Critical Thinking in Every Content Area

G. Randy Kasten in edutopia.org espouses critical thinking as a necessary skill in the age of spin. He says:

Every educator is in a position to teach students how to gather information, evaluate it, screen out distractions and think for themselves. Because critical thinking is so important, some believe that every educator has not only the opportunities, but also the obligation to incorporate critical thinking into his or her subject area. This helps students evaluate prepackaged conclusions and clears a path for original thoughts.

According to the author, the inexperience and naivete of students makes them easy targets for misinformation, misunderstandings and misalignment. The onus is on the teachers of all content areas to continue to develop critical thinking skills for our students.

I was observing in a 6th grade lower math class the other day and the teacher was showing them graphs and asking them to talk about what the graph was supposed to be showing and whether it was misleading. Granted at 11, when our brains are not developmentally able to grasp abstract concepts, the students missed some obvious cues, but with more practice, they were able to read discrepancies.

That's math. How do we push critical thinking in the other content areas? What are resource that teachers are using?

Comments

Professional Practice Dissertation Pre-Proposal, Part 1 of 4

My dissertation proposal as a culture-based education (CBE) version of Chopped All-Stars Please indulge my need for metaphors and analogies to make sense of my world. This is Part 1 of 4 blog posts to clarify my thinking on my proposed dissertation topic. How will this study work? Gather strong chefs, leaders and innovators in their own right and challenge them to create synergistic culinary masterpieces in the CBE Project, a professional development program. change chef to teacher; change culinary masterpieces to culture-based education-infused practices and curriculum ) The parameters: time (Kamehameha Hawaiʻi 4-week course with deadlines for teachers' own action research and learning portfolio to follow) key ingredients ( CBE practices , moenahā framework, makawalu , and the National Writing Project program model) the course (teachers' own content area and current curriculum) The question: How doe...

Dissertation Proposal 4 of 4: Timeline

Timeline Summer 12 - pre-proposal, lit reviews, submission for B-credit, negotiations for a course (place, time) Fall 12 - build the course using the village, build in indigenous, developmental evaluation and sustainability Spring 13 - submit IRB approvals, pa ʻa the logic model, recruit teacher leaders Summer 13 - Alana Summer Institute Fall 13 - teacher action research and gathering of data Spring 14 - analyze data, write Summer 14 - write, collaborate, present This is a "in an ideal world" timeline that does not take into account the village, the permissions from higher ups, the ability to exist on a non-budget, the recruitment of teachers willing to participate in this work with me, the full time job duties that I already have AND the fact that Iʻm supposed to be in 6 or 9 credits worth of my own courses in the Summer of 13 on Oahu when I want to serve my Big Island teachers. Any suggestions?

Dissertation 3 of 4: Research Methods

"From the vantage point of the colonized, a position from which I write, and choose to privilege, the term 'research' is inextricably linked to European imperialism and colonialism. The word itself, 'research,' is probably one of the dirtiest words in the indigenous world's vocabulary." ( Tuhiwai Smith , 1999) Paula Moya, a Chicana researcher says, "identities are fundamental to the process of all knowledge production" ( p. 102 ). Like Tuhiwai Smith, I must also embrace my identity as a colonized researcher. Moya goes on to say that education, "should not be about merely inculcating status quo values," but to reject the status quo as a way to inculcate a "transformative multicultural education" that will educate all learners for democracy and social justice (p. 109). The Alana Project, starting with this professional development course, which becomes my dissertation action research, sees transformative multicu...

Pure Manaʻo

Search This Blog