Untaught Skills
American children spend something in excess of 20,000 hours attending school from the time they enter elementary education until they graduate some 12 years later. Yet, while repeatedly tested, it is really somewhat of a mystery what learning actually occurs. And there is a great deal of research that suggests that approximately 80% of everything taught in public education consists of rote memorization. Another 10 to 15% of learning is devoted to "problem-solving." This is stuff like solving an algebra problem, programming your computer, or building a birdhouse. Students, in essence, learn rules to achieve certain desired results.
When you ask those who are critical of education what it is that students lack, you will repeatedly hear the phrase, "critical thinking skills." Indeed, those are the skills moat students never are taught. In 1957, an educational psychologist, Benjamin Bloom, forever changed our understanding of the possibilities for structuring learning in our schools. He developed what has come to be known as a Taxonomy of Educational Objectives. This taxonomy (classification system) categorized all learning, using a set of descriptive action verbs, making it possible to objectively measure whether desired new behavior was or was not acquired by the learner.
Three categories of behavior, to which less than 10% of the instructional effort is devoted, comprise this sought after domain we call critical thinking. Using some of the definitions and examples as applied to employment settings, it is expected that most readers will agree that these tasks are both essential, but seldom, if ever a part of the public school curriculum.
Analysis: Separates material or concepts into component parts so that its organizational structure may be understood. Distinguishes between facts and inferences. Business Examples: Troubleshoot a piece of equipment by using logical deduction. Recognize logical fallacies in reasoning. Gathers information from a department and selects the required tasks for training.
Synthesis: Builds a structure or pattern from diverse elements. Put parts together to form a whole, with emphasis on creating a new meaning or structure. Business Examples: Write a company operations or process manual. Design a machine to perform a specific task. Integrates training from several sources to solve a problem. Revises and process to improve the outcome.
Evaluation: Make judgments about the value of ideas or materials. Business Examples: Select the most effective solution. Hire the most qualified candidate. Explain and justify a new budget.
For the last forty years, schools have been using a variety of standardized tests and other measurement tools to compete in the mad scramble for funding, and escape the regulatory nightmares imposed by their respective state Departments of Education. During that period test scores have largely held their own or made modest gains. School integration, affirmative-action programs, and bilingual education all have impacted varying degrees on the performance scores which have been reported.
If schools are doing as well or a little better than they did 40 years ago at providing instruction to students, what then serves to explain the increasing discontent with school performance? The answer comes from the tremendous changes in the American workforce during that same time. Our national requirements have changed from a workforce largely composed of those who performed physical labor, or provided services to customers to one which is predominantly requires knowledge workers. Those who are engaged in management, scientific, technical, and creative work must have the skills listed above, to a far greater degree then earlier required.
This problem will only be addressed if we apply the same principles and methods of political activism we use to affect public policy, to influencing the curriculum and environment in which public schools operate. There are many pressure points available to parents and teachers. School board elections, teacher unions, and Parent-Teacher associations all provide entry points to the educational system. Yet, nothing will change until there is consensus of just what has to be changed.
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