Time. Is there a greater challenge for educators? It seems like instructional time is often the target of well-meaning but time-devouring programs. Assemblies, pep rallies, fund-raising motivational events, and those intercom announcements eat precious minutes, and these are on top of an already bloated curriculum. As a result, we tend to eliminate anything that . . . → Read More: Creative Thinking in the Classroom, Part 2
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No matter how close to the center their shot lands, beginning marksmen achieve success simply by hitting the target. As they learn, practice, and gain experience, the target’s center becomes their focus. They develop accuracy, intentionally steadying their state and securing the center in their sights. Thinking is similar. Engaging the target’s outer rings . . . → Read More: Let’s Banish Critical Thinking, Part 3: Reason & Evaluate Kyle examined his bookmarks. If he’d printed out all the information he’d found the paper would pile up to well over an inch high. Even though he’d been discerning in the references he noted, the information available was overwhelming and defeating, an obstacle that prevented Kyle from moving past the data collecting stage of . . . → Read More: Let’s Banish Critical Thinking, Part 2: Learn Ever go through a turnstile and realize something you needed was left on the other side of the gateway? During my first encounter with a public transit system, I tried to take a rolling suitcase through a subway turnstile. Of course I ended up on one side of the gateway with my luggage on . . . → Read More: Making the Shift, Part 2: Toolboxes not Suitcases Only the sound of #2 pencils carefully blackening tiny ovals could be heard. On one side of the room sat high school seniors, AP history students. On the other, working historians. All were taking the same test—an assessment that demanded typical school-oriented items: names, dates, events. When the #2 pencils were put down and . . . → Read More: Beyond Ovals and Pencils: Thinking in the Disciplines “Too much information—TMI!” More than just a retort when conversations turn personal, TMI also describes a common student experience. When one period of steady information flow follows another, the rising data tide does not lift all boats. It overwhelms them. We can maintain a quick and steady pace when we enter information into a . . . → Read More: TMI! Information Overload and Learning |
 
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