Education and Learning to Think (1987) / Chapter Skim
Currently Skimming:
SUMMARY AND CONCLUSIONS
SUMMARY AND CONCLUSIONS
Pages 44-50
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From page 44... ...
However, research has not examined whether personal traits favoring internal motivation can be developed by deliberately altering institutional or social patterns. Very recent work by Dweck and her colleagues is examining ways of helping students to acquire and apply incremental conceptions of intelligence, but more extensive research is required before clear conclusions can be drawn.
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From page 45... ...
It was not considered necessary or possible for all students to learn to interpret complex texts, write extended arguments, or develop original solutions to problems. However, changing economic and social conditions are now creating a demand for these abilities in all citizens, and schools are seeking ways to cultivate thinking skills in all students.
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From page 46... ...
The kinds of components that have been successfully taught include generating multiple ideas and alternative viewpoints on a particular topic, generating summaries, skimming, figuring out word meanings from context, solving analogies and logical puzzles, and detecting logical reasoning fallacies. However, an integrated ability to learn, think, and reason and a broad disposition to engage in higher order thinking are not necessarily ensured by acquiring particular components of thinking.
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From page 47... ...
Testing practices may in fact interfere with cultivation of the kind of higher order skitis that are desired. In general, the tests used in assessing educational efforts involve multiple choice or other short, preceded answers.
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From page 48... ...
Training in general skills must be supplemented and supported by application throughout the curriculum. Various subject matters in the school program should be taught with an eye to developing the powerful thinking methods used by experts in those disciplines.
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From page 49... ...
Effective reading, writing, and mathematics learning depend on elaboration, explication, and various forms of meaning construction. Reorienting basic instruction in these curricula to focus on intentional, self-managed learning and strategies for meaning construction, rather than on routin~zed performances, will result in more effective basic skill instruction while providing a strong base for higher order skills development in other disciplines.
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From page 50... ...
Active experimentation on what kinds of school activity organization cultivate motivation for particular kinds of complex and strategic learning is needed. The two concerns must be merged as this work proceeds; efforts to develop more intellectually functional motivational patterns should not become substitutes for efforts to establish specific cognitive competencies.
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