Thinking and Academic Success Skills (TASS)

Critical Thinking strategies are the cornerstones that create the ‘integration’ across all content areas in our curriculum 2.0. 21st century critical thinking skills are explicitly taught to students in a systematic way.  Each marking period, grade levels concentrate on 2 of the identified TASS.   
Students develop an understanding of critical thinking as an integral part of their learning. Watch for signs as these skills develop in your student and identify for them when they are, in fact, thinking critically. 

Marking Period 2

K & 1st grade: 
Fluency is a creative thinking skill that focuses on generating multiple responses to a problem or an idea.  
Students who exhibit fluency: 
        *generate many ideas. 
        *represent and describe ideas or solution in a variety of ways. 
        *generate ideas using multiple strategies. 
        *ask questions in a variety of ways.  
Intellectual Risk Taking is an academic success skill that allows for accepting uncertainty or challenging the norm to reach a goal. 
Students who exhibit intellectual risk taking: 
        *adapt and make adjustments to meet challenges when seeking solutions. 
        *accept uncertainty by sharing ideas, asking questions or attempting novel tasks. 
        *challenge self and others to advance skill level.

2nd grade:   
Analysis is a critical thinking skill described as breaking down a whole into parts that may not be immediately obvious and examining the parts so that the structure of the whole is understood. There is a natural connection here to reading and math as well as all other content areas.  
Students who exhibit analysis: 
       *identify and describe attributes. 
       *compare by identifying similarities and differences. 
       *sort and classify into categories. 
       *identify and describe patterns and the relationships within patterns. 
Metacognition is an academic success skill that focuses on being aware of one’s own thinking and having the ability to monitor & evaluate one’s own thinking. 
Students who exhibit metacognition: 
       *explain the thinking process. 
       *self-monitor strategies to assess progress & apply new thinking. 
       *examine one’s own thoughts and ideas to identify background knowledge.