CT2+project+page

As the project begins and we are meeting with the participants, the facilitators and moderators consciously use the TC2 model during the implementation stages and throughout the project.

Setting appropriate Expectations
Initially researchers and facilitators set appropriate expectations in that participants are expected to participate in face to face session, in the WebCT online discussions with the whole group and with individual groups and attend and participate in Video conference sessions. Mentors model participation by actively participating themselves in all venues. As we prepare for the first video conference expectations are laid out for the participants as shown by this posting. Message 45 says, "If you get a moment, have a look at the 3 projects posted in the new line on the discussions page. These are the groups that are presenting today. Even if you have a chance to look at only one before the videoconference you'll be better prepared to give a productive peer critique. Thanks - have a great day!!!!". This is an example of facilitators setting expectations and the Dec 4th video conference provides us with many examples of expectations set by the mentors and facilitators.

During the VC the groups share critical thinking challenge lessons and after individual site discussions, the groups reconvene to provide peer critiques of the challenges. The peer critique(s) include thoughtful comments about why the challenges are effective or what could be tweaked to increase effectiveness or modify challenges to meet other purposes.

The video conference is filled with expectations including: participant anonymous feedback on WebCT about the Video Conference (VC) as a tool for collaboration, participant anonymous voting on the name for the entire group based on criteria as posted by one of the mentors, individual groups posting follow up discussion summaries on WebCT and posting to a new discussion about what the next group meeting should look like and what the final deliverables might look like.

Implementing appropriate routies and activities
All the meeting dates are set by group concensus for the remainder of the first year of the study. Participant input was very important as we try to accommodate their schedules. By confirming these dates ahead of time, we ensure the best participation possible as they have selected best dates themselves. We are now in the processing of having the participants discuss and decide how they would like these group meetings to occur. They can choose from face to face, Video conferencing and chat sessions. The agendas for meetings emerge from the group's needs and evolving themes from monitoring discussions.

In one of the group discussion, we have a great example of feedback from one member to another. Message 267 says, "Here's what I have done with regards to setting criteria for judgement with my Kindergartners. Twice we have set criteria for judgement and both times the children have determined, after some background knowledge and brainstorming, what was important to include in the criteria "list". I wonder if your students would be able to define "impact" so that they could identify what was high versus low impact? Could they test their criteria and then refine it after discussion? They may learn a lot about CT in a very practical sense if they were to take ownership of developing the criteria themselves... ". Great feedback that is very direct and provides examples using the CT tools followed by suggestions and encouragement to implement these in this participant's own practice. As the conversation continued in this discussion thread, the participant was not confident that this would work in her own class, but a further posting gave her examctly what she and others needed and here is the acknowledgment. Message 287 says, "You sure know how to get at the "Heart of the Matter" .... no funnies intended.... The breakdown you gave for [this] work in progress was such a great back to the basics. I really think that's what I need to be reminded of when I am teaching the tools. It has to be accessible and meaningful to the kids. When the content is accessible, the tool can be learned and then applied when content is more challenging. Great feedback for me too!" Here we see a routine of participants sharing ideas, trying them and sharing the results. They will often tweak or fine tune the initial process to refine or make it more effective. Many of the groups provide detailed accountings and examples of their efforts and the subsequent results.

Teacher/moderators personally model the attributes of good critical thinkers as participants in their dealings with each other and with the participants of the study.
Early on in the study researchers, mentors and others use the tools of critical thinking during various stages. In a very early conversation between the head researcher and the Alberta supporter, criteria is explored for the type of participants to use in the event of the need to pare down the sample size. from Phil to Gary early on asking for Criteria. Also during the process of selecting the technologies for collaboration, researchers engage in a discussion of important criteria to consider during such a decision. from Phil to Janine re: FC vs. KF or WebCT. Researchers and mentors consistently engage in discussion about criteria for all aspects of the study including participant interviews for interview participants and possible activities that should promote and model critical thinking skills during inservice sessions. from Colleen regarding activities for in-service.

Developing the tools for participation in a critically reflective community
During the introductory sessions the team introduced possible participants to the Critical Thinking Model and the intellectual tools used with the model. Introductory ppt activities and introducing the tools:. The team then took the group through several critical thinking challenges thereby giving them an opportunity to engage in the process and to appreciate the value in this learning technique as an important life skill for students. These activities are designed to model using Critical thinking and to model how to teach about using the tools.

Later during the first VC facilitators engage the group in a peer critique session which is intended to model productive peer critique techniques. peer critique One item on the agenda has explicit expectations:

- Review guidelines - model and conduct productive peer critiques for three groups who have already volunteered
 * 4:45 Productive peer critique**

One group’s presentation looks at varying perspectives regarding teenage dress. Feedback from the larger group also addresses varying perspectives of students, boys vs. girls, age groups and the hutterite student and community perspective.

Shaping / designing the communicative interactions within the class / e-learning environment to encourage thinking
Using asynchronous discussion tools easily lends itself to using the critical thinking tools in that there is always time for reflection and editing thoughts and subsequent messages. Facilitators try to ensure thoughtful postings by modeling this and by requesting summarized postings of group discussions following all face to face events and other collaborative group events using VC'ing or chat rooms. Initial face to face meetings were combined with hands on technology opportunities in order to provide the background knowledge about using these technologies and to provide the participants with an authentic experience and confidence in using these techologies.

Message 9 says, "Hi everyone,I just wanted to let you know I have added a few things to the web CT calendar as well as to the resources section (curriculum, support material, etc.). Check 'em out when you get a minute. The calendar will be updated every time I get new confirmations of times, dates, locations etc.Talk to you soon,". This encourages participants to check WebCT frequently with the promise of important resources. Later, "Hi Everyone,I just wanted to send a reminder to everyone about our next session ...I hope you've all had a chance to do some thinking about your project. Remember to bring a brief sketch or outline of your project ideas to this next meeting. Thanks to all of you for contributing to the emerging projects section of our WebCT site. If you haven't had a look recently, there have been several new entries....and you are encouraged to comment on ideas made by others. That's certainly a big part of what this project is about." Again opportunities and encouragement to use the technology to collaborate and provide comments and feedback to each other. There is the emphasis that this project is about using the tools to create the project and in assessing the projects posted to date.