Thinking in Childhood and Adolescence

Until recently educators were expected to provide all the knowledge students wouldneed to ensure their future. However, the Internet has altered conditions of learning in ways thatmotivate students to be more self-directed and less dependent on direct instruction. Neurosciencediscoveries 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 organizedata, generate creative and practical ideas, communicate with all age groups, and collaborate canadapt to technology change and social evolution.Encouraging adolescents to choose some goals they pursue respects their need forautonomy. Recognizing the need to amend certain goals is important so a person knows whenchange in personal direction is warranted. Exploring careers in a low risk setting motivates realisticaspirations and helps students to shape their future. Employer expectations for teamwork require attention. Performing well ingroups 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 secondaryeducation. The book describes ways schools and families can support higher order thinking during childhood and adolescence. Learningthat occurs outside school is ignored by tests that reflect only classroom lessons. New instruments that measure thinking are neededto enable transformation of school goals and evaluation of student progress. Shifting to a dual emphasis on thinking and learning is achallenge for teachers of all grade levels.