Developing Critical Thinking Skills for the Young Learner

Developing Critical Thinking Skills
for the Young Learner

Ronald G. Helms and Colleen Finegan
Teacher Education Department
Wright State University

Abstract

Critical thinking skills may be reinforced or introduced in the primary classroom; a simple six-step method will offer an outline for the classroom teacher. This article will focus on a paradigm for critical thinking.
Structural Paradigm

Several enrichment models are available for primary instruction.
The Enrichment Triad Model offered by Renzulli has developed three levels of enrichment:
- Type I enrichment develops general exploratory activities
- Type II enrichment focuses on group training experience
- Type III enrichment offers individual and small group investigation of real problems (Baum & Herbert, 1995) .
This article will suggest that Type III enrichment, small group or classroom investigation of real-life problems, is an appropriate enrichment activity for children in the kindergarten through third grades. Carroll (1991) reported a high degree of success in teaching students both the process and the specific interdisciplinary content of the Future Problem Solving Program (FPSP). Competitive involvement in FPSP comprises the following divisions; grades 4 -- 6, grades 7 -- 9, , grades 10 -- 12 , a scenario division, and a community problem solving division. Student projects are evaluated by trained judges at the state level for the purpose of gaining a competitive ranking. The process has been modified for use in a K -- 3 classroom, offering the same methodology as required at the upper levels, but for non-competitive evaluation. This experience is an excellent introduction to the other divisions of the Future Problem Solving Program.
Future Problem Solving Program: Process Skills

The written guidelines for the primary program, Curricular Division (1995), clearly instructs the teacher/coach in the FPSP methodology. Coaches are introduced to problem solving strategies, taught the skills associated with this methodology, instructed in scoring procedures, and are offered practice exercise materials. The younger students must rely on the careful leadership of the coach as they are guided through the process of reading questions, discussing, and responding. Older students must be able to navigate the process without the assistance of the coach. Upper elementary and secondary students are encouraged to use a collaborative model, and think and write in a small group setting.

The Future Problem Solving Program is based on the following structure:
- Pre discussion of the selected topic
- Research -- gathering information and background preparation
- Reading and responding to the "fuzzy situation" -- a one page scenario which describes a hypothetical social or scientific problem relevant to the selected topic.
  - I. Brainstorming problems -- using both the skills of fluency and flexibility to generate a list of forty to fifty possible problems related to the specific topic
  - II. Developing an underlying problem -- selecting one problem or a combination of problems which synthesize an important aspect of the "fuzzy situation"
  - III. Brainstorming solutions -- using both the skills of fluency and flexibility to generate a list of forty to fifty possible solutions
  - IV. Generating criteria -- designing applicable and relevant criteria by which the problems listed in step number III may be evaluated
  - V. Evaluating solution -- constructing a mathematical grid which permits quantitative evaluation of brainstorm solutions
  - VI. Describing the best solution -- explaining in detail the selected "best" solution
Evaluation

Students and teacher/coaches learn and review a number of process skills during the problem solving process. Two of the skills basic to the problem-solving process are fluency and flexibility. Fluency is the ability to generate a number of ideas (brainstorming). Flexibility is the ability to conceptualize problems or solutions from a variety of systemic categories: business and commerce, transportation, social relationships, environment, education, technology, recreation, government and politics, ethics and religion, arts and aesthetics, physical health, psychological health, basic needs, defense, economics, law and justice, and communications. Students may begin to develop both critical and creative thinking skills by thinking through problems from a variety of vantage points.

Clarity and originality are two additional variables by which students are evaluated. Clarity-measures the degree of thoroughness and specificity in describing problems and solutions. Originality, while somewhat subjective to evaluate, stimulates students to think in novel and creative terms. Additional evaluative criteria include applied research, creative strength, and futuristic thinking.

In reality, solutions to problems must be considered in the light of aspects other than the creative nature of the solution, such as risks that may accompany the solution, monetary and environment cost, etc. So too, in the Future Problem Solving Program, students are evaluated on the basis of impact and the humaneness of their "best" solution.

Curricular Topics

A fundamental advantage of the Future Problem Solving Program is curricula variety; the international FPSP designates five 'practice problems' per year for investigation. Problems are designed with the idea of integrating the curriculum. A potential advantage/disadvantage is that new problems are selected for each new academic year.

Past issues or problems include the following:


automation            space travel       future transportation

international travel  star wars          rehabilitating criminals

capital punishment    FBI-CIA            competition/cooperation

disease control       hydroponics        energy consumption

psychic energy        inventions         alternative energy sources

personal computers    mental stress      changing sex roles

the two brains        job mobility       endangered species

cooling of the earth  water shortage     overpopulation

pet overpopulation    the rustbelt       underwater colonization

information society   senior citizens    artificial intelligence

high technology       electronic games   space colonialization      

chemical warfare      medical area       governmental bureaucracy

insurance crises      malpractice        increasing IQ

human relations       race relations     religious conflict

low cost housing      cybernetics        small weapons control

authority             ocean farming      child abuse

hypnosis              solar energy       world hunger

robotics              television         nuclear war

lasers                mental health      ecology

education             UFO's              euthanasia

Conclusion

The Future Problem Solving Program teaches students several important life-long skills. Students learn how to think, rather than what to think; they think more creatively and enthusiastically. Students explore complex societal issues, thereby helping them to develop an interactive interest in the future. Students improve their research, writing, and group process skills. The Future Problem Solving Program is an intellectually stimulating process which will develop and improve the student's interactive skills, vocabulary, and decision-making abilities. For more information, contact FPSP at 318 West M Street, Ann Arbor, Michigan 48104, 313-998-7377.
References

Baum, S. M. and Herbert, T. P. (1995). Discovering and Nurturing Talent in Children.
Brooklyn, NY: Alternative Pathways.

Carroll, B. (1991). "Shaping the Future Today." The Gifted Child Today, 14, 6-9.

Crabbe, A. B. (1988). The Coaches Guide to the Future Problem Solving Program.
(FPS Publication). Laurinburg, NC: St. Andrews College.

Cray-Andrews, M. and Baum, S. (1992). Creativity 1, 2, 3. Unionville, NY: Trillium Press.

Curricular Division. (1995). Ann Arbor, MI: The University of Michigan.

Gallagher, S. A., Stepien, W. J., and Rosenthal H. (1992). "The Effects of Problem-Based Learning on Problem Solving". Gifted Child Quarterly, 36, 195-200.

Klimm, S. and Buzzard, V. (Eds.). (1994). Ohio Future Problem Solving Program (OFPS Publication). Solon, OH.