California Educator

a rec t ang le can b e divided into two t r i a n g l e s . T h e y k n ow t h e re's s om e link between the Pledge of Allegiance and the flag hanging from the wall. The challenge for teachers is to build on that foundation, to encourage students to seek connections between, say, fractions and percentages, or between lobbying and legislation, or between Copernicus and Dar win, or between the main characters in two different novels." Why is critical thinking important? Rote memorization — or learning by repetition — can be useful for some things, such as learning the alphab et, multiplication tables or the p e r io d ic t able in chemist r y. And it can help students pass tests. But when it comes to mastering complex subj e c t s, rote may on ly s cratch t he su r f a c e, ma k i ng it app e ar t hat stu d e nt s t h o r o u g h l y c o mp r e h e n d t h e material when they do not. And becaus e t he infor mat ion is not me aningful or deeply understood, they are more likely to forget what they have learned after the test. When students are encouraged to do actual thinking about the material, deeper understanding replaces the recall of facts. Students are able t o s t at e t h e m at e r i a l i n t h e i r ow n Create stimulating multiple choice tests If done creatively, multiple choice tests can measure critical thinking skills. Here's a sample question on economics from Danny Craig of the Grossmont Education Association: John asks Mr. Tweet if he can use the restroom and then walks down to the Gatorade machine by the R buildings. John decides that his number one choice would be red, followed by blue and finally yellow. If they didn't have any of those three he'd rather keep his money than buy orange. Luckily for John, the machine was freshly restocked, with all colors available, and so he bought a red. What was John's opportunity cost? Danny Craig Grossmont Education Association 14 California Educator | words, elab orate on it, i l lust rate it, provide examples f rom content and t h e i r ow n e x p e r i e n c e , an d prov i d e analogies, metaphors or other examples of the information. Those who possess critical thinking skills are excited about learning and will b e b etter prepared for life, says Hale. The y will b e skeptical enough to avoid being taken advant a g e of by ot h e r s , u n d e r s t an d w hy t h i n g s a re t h e w ay t h e y a re i n t h e world, and be able to understand 8-21 June.09.indd 14 In Nadine Loza's history class, students study colonialism and imperialism in European history. But the lesson becomes much more interesting when she asks students to compare historical events with what is presently happening in the Caribbean nations of Guadalupe and Martinique, which are both trying to break free from French rule. Sometimes the discussions get quite heated, such as during the election, or when immigrant students compare World War II refugees to those fleeing difficult situations in their homelands today. "But I'm not afraid of heated discussions or giving my own opinion" says the Association of Rowland Educators member. "I am a history teacher and a thinking participant in our democracy. I want to be an example of someone who has an opinion and thinks about things." june Blue Gatorade. Blue and yellow Gatorades. The $1.25 he spent to get the Gatorade. There was no opportunity cost. Instead of asking students to regurgitate a textbook definition of opportunity cost (the secondbest alternative, the option that is given up when a decision is made), this question asks for an example from students' daily experience. Link curriculum to current events Nadine Loza Association of Rowland Educators A B C D other people's point of view. " T h e rol e of C TA h a s b e e n ve r y b enef icial in advocating for critical t h i n k i n g an d h a s of t e n b e e n ov e rl o oke d," a d ds Ha l e. "C TA supp or t s c r it i c a l t h i n k i ng by a dvo c at i ng for t h i ng s su ch as l owe r cl ass s i z e and academic freedom." L oza f inds t hat students w ho are not us e d to t h i n k i ng ab out subj e c t matter deeply are not excited by the approach initially. Some students tell her at the beginning of the year that they just want to know the "right answer," circle it on a multiple choice test and get an A. "Once they are offered something c h a l l e ng i ng l i ke t h i s , t h e y b e c om e hungr y for it," s ays L oza. "It makes the class so much more meaningful." " Teaching them to just fill in the bubbles me ans we're not e quipping t h e m t o an a ly z e pro bl e ms or s olve them," adds Loza. "We're not teachi n g t h e m t o ap p l y w h at t h e y h av e learned in histor y to what's happening in the world today. The job market requires people who can look at a l l s i d e s of a n i s s u e — n o t p e o p l e who know how to do something but 2009 6/4/09 1:57:41 PM

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