Study: Many college students not learning to think critically
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In our current high school education system in the United States, reading and writing taught early on and incorporated in different subjects later, does not adequately prepare students for the academic or career challenges the modern world demands. According to the National Assessment of Adult Literacy, over 11 million people in the United States are not literate and 55% of adults cannot read beyond basic levels.
Dr. H. K. Kaul, an information specialist from the Developing Library Network in India, states world knowledge doubles every six months, technical knowledge every three years, and scientific information every five years. This means that by the time high school students graduate from four year programs, the information and training received will be outdated and obsolete. Without strong reading skills, how can our children hope to keep up.
Reading and writing are at the core of learning. If these skills were continually reinforced throughout the students’ education, they would greatly improve and students would be more equiped for academic and career success.
We all learn in different ways, by reading, writing, listening, doing/hands-on, teaching or tutoring or a combination of all these. This model-proposal is designed to increase the efficacy of learning by addressing the students’ needs for developing strong reading and writing skills. This model-proposal is not specifically designed for foundational learning or post-secondary education, nor is it intend as a complete replacement for the current system, only as supplemental learning for highschool students.
Practice Makes Perfect for Improving Study Skills
Today's highschools do not continue to teach reading and writing as separate courses unto themselves, leaving foundational learning to elementary schools. Teachers expect students to read and understand material but provide little classroom time dedicated to just that. Much of the classroom time is spent lecturing by teachers. Communication breaks down for students who are slower to grasp the concepts especially in larger classes. Many teachers do allow questions and discussion but often times before the students have a chance to adequately absorb the material.
This model-proposal begins with reading and writing as the basis and focus for education. By providing classroom time to read and write quietly everyday, students improve their skills though practice. This also gives students plenty to time to consider the material and form any questions they may have. Classroom time for discussion and debate is also set apart, giving students an outlet for their questions and a chance to interact and benefit from peer understanding.
Students Want to Learn
Students attending college often pay a high price for their education, not just in the money they spend but also in the time and energy required. Institutional learning exists to provide a basic education for the population as well as additional higher education for those who wish to seek it. Maintaining the drive to learn in students can be challenging, especially if the education requirements are difficult and demanding.
If we remove the attendance requirement and rigid schedules for completion, we remove the pressure to be in class and students attend for no other reason than to learn. Instead of demanding from the students, we encourage them to be self-driven, a necessary skill for continuing education. Without the time requirements, students can work at their own pace without fear of deadlines and failure.
Student Driven Learning and Specialization
Expanding industry demands that institutions provide up-to-date training and information in their programs. This provides a new challenge for schools to keep up by requiring them to spend more money on new equipment and training for their educators. Under the current system, this responsibility is left to the institutions. As a result, curriculums often include in-depth study of subjects where only a basic understanding is required for a chosen path, wasting time for both the educators and the students.
If students want to learn then they should be allowed to study what they want, specializing in their own areas of interest. A wider variety of fields could be introduced through different reading materials. The standardized tests already in place for general knowledge assessment and state high school equivalency exams provide clear goals and aspirations for the students’ basic education.
Community Application in the Growing World
Education is based on need for both the community and the student. Trade schools turn out working professionals in society who maintain the gears of a healthy community and standard of living. With the increasing amount of technical information and advancing technologies in the world, these trade schools are in higher demand.
Providing for both academic and professional trades can be a daunting task. Individual highschools should not take on more than they are capable of doing but they shouldn’t deny this potential market and community need either.
Producing healthy and productive members of society is the goal of any educational institution. By setting classroom time aside for labs, projects, and discussion, we allow students the opportunity to work in groups addressing educational issues as well as issues in the community. In these classes they also have the opportunity to form friendships and bonds with their different groups and community. Because learning is student driven, projects for the groups will be chosen by the students who are also members of the community they will serve.
The Classroom Setting for a New Model
Four seperate and distinct classes make up this model-proposal and carry throughout a student’s high school education; reading, writing, discussion/debate and the lab/project class. This differs from the traditional method of assigning one class to one subject.
Reading Class
In this class each student is quietly reading for the entire session. There is an unconscious motivation in each student to behave in the same manner as his/her classmates. By giving students classroom time everyday to read, we are encouraging good study habits and their reading skills will greatly improve. Students are not restricted from from writing or taking notes on the reading material, this is unavoidable but, the class’ main focus is to read.
Writing Class
In this class each student is quietly writing for the duration of the session. By offering classroom time where every student is writing daily, they are given the opportunity to improve their skills.
Going back over reading material or making referances is often necessary when writing. In this class although reading is aloud, the main focus is on writing.
Discussion/Debate Class
In the discussion/debate class, students generate topics about what they have been learning in the reading class. Students form structured arguments alone or in groups by choosing a position on a subject and debating with their peers. This is an immediate application for the material being learned. This class is as much a peer-tutoring class as it is a debate and discussion class because the students are required to present what they have been learning in the form of an argument and they're being challenged on their arguments by other students.
Lab/Project Class
Some things cannot be learned by solely reading or writing. Mathematics, for example is a foundational disipline that requires instructors and a hands-on approach. Various labs offer hands-on experience in different fields of study, like chemestry, biology, physics, art and music.
In this class students are given lab time. Addressing one project at a time in groups, students will learn leadership and organization in their approach to a particular problem and solution. They have project goals and are rewarded for their efforts by accomplishing their goals working together as a group.
Depending on the nature of the particular subject, instructors may offer project ideas or the student groups will generate ideas based on what they've been learning with the approval and supervision of their instructors or advisors.
Group dynamics will play a strong role in this class. Community involvement is highly encouraged as projects for a government class might include attending city meetings or working voter registration booths. For an art class students should be painting murals in the community where permitted. For science classes, public demonstrations or fairs etc.
Further Considerations for the Classroom Setting
Class Division Among Peer Groups
Reading and writing classes do not necessarily need to be divided by age or subject because the material covered is on an individual basis. Only the discussion/debate and lab classes need be divided by subject and level of advancement to insure students benefit from peer group involvement.
Instructors, Moderators and Advisors
Some discussion and lab classes, as mentioned above, require instructors for hands-on learning. The benefit of a knowledgeable instructor for certain subjects is unquestionable and unavoidable.
Moderators serve to insure the classroom environment is focused and provide suggested reading material on current events.
Advisors serve as resources to direct students along specific fields they may wish to study, including suggested core and supplemental material. They may also participate in the discussion and lab classes.
The job of instructing, moderating and advising could be done by upper-level students or graduates seeking a masters or doctoral degree.
Materials and Topics for Class Work
New material for each student will be introduced in the reading class from any field of study. The student will choose the field he/she wishes to study and follow a progressive reading list that includes modern trends. Because the degree plan is chosen by the student and the material is specific to that individual plan, additional funds may be required to accommodate the student’s needs.
Topics for writing, discussion/debate and lab/project classes come from questions derived from the reading material and serve as a basis for understanding and retention.
Assessment
The current model for assessment is based on either a percentage or letter grade based on work completed and quality. These grades can create unnecessary pressure in students. This type of authoritarian assessment must be removed if we are to provide an open and friendly classroom environment.
High school equilivancy exams, though stressful themselves, will offer milestones for students seeking diplomas. There is no need for general testing unless requested by the students for retention. Their completion of the equivilancy exams is all the basic assessment the student requires; however, group assessment in the discussion/debate is provided by peers and advisors as they encourage each other along providing suggestions for improvement.
Equipment
One thing that would greatly enhance the educational process is to provide each student with access to computers and the internet. Many libraries are getting or should have computers now, and technology grants for computer labs are available through state governments.
The internet is a power tool because it is constantly updated. New trends for different academic fields could be easily followed and it allows students to share notes, ideas and correspondences with peers, industry leaders, specialists, researchers and other professionals.
It would be ideal for every student to have one or access to one through the school.
Conclusion
It is hoped that through implementing this model-proposal, highschool students will have easier access to an education and be more willing and able to complete the programs if the pressures of traditional institutional learning are removed. With stronger reading, writing, and speech and debate skills as well as stronger teamwork skills, students will be more adapted and prepared for continuing education and success in a growing and changing world.
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