The Christian Science Monitor – Stacy Teicher Khadaroo
“There’s an essential skill not being taught enough in classrooms today, say a growing number of American educators. That skill is thinking. “Most teachers never really ask students to think very deeply…. Most of what is assigned and tested are things we ask students to memorize,” writes Karin Hess, president of Educational Research in Action in Underhill, Vt., and an expert on assessment, in an email to the Monitor. As people fret about politicians unwilling to compromise or business owners unable to find qualified workers, a common underlying problem is this “dearth of critical thinking skills,” says William Gormley, a professor of public policy at Georgetown University and author of ‘The Critical Advantage: Developing Critical Thinking Skills in School.'”(more)
The Toronto Star – Isabel Teotonio
“This way of teaching is part of a new focus at the school on getting kids to think critically — an approach that’s increasingly being adopted by educators in Canada and abroad, says Garfield Gini-Newman, the senior consultant with the non-profit group the Critical Thinking Consortium. In this era of increased automation, fake news and where virtually everything is Googleable, teaching kids to think critically is more important than ever, he says, particularly if Canada hopes to compete in a knowledge-based economy. Schools have traditionally been “knowledge factories,” with information pumped in to students and an expected answer coming out when tested, explains Gini-Newman, who’s also an associate professor at Ontario Institute for Studies in Education (OISE) at the University of Toronto. But in recent years, there’s been a shift away from that model to one in which kids problem solve with others — in large part, because of technology.”(more)
News Herald – Juliann Talkington
Even though psychologists have been talking about a lack of correlation between college degrees, course grades, and job performance for decades, most companies continue to rely on these credentials and marks to make hiring decisions.
In the past couple of years, however, a few companies have broken rank. Google, a Fortune 500 technology firm, and Ernst and Young U.K., part of one of the world’s largest accounting firms, have publicly announced they no longer require college degrees for employment.
Google’s chairman said the company is more interested in an applicant’s skills, ability to think in a logical way, work ethic, breadth of experience, public speaking abilities, and creativity. Ernst and Young said they are interested in talented individuals regardless of background.
This transformation is due, in large part, to free access of information through the Internet. Over five years ago Bill Gates, a founder of Microsoft, suggested that traditional university education, especially at fixed-place institutions will no longer be necessary, since most of the content will be available online for free.
The college experience is under additional pressure, because college costs are rising at a rate higher than inflation and a college degree no longer guarantees a solid middle-class income. In fact, the College Risk Report (collegeriskreport.com) suggests that the rate of return on most four-year college degrees is worse than 2-year degrees and in some instances worse than no degree at all.
There is a small group of students who receive full ride scholarships to attend college. For these students, the costs are so low that the four-year degree makes financial sense.
Some people assert that college is an excellent place to make contacts. This may be a valid claim for students who are outgoing and takes advantage of all the clubs, speakers, professors, and research opportunities available at a school, but is probably not the case for most students who meet few people outside their dorms and classes.
Without a traditional college education, strong K-12 schooling is imperative since this will be where kids learn basic skills, hone public speaking abilities, refine creative thinking, and develop logical problem solving capabilities. Work ethic can be developed at school, home or in extra-curricular activities like sports. Breadth of experience can occur at school or through outside clubs and activities.
This new employment paradigm suggests we need to worry more about high quality K-12 education and less about college.
KQED News Mind/Shift – Katrina Schwartz
“In recent years there’s been a lot of emphasis on teaching kids computer science both in high school and at much younger ages. Computers are an integral part of schools and workplaces; many educators and parents believe learning to code is now a skill akin to learning to write. And as employers recognize that American students aren’t graduating with the skills they need at their companies, there has been a push for more science, technology, engineering and math courses. Computer science has sparked a lot of excitement as a field where well-paid jobs will exist in the future.”(more)
Education Dive – Autumn A. Arnett
“One of the strongest arguments for a liberal arts education is that it exposes students to a variety of coursework that helps develop soft skills and prepare more well-rounded graduates who will then enter the workforce more agile and prepared for the demands of the workplace. However, a push towards specialization, competency-based education and the overall condensing of the higher education experience in the name of promoting four-year graduation for affordability’s sake has compromised some of this development. There has been a shift from seeing higher education as a vehicle to create well-rounded citizens to now a need to create workers, but the two do not have to be mutually-exclusive.”(more)
KQED News Mind/Shift – Katrina Schwartz
“Math teachers of older students sometimes struggle to get students to explain their thinking with evidence. It’s hard to get kids in the habit of talking about how they are thinking about a problem when they’ve had many years of instruction that focused on getting the “right answer.” That’s why educators are now trying to get students in the habit of explaining their thinking at a young age. The Teaching Channel captured kindergarten and first grade teachers pushing students to give evidence for their answers in situations where there are several ways to think about a problem.”(more)