Torrey Palmer: The critical response... is it still possible with fifth graders?

[Torrey Palmer]

I have just finished the year with my fifth graders... whew-hoo!!  (How can you not like the blue-track year-round schedule ?!?)  Anyway, I was most proud of how my students (19 boys, 7 girls) evolved as critical thinkers.  I learned so much during the last two months... what topics and forms of literacy generate more 'critical' thinking than others, how to structure a decent critical thinking discussion with 10 -11 year olds, how their written response can vary depending on the topic, etc. 

Now to the evolution of my question (i.e. inquiry)... I started two months ago wondering if it was even possible for fifth graders to think critically.  I had made an attempt earlier in the year, and had been sorely disappointed.  However, during the last two months I have found that not only is it possible, but they can be pretty much brilliant!  So this has led to the following questions:  1.)  What strategies lead to increased critical thinking?  2.)  How can you assess written responses of discussion prompts (i.e. measure critical thinking)?   3.)  What generates more critical thinking-- a pedagogy of mulitiliteracies or strictly adhering to the textbook? and 4.) Considering the findings to question #3, how will students performance vary on ELA standards-based assessments (as generated by Washoesip, wiki-teacher, etc.)?

Wow, it's interesting to think of the possibilities for this question... or list of questions.  Now, I have to figure out how to put this into a presentation.

Hope everyone is doing well!
Torrey

[Karen Pedersen]

Hello Torrey:

I think you are right. Our topics are very similiar but with different approaches. I love the way you broke down your thinking into categories. I hope my demonstration doesn't flop. I do feel this topic is really the next natural step in writing. There is tons of research in addition to ideas, lessons, activities, etc. when it comes to writing across the curriculum, but I feel the most important aspect of guiding our learners into understanding the content they are expected to create a written response to, critical reading, is sadly lacking particularly when it comes to the many text books, scholarly articles, and resources we expect our students to read. I am amazed at how "distant from the content" our students can be in their written responses to content specific questions. Think about that one. When we read, we are constantly making connections, finding meaning, relating the text to our own experiences, and trying to make sense of the text based on what we know. It doesn't even matter what we read. Reading makes us think. Unless our students are actually taught to pay attention to that thinking (critical reading) they end up reading and missing the point. In addition, what experiences have many of our students actually had? (not many where I teach.) Many of our students, and students in general, have very little experiences that give them the tools to really understand and connect to content specific text. So, when I hear teachers say, "The text is too difficult for my students." What that teacher is really saying to me is, "My students lack the experience with the content I am teaching and are really struggling to understand the text." (This is assuming the teacher isolates key academic terms and embedds them into instruction.) This distinct lack of understanding is evident most in students writen responses to questions presented by the teacher. Teachers "check for understanding" by asking students to respond to the questions at the end of a chapter, worksheets, or to write summaries. The content in the students' written responses are general if not plagarized, and show no real understanding from the student. With that being said, I am excited to approach this topic in a way that might shed light on the direct relationship between critical reading for depth of understanding in written responses.
I look forward to seeing your approach and hope mine goes O.K. After really spending time pondering the "question" I keep coming full circle to the same question, so it must be the right one for this project.

I look forward to meeting with you next week. I have a lot of student samples and really don't know how to even start my approach to the inquiry so am glad you are my "mentor".

Have a great day.

Karen

[Torrey Palmer]

Karen!
You hit it RIGHT ON, greatly helping to clarify my own thinking!!! Thank you! I particularly liked when you said:

Many of our students, and students in general, have very little experiences that give them the tools to really understand and connect to content specific text. So, when I hear teachers say, "The text is too difficult for my students." What that teacher is really saying to me is, "My students lack the experience with the content I am teaching and are really struggling to understand the text."

I agree that the key here is student experience... we need to be connecting with our students... with their experiences! That is the only way to really achieve understanding.

Thanks for your response. Your presentation will be fantastic... please don't worry! And we have plenty of time to talk more about it!

Torrey
Karen Pedersen said:

Hello Torrey:

I think you are right. Our topics are very similiar but with different approaches. I love the way you broke down your thinking into categories. I hope my demonstration doesn't flop. I do feel this topic is really the next natural step in writing. There is tons of research in addition to ideas, lessons, activities, etc. when it comes to writing across the curriculum, but I feel the most important aspect of guiding our learners into understanding the content they are expected to create a written response to, critical reading, is sadly lacking particularly when it comes to the many text books, scholarly articles, and resources we expect our students to read. I am amazed at how "distant from the content" our students can be in their written responses to content specific questions. Think about that one. When we read, we are constantly making connections, finding meaning, relating the text to our own experiences, and trying to make sense of the text based on what we know. It doesn't even matter what we read. Reading makes us think. Unless our students are actually taught to pay attention to that thinking (critical reading) they end up reading and missing the point. In addition, what experiences have many of our students actually had? (not many where I teach.) Many of our students, and students in general, have very little experiences that give them the tools to really understand and connect to content specific text. So, when I hear teachers say, "The text is too difficult for my students." What that teacher is really saying to me is, "My students lack the experience with the content I am teaching and are really struggling to understand the text." (This is assuming the teacher isolates key academic terms and embedds them into instruction.) This distinct lack of understanding is evident most in students writen responses to questions presented by the teacher. Teachers "check for understanding" by asking students to respond to the questions at the end of a chapter, worksheets, or to write summaries. The content in the students' written responses are general if not plagarized, and show no real understanding from the student. With that being said, I am excited to approach this topic in a way that might shed light on the direct relationship between critical reading for depth of understanding in written responses.
I look forward to seeing your approach and hope mine goes O.K. After really spending time pondering the "question" I keep coming full circle to the same question, so it must be the right one for this project.

I look forward to meeting with you next week. I have a lot of student samples and really don't know how to even start my approach to the inquiry so am glad you are my "mentor".

Have a great day.

Karen