information, and can explain their own reasoning
  • Learners can articulate, identify patterns and connections across disciplines and the connected nature in which the world works
  • Learners actively create knowledge that is new and useable to them. They can analyse and synthesise information from multiple disciplines and perspectives
  • Learners think and work together in ways that sparks breakthrough thinking/powerful ideas and this becomes a preferred way of thinking around complex tasks and concepts
  • Learners engage in process of experimenting to develop prototypes/tests in real world settings can articulate their application, seek feedback to develop to develop improved iterations and as opportunities to learn
Proficient
  • Learners are skilled at identifying trustworthy and useful information, and in evaluating assumptions, logic, sequences and conclusions. They can clearly and concisely explain reasoning to others
  • Learners are skilled in making connections, identifying patterns and seeing relationships and navigate a sea of knowledge in an interconnected world
  • Learners knowledge construction is insightful, connected and interdisciplinary and involves interpretation, analysis, synthesis and evaluation
  • Learners think and work together. Shared cognition is almost intuitive. New knowledge leverages individual and collective expertise to improve quality and/or applicability to the real world
  • Learners have a strong ability to apply logic and reasoning, reflect on their processes and application across new contexts and take action to make a difference /create value and improve processes, products or outcomes

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