CRITICAL THINKING with Universal Design for Learning (UDL).

In my last post, I suggested that perhaps we’re asking the wrong question.

Instead of asking, “How do we teach critical thinking?”, we should be asking:

“How do we design learning experiences in which critical thinking becomes unavoidable?”

Here’s an example.

Year 8 Interdisciplinary Unit

The Future of Water: Who Gets What and Why?

(Linked to UN Sustainable Development Goal 6: Clean Water and Sanitation)

Rather than teaching critical thinking as a separate lesson, students investigate a real-world problem:

Should a growing community facing water shortages prioritise households, agriculture, industry, or environmental sustainability?