Learning to think from evidence

Ages: 12-99

Description of the practice

This practice aims at guiding the students to think creatively from evidence and explicit reasoning. The sequence of activities follows the Universal Design for Learning approach, and the learning process is structured to practice several text formats (text typologies) and explore communication skills. By using an initial intriguing picture, the student's learning process in this practice also reproduces a heuristic path for observing, describing, narrating, and sharing personal opinions.


  • Country: Spain

Example of Implementation

Inquiring minds want to discover the world!

{+}  Student Activity

Curiosity is the first step to the learning process development. Creating an inquiry environment can help students' interests grow and evolve into scientific research. 
Implementing inquiring mindset practice may require personal interaction and transliteracy skills. 

Implementing practice: 

The teacher can organize this activity following a constructivist process, from individual thinking to collective teamwork, in a collaborative exploration of reality: 

  • Students  initiate the activity working individually (What do you see? Tell the whole story)
  • They  explain and exchange their ideas in pairs (What  evidence can sustain their opinions)
  • They finally debate in small teams and put together their collective understandings.
After doing these exercises, the students are required to have a short brainstorming in teams, to reflect on their thinking strategies, and verbalize the communicative options they have used.

The final feedback is necessary to put in value a meta-reflection process that brings evidence-based teaching and learning from theory to practice

To know more: 

Grison, Sarah (2014, February). Evidence-based teaching and learning: From theory to practice. Presented at Texas Community College Teachers Association Annual Convention, San Antonio, TX.  See Full Text
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