Here are a few factors that I believe have influenced this shortfall:
Time. Just as analytical and critical thinking requires more time for our students, it requires more time on the teachers behalf to design. Generating relevant, thought-provoking questions and activities isn't easy. We have to have an idea in mind about the type and topic of thinking that we want to occur, and then make an educated guess about the type of responses that may be given by the students. They also require time for discussion and/or reflection to be meaningful and beneficial for the students.
Expertise/Experience. To create and identify activities that cater to thinking skills, teachers must be knowledgeable about the content and also knowledgeable about what is appropriate for their students.
Comfort. Analytical and critical thinking activities require 'open-endedness' and some flexibility from the teacher. The teacher must be willing to be a facilitator to allow thinking to happen naturally and mutually. Because of this, teachers can't always predict where things may lead. This may provide anxiety for someone that is new or may not be accustomed to a more student-centered approach.
What I am doing in my classroom to facilitate analytical and critical thinking skills is...
- providing opportunities for students to discuss and reflect individually, in small groups, and whole class in all subject areas.
- serving as a model by reflecting with the students and being transparent about my goals for them.
- maintaining high expectations for instruction and behavior.
- inviting students to be a part of the decision-making process for rules, schedules, classroom management, and academic expectations whenever possible.
- asking 'why' a lot (they know this is my favorite question, and they want to make it a t-shirt for me!).
- encouraging them to analyze and question 'the professionals' as well as each other (ex. sharing math solutions and allowing them to question each other, looking for figurative language in mentor writing texts).
- provide opportunities for cooperative learning.
- being deliberate about providing 'wait time'.
- differentiating instruction based on student needs.
One thing that I have stressed to my students is that my job is to teach them to think. I say it all the time. I think it is important for them to become effective problem solvers, not matter how small or large the problem may be. It is very evident at the beginning of the year that they are not used to do this. They are very used to having things solved for them, and though some decisions needs to be made for them, third grade tends to be the year where they need to develop some independence. Being able to problem solving and think critically is essential to being self-directed learners.
There are SO many, too many in my opinion, adults who have difficulty problem solving. It's an instant society where we rely on Google to answer every question that pops in our minds. I'm so glad to see that you are modeling and encouraging this for your young learners. It will certainly make a world of difference in their futures!
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