Until recently educators were expected to provide all the knowledge
students would need to ensure their future. However, the Internet
has altered conditions of learning in ways that motivate students
to be more self-directed and less dependent on direct instruction.
Neuroscience discoveries about brain functioning also urge schools
to adopt thinking as an aspect of core curriculum. Students who
acquire thinking skills needed to locate information, process and
organize data, generate creative and practical ideas, communicate
with all age groups, and collaborate can adapt to technology change
and social evolution. Encouraging adolescents to choose some goals
they pursue respects their need for autonomy. Recognizing the need
to amend certain goals is important so a person knows when change
in personal direction is warranted. Exploring careers in a low risk
setting motivates realistic aspirations and helps students to shape
their future. Employer expectations for teamwork require attention.
Performing well in groups including peer and self-evaluation yields
productive thinking and is conducive to mental health. The intended
audience for this book is college students preparing to become
teachers in preschool, elementary or secondary education. The book
describes ways schools and families can support higher order
thinking during childhood and adolescence. Learning that occurs
outside school is ignored by tests that reflect only classroom
lessons. New instruments that measure thinking are needed to enable
transformation of school goals and evaluation of student progress.
Shifting to a dual emphasis on thinking and learning is a challenge
for teachers of all grade levels.
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