As you've read, I agree that it needs to be at the center of almost every class— a guiding process to evaluate class information. What I've seen from first-hand experience teaching and tutoring writing for over 20 years is that it is either not taught at all, it is only nominally mentioned but not fully integrated, or...it is taught to some degree, but the students don't retain the process because they may not think it is important. This is just anecdotal evidence, but statistics gleaned from testing show that many students do not have or use critical thinking skills.
Having taught middle school and high school in Worthington 40+ years…I have much to say about this. Briefly, the Ohio tests get far too much emphasis and critical thinking is not part of that movement. Anyone who has raised children knows they learn at different rates and in different ways. Have all of your kids talked and walked at the same month, date, year? Yet we give tests in March, with one fourth of the curriculum not yet taught, and assume each student in that time and place is equal in their readiness on these tests. I have administered the social studies test. I will just summarize by saying these assumptions and predominantly fact-based tests do nothing to promote critical thinkers. Yet teachers are pressured to prepare students for this banal exercise mandated by the Ohio legislators. First, I challenge each of them to take these tests. Publish each score. No prep, no clues. Teachers who break the seal of the delivered tests lose their job and license if not done so in accordance to the test regulations. Secondly, my opinion not fact, powers that be do not WANT students questioning and thinking critically. Accept, comply, do what you are told, puke back facts, do not question. That is the standard. Now, we are additionally subjected to attacks, I just had another a month ago, “Why are you teachers grooming kids for pedophiles?” Make of this what you wish but I am in the trenches, not outside guessing.
I have no doubt you are correct in saying that if teachers are forced to "teach to the test" and the test does not incorporate the use of critical thinking skills, then by default, the critical thinking process is not a big or maybe any part of the curriculum. My question for you is...do you think the critical thinking process is an important approach to thinking that should be fully integrated into the curriculum? And secondly, if so, how can it best be accomplished?
Absolutely important. People believe sound bites and repetition. Commercials have duped us into not thinking for years. Students can analyze commercials, speeches, debate answers. They can learn what is NOT said, what is not realistic, how calm music etc. covers up the mandatory recitation of drug risks. They can learn how providing answers is avoided. Memorizing is the lowest level of learning. That is what repeated sound bites do. Evaluation is the highest level of learning. This is what updated curriculum needs to do. More discussion. Less lecture. Defend what is said. All students can learn this.
Critical thinking ought to be understood to be the core of education and educating.
Thanks for your comment, David.
As you've read, I agree that it needs to be at the center of almost every class— a guiding process to evaluate class information. What I've seen from first-hand experience teaching and tutoring writing for over 20 years is that it is either not taught at all, it is only nominally mentioned but not fully integrated, or...it is taught to some degree, but the students don't retain the process because they may not think it is important. This is just anecdotal evidence, but statistics gleaned from testing show that many students do not have or use critical thinking skills.
Having taught middle school and high school in Worthington 40+ years…I have much to say about this. Briefly, the Ohio tests get far too much emphasis and critical thinking is not part of that movement. Anyone who has raised children knows they learn at different rates and in different ways. Have all of your kids talked and walked at the same month, date, year? Yet we give tests in March, with one fourth of the curriculum not yet taught, and assume each student in that time and place is equal in their readiness on these tests. I have administered the social studies test. I will just summarize by saying these assumptions and predominantly fact-based tests do nothing to promote critical thinkers. Yet teachers are pressured to prepare students for this banal exercise mandated by the Ohio legislators. First, I challenge each of them to take these tests. Publish each score. No prep, no clues. Teachers who break the seal of the delivered tests lose their job and license if not done so in accordance to the test regulations. Secondly, my opinion not fact, powers that be do not WANT students questioning and thinking critically. Accept, comply, do what you are told, puke back facts, do not question. That is the standard. Now, we are additionally subjected to attacks, I just had another a month ago, “Why are you teachers grooming kids for pedophiles?” Make of this what you wish but I am in the trenches, not outside guessing.
Hi Rick and thanks for your insightful comment.
I have no doubt you are correct in saying that if teachers are forced to "teach to the test" and the test does not incorporate the use of critical thinking skills, then by default, the critical thinking process is not a big or maybe any part of the curriculum. My question for you is...do you think the critical thinking process is an important approach to thinking that should be fully integrated into the curriculum? And secondly, if so, how can it best be accomplished?
Absolutely important. People believe sound bites and repetition. Commercials have duped us into not thinking for years. Students can analyze commercials, speeches, debate answers. They can learn what is NOT said, what is not realistic, how calm music etc. covers up the mandatory recitation of drug risks. They can learn how providing answers is avoided. Memorizing is the lowest level of learning. That is what repeated sound bites do. Evaluation is the highest level of learning. This is what updated curriculum needs to do. More discussion. Less lecture. Defend what is said. All students can learn this.
They most certainly can!