but here are some comments on the article Insights into Promoting Critical Thinking in Online Classes.
They are comments; not a literal critique. When I agree to critique (or peer review) something, I usually believe that I am in a position of knowledge about the topic… and not so in this venue. Thus, I will share my thoughts… but not pretend to pass judgment on either soundness of structure or content of this article.
My notes in the margins:
If you want to revamp higher education, you need to start with kindergarten. Students are arriving in college as *not self-directed learners* because they have never been required to do so. A university student needs to know how to examine, perceive, interpret and experience information and to think critically at all times. But, they can’t be expected to pull these skills out of a hat on the morning they enter college if they haven’t had experience with these beforehand. Our high-stakes standardized tests value content; not critical thinking skills. Teachers teach to the test. Creativity is not nurtured; repitition is the norm. A consideration is to figure out what basic skills and knowledge students need to have at various benchmarks during their educational career, and to remove the state exams and institute portfolio assessments.
The quote that, “Action with vision will change the world” reminded me of the following:
Submit to pressure from peers
and you move down to their level.
Speak up for your own beliefs
and you invite them up to your level.
If you move with the crowd,
you’ll get no further than the crowd.
When 40 million people believe in a dumb idea,
it’s still a dumb idea.
Simply swimming with the tide leaves you nowhere.
So if you believe in something that’s good,
honest and right, stand up for it.
Maybe your peers will get smart and drift your way.
4 responses so far ↓
1
Joanne
// Sep 9, 2005 at 7:59 pm
I agree with your statements about creativity and starting at the youngest levels to nurture critical thinking. Students do not suddenly “get it” and become independent learners at the college level. Many of my graduate students want to be told what to do and in how many pages.
What I don’t understand, and perhaps you or someone else might explain, is how we, as products of the most structured, sometimes stifling, education came into our own. Why do we “get it”? Perhaps it is the responsibility of adulthood that causes the shift, that necessity really is the mother of invention. (Although when I was writing my dissertation, I didn’t “get it” for a long time, without guidance.)
We truly need to create “zones of proximal development” such that students are encouraged to take risks within certain parameters, nurturing each new advance with positive reinforcement. You are right- we can’t expect a sudden change.
2
sheila
// Sep 9, 2005 at 8:33 pm
My dad always said, “Life is like a grindstone. Whether it grinds you down or polishes you up depends on what you’re made of.”
I’ve always wondered about the nature/nurture issue… and why I have some students from the homes with little support, money, supervision, etc. and they end up being successful in education, vocation and in life… and other students who come from the “best homes” with financial advantages end up without a college education and unhappy in life.
I’m sure we’ve all read the bios of the class valedictorians… GPA 104.6, President of their Senior Class, first violin in the orchestra, captain of the soccer team, AP scholar, literacy volunteer, active in their church youth group, and they enjoy hanging out with their friends and shopping at the mall. How do they get to be that way? What’s the magic key?
3
Loana Mason
// Sep 10, 2005 at 4:43 pm
Shelia,
I just tried to send you a comment, but the system did not like my e-mail address. Thus, I will try this again.
First of all, I wanted to say that I love your anecdotes! Where did you get that poem? I’m known for standing up for what I think is right, and this poem can serve as a good reminder when the going gets tough. Initially, I also liked the grindstone analogy, but then I got to thinking of it in terms of special education. It seems to me that teachers naturally think of white, middle class, non-disabled students as diamonds in the rough who with a little polishing will be sparkling gemstones. As for students with disabilities, I think they are often viewed as just rock; no matter how hard you polish, they’re never going to become diamonds, and thus why should we try. Personally, I believe we are all made of different materials and need to be buffed using different methods so that we all can shine–regardless of our abilities and inabilities.
I, too, as a TVI have given a great deal of thought to the nature/nurture issues, especially since I use my personal triumphs and challenges as a person with a VI to help my students. LIfe is hard, and life as a person with a visual impairment is not easy. Sometimes, I think special educaiton services shelter students far too much from these harsh realities. I think the fact that I was academically included while often being socially excluded both at school and at home helped prepare me for life in the real world. People have not innately believed in my potential, and thus, I have had to prove to them and me what I am truly capable of. Thus, as an adult, I think I have set a well established pattern of advocating for my needs while setting the bar high for myself. As a TVI/COMS, one of the things I have done is to implement natural consequences and teach the Expanded Core Curriculum in natural environments whenever possible.
4
Administrator
// Sep 11, 2005 at 12:35 am
Hi, Loana – I’ve been collecting these anecdotes and quotes over 34 years of teaching. I learned that I have to make my own inspiration and motivation… and I enjoy sharing these with others.
I’ve been a SPED for 34 years. I believe that anyone can teach a ‘regular’ kid… heck, most of them can teach themselves. That’s why I love the kids who are considered “the rocks.” After 34 years, I’m still idealistic enough to think I can make a difference. These kids might not ever become diamonds, but that doesn’t mean that they can’t reach their potential and live a happy life; as defined by them. Rubies and Sapphires are beautiful in their own right… and the would would be a colorless place without them.
You’ve had some challenging experiences growing up as a person with a visual impairment. I’ve never walked in your shoes, so I can’t say that I know how it feels. I appreciate your sharing some of these concerns with me, though, because hearing them will help me to be more perceptive to my students needs. I am sure that you will stand tall and proud and take your rightful place in this field as a professional, based on what you can do. When you do, you’ll know you’ve earned every step, often the hard way. It’s all about expectations, though… and not settling for mediocrity.
Here’s another one of my favorites:
Pretty Good
by Charles Osgood
from the Osgood File, 1986
There once was a pretty good student
Who sat in a pretty good class
And was taught by a pretty good teacher
Who always let pretty good pass.
He wasn’t terrific at reading,
He wasn’t a whiz-bang at math,
But for him, education was leading
Straight down a pretty good path.
He didn’t find school too exciting,
But he wanted to do pretty well,
And he did have some trouble with writing
Since nobody taught him to spell.
When doing arithmetic problems,
Pretty good was regarded as fine.
5+5 needn’t always add up to be 10;
A pretty good answer was 9.
The pretty good class that he sat in
Was part of a pretty good school,
And the student was not an exception:
On the contrary, he was the rule.
The pretty good school that he went to
Was there in a pretty good town,
And nobody there seemed to notice
He could not tell a verb from a noun.
The pretty good student in fact was
Part of a pretty good mob.
And the first time he knew what he lacked was
When he looked for a pretty good job.
It was then, when he sought a position,
He discovered that life could be tough,
And he soon had a sneaking suspicion
Pretty good might not be good enough.
The pretty good town in our story
Was part of a pretty good state
Which had pretty good aspirations
And prayed for a pretty good fate.
There once was a pretty good nation
Pretty proud of the greatness it had,
Which learned much too late,
If you want to be great,
Pretty good is, in fact, pretty bad.