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.
