Introduction to Practice Five
Critical Thinking Skills are Taught.
Printable materials, Ready-to-use Strategies, and Web links in the following sections:
Ideas for Implementation
Implementation Evaluation and Goal Setting
Evidence of Practice
Music & Video Links
Goal Setting Process with Individual and Class Forms and Examples
Introduction to Practice #5
Critical Thinking Skills are Taught.
The WHY? of Practice #5!
Implementation supports a Culture of Respect and Academic Excellence :
- “Training learners to use problem-solving strategies can help them develop a sense of responsibility for how the classroom is managed and reduce behavior problems.” Marzano, Robert. (2003) Classroom Management That Works: Research-Based Strategies for Every Teacher. Alexandria: VA: ASCD, 88-91.
- “Thus, work, learning, and citizenship in the twenty-first century demand that we all know how to think - to reason, analyze, weigh evidence and problem-solve...These are no longer skills that only the elites in a society must master; they are essential survival skills for all of us.” Wagner, T. (2008). The Global Achievement Gap, New York: Basic Books, xxi-iii.
- “The world is changing faster than ever in our history. Our best hope for the future is to develop a new paradigm of human capacity. We need to establish environments in our schools where every learner is inspired to develop his creativity.” Robinson, K. (2009). The Element, New York: Viking, xii-iv
- When learning becomes repetitive and memorization based, learner’s brains do not get many chances to grow and evolve. Deductive reasoning is one of the most valuable skills a learner can have in working to prove a mathematical theorem, analyzing literature, or taking a standardized test. http://www.criticalthinking.com/company/articles/deductive-reasoning-jsp
For Research: see Rationale for 17 Practices Practice #5 – pages 12-13 on Great Expectations website.
The WHO? EVERY LEARNER!
The WHERE? EVERYWHERE learners are engaged in the instructional process.
The WHEN? - Critical thinking is a a key instructional strategy that should be integrated throughout the learning process. It may defined as “The intellectually disciplined process of actively and skillfully conceptualizing, applying, analyzing, synthesizing, and/or evaluating information gathered from, or generated by, observation, experience, reflection, reasoning, or communication, as a guide to belief and action.” (Scriven)
“A problem well stated is a problem half solved.”
--John Dewey (Printable Poster)
Main objection: "This takes too much time!" Response: What are the goals for all learners?
- To personalize learning and increase the use of critical thinking skills.
- To address the uniqueness and multiple styles of all learners by encouraging them to become question creators and problem-solvers.
- To create a risk free environment that encourages individuals to ask questions and share ideas.
- To facilitate discussions by using open-ended questions that require thoughtful, creative responses.
- To involve learners in real-life investigations using critical thinking skills and resulting in a desired product or outcome.
Application to Employment Skills:
- “Work, learning, and citizenship in the twenty-first century demand that we all know how to think - to reason, analyze, weight evidence, and problem-solve… “ Wagner, T. (2008), The Global Achievement Gap, New York: Basic Books, xxii-iii.
- Practice 5 supports the Problem-solving and Decision-making skills and Commitment to the Job skills listed under The 8 Keys to Employability: Problem-solving and Decision-making Skills
- Creative & Innovative
- Adapt to change
- Plan & organize work
- Reason & make objective decisions
- Commitment to the Job
- Punctual & good attendance
- Consider work more than a job
- Loyal to the organization & its employer
- Interest in future advancement
- Accept responsibility
- Don't let personal problems interfere
- Willing to perform extra work
- Pride in their work
Developing Employability Skills - School Improvement Research