Critical Thinking - DM Reading Section 1, Chapter 1. "Making America Smarter: The Real Goal of School Reform"

Developing Minds, Section 1, Chapter 1. "Making America Smarter: The Real Goal of School Reform" Lauren B. Resnick Definitions & attitudes about intelligence -- innate or learned? Habits of mind seem to characterize the intelligent -- and habits can be learned, even if tendency toward them is inborn. Effort-based Education and Learnable Intelligence. Is not: - grading on a curve - assessing students according to a percentile system Characteristics: - Organize for effort -- high standards, rigorous curriculum - Clear expectations -- descriptive criteria, models of work that meet the standards - Recognition of accomplishment -- celebrate meeting standards or progress toward them - Fair and credible evaluations -- able to prepare for, with exam aligned to curriculum - Academic Rigor in a thinking curriculum. Problem solving as a 'new basic'. . commitment to a knowledge core . high thinking demand . active use of knowledge - Accountable Talk -- reference to evidence and reasoning, not just authoritarian assertion - Socializing Intelligence -- belief in one's own intelligence. - Self-Management of Learning -- metacognitive skills - Learning as Apprenticeship -- model and analyze complex thinking, mentoring and coaching in project work **** Kaylea's reflection: - appreciate the outline of common core, agreement there - sidesteps any assertions about high intelligence and what appropriate education for "gifted" or high-intellect individuals looks like. Even if we decide it's all about habits, some kids have those habits early. Yes, doing great instruction, problem-based learning, etc. for all kids makes sense. But given the differences in kids when they walk in the door of the school, my assertion would be that the answer is not to 'eliminate gifted ed because all kids are equally gifted'. Absolutely give all kids good teaching that uses their brains, that's a no-brainer. But kids who are ready to take on higher-order tasks very soon still need that differentiated instruction or they are bored, at-risk, and can't maximize their potential. If they can leap to the end quickly, how do they learn to work hard, how do they learn to use their strengths if they can succeed without really trying, how do they learn their weaknesses if they never fail, etc.