Curriculum Framework

Being and Becoming Competent in Critical Thinking and Problem-Solving involves addressing complex issues and problems by acquiring, processing, analyzing, and interpreting information to make informed judgments and decisions. The capacity to engage in cognitive processes to understand and resolve problems includes the desire to achieve one’s potential as a constructive and reflective citizen. Learning is deepened when situated in meaningful real-world experiences.

Learners engage in an inquiry process to solve problems by acquiring, processing, interpreting, synthesizing, and critically analyzing information to make informed decisions. For example:

• I use an inquiry process to question and investigate problems.
• I use criteria to organize and classify information.
• I evaluate evidence for relevance and accuracy.
• I use evidence to inform decisions.

Learners select strategies, resources, and tools to support their learning, thinking, and problem-solving and evaluate the effectiveness of their choices. For example:

• I select resources for learning, thinking, and problem-solving that best suit my strengths and needs.
• I use strategies that work for me when learning and problem-solving.
• I evaluate the effectiveness of the resources and strategies I use for learning and problem-solving.

Learners see patterns, make connections, and transfer their learning from one situation to another, including real-world applications. For example:

• I use prior knowledge to recognize situational patterns and make connections to different situations.
• I transfer knowledge from one situation to another.

Learners analyze the functions and interconnections of social, ecological, and economic systems. For example:

• I bring together relevant information and perspectives to inform thoughts, actions, or beliefs.
• I assess how selected solutions impact relationships or quality of life.

Learners solve complex problems by taking concrete steps to design and manage solutions. For example:

• I identify problems that are meaningful and relevant to my life.
• I break problems into smaller parts.
• I develop options for solving problems or challenges.
• I adjust problem-solving plans to address changing circumstances.

Learners formulate and express questions to further their understanding, thinking, and problem-solving. For example:

• I ask questions to better understand and think about situations and problems.

Fostering & Teaching Critical Thinking & Problem-Solving

This competency balances a learner’s ability to be reflective and intentional in their thoughts and actions. In early childhood, this is evident through children’s play, in interactions between learners and their environments, and in how they interact with others. Learner agency and engagement fuels curiosity and creates the conditions for organizing thoughts, testing hypotheses, questioning, reflecting, and making adjustments for desired results. Perseverance in thinking critically and solving problems is directly related to opportunities and environments that promote agency and engagement.

Equally, learning to think flexibly and having a sense of autonomy influences a learner’s initiative to explore solutions; while experiencing failure and trying again encourages persistence. Through trial and error, learners develop an understanding of failure as temporary and come to value it as part of the problem-solving process. Considering solutions through multiple ways of knowing, doing, and being opens opportunities for learners to build authentic, respectful, and responsive relationships within their learning communities.

To develop this competency, learners require ample opportunities, time, and freedom to explore a multitude of approaches to identify and work out practical problems; to discuss, negotiate, and debate; and to ask questions, try solutions, and draw conclusions. Play provides a fertile ground for critical thinking and problem-solving to develop. Once it develops, this competency will be transferred to novel situations.

The learning environment, pedagogies, learning contexts, concepts, and skills support the development of Critical Thinking and Problem-Solving. Each of the goals (ECE) and subject areas (K–12) develops this competency in the following ways over time:

EARLY LEARNING FRAMEWORKS

In early learning and childcare the goals all work together to provide the foundation to develop this competency; however, the bolded goals are the most aligned.

• Communication and Literacies
• Well-Being
• Play and Playfulness
• Diversity and Social Responsibility

ENGLISH LANGUAGE ARTS

To develop critical thinking and problem-solving in English Language Arts classes, learners:

• build awareness of the strategies and processes they use to construct meaning and to solve information-related problems.
• apply critical, analytical, and creative thinking skills to oral language and printed text.
• strengthen their critical-thinking abilities through the study and enjoyment of literature and other texts, including literary and artistic masterpieces.

FINE ARTS

In Music and Dramatic and Visual Arts, process and product are distinct types of activity. In creating artworks, learners are challenged to understand their work in relation to others, build on strengths, and consider new directions. Critical thinking and problem-solving in arts education involves addressing complex issues and problems by identifying, challenging, solving, rethinking, and synthesizing information to interpret or create artistic work. Learners:

• evaluate and make informed judgments about their own expressive works and the works of others and demonstrate the value of exploring alternatives when considering solutions to problems and being open to change as new understandings emerge.
• analyze the relationship between artistic intent and the expressive work.
• develop and express ideas using the skills, languages, techniques, and processes of the arts.

FRENCH

To develop critical thinking and problem-solving in French Second Language, learners:

• place the emphasis on the tasks rather than the language (see Paradis,2009).
• develop mini projects in each unit of the program.
• develop specific cognitive processes within each unit.

IMMERSION FRANÇAISE

Les apprenants développent leurs habiletés de la pensée critique et la résolution de problèmes tout au long du programme de l’immersion française. Les apprenants :

• connaissent et utilisent des stratégies pour construire un sens et résoudre des problèmes liés à l’information.
• appliquent des compétences de pensée critique, analytique et créative à toutes sortes de textes.
• renforcent leurs capacités de pensée critique par l’étude et l’appréciation de la littérature et d’autres textes, y compris les oeuvres littéraires et artistiques.

MATHEMATICS

Critical thinking and problem-solving uses mathematical reasoning, interpreting, and/or evaluating concepts and creating arguments to solve problems in context. Learners:

• interpret and evaluate mathematical ideas through reading, listening, and viewing.
• apply information processing and problem-solving strategies.
• identify and practice appropriate use of calculators, graphic calculators, and computer software.
• test conjectures, formulate counterexamples, judge the validity of arguments, and construct simple, valid mathematical arguments.
• recognize multiple solutions to problems and apply mathematical modeling to contextual problem situations, identifying how mathematical connections impact the world.

PERSONAL WELLNESS

Critical thinking and problem-solving in Personal Wellness Education involves acquiring, processing, interpreting, and critically analyzing information to make informed decisions about health and life choices. Learners:

• analyze factors that influence emotional, intellectual, physical, social, spiritual, environmental, and occupational dimensions of health and wellness.
• use criteria to make informed decisions about physical activity, nutrition, life choices, or social and emotional behaviours.
• evaluate how values and beliefs influence perspectives, behaviours, relationships, and life choices.
• determine needs and set goals to promote positive health and well-being.
• critically analyze how marketing and social media influence health and life choices.
• know where to seek help and apply strategies when faced with health or life challenges.

PHYSICAL EDUCATION

In Physical Education, critical thinking and problem-solving involves acquiring, processing, analyzing, and interpreting information about movement concepts and well-being to make informed judgments and decisions about overall health. Learners:

• apply critical and creative thinking skills to strategies, tactics, rules, and processes needed to solve movement problems.
• refine fundamental movement concepts by using a variety of movement activities.
• reflect critically on their behaviours and personal choices pertaining to overall health.
• analyze and apply physical fitness concepts and principles to construct a personal wellness plan.
• analyze the relationship between wellness and quality of life.

SCIENCE

Science learning environments engage cognitive processes to understand and resolve problems situated in meaningful contexts. Learners:

• pose questions in the search of explanations for phenomena.
• seek answers to questions and solutions for the needs of society through experimentation and research.
• carry out a plan of action: collecting data by observation and manipulating materials and equipment.
• evaluate solutions to technological problems or tasks.
• apply science skills in a variety of contexts connected to science, technology, society, and the environment (STSE).

SOCIAL STUDIES

In the social studies, learners develop critical-thinking skills through introduction to disciplinary practice and solve problems across disciplines by putting these skills into action. Learners:

• develop a sense of agency to address real-life problems.
• develop disciplinary literacy skills such as historical and geographical thinking.
• engage in inquiry learning that is embedded in disciplinary literacy
• explore the functions and interconnections of social, political, economic, cultural, and ecological systems.
• identify and analyze patterns and trends.

TECHNOLOGY EDUCATION

Critical thinking and problem-solving uses reasoning, interpreting, and/or evaluating concepts and creating arguments to solve problems in context. Learners:

• investigate and solve technological problems.
• examine data to draw conclusions and recommend solutions to improve performance.

WABANAKI LANGUAGES

Through the study of Mi’kmaw and Wolastoqey, learners:

• learn to decode and analyze written and spoken language in a variety of contexts and for a variety of purposes.
• develop awareness of the strategies used to construct meaning.
• engage in authentic learning opportunities in Mi’kmaw and/or Wolastoqey languages.