Rationale for “Critical Thinking vs. current Educational Policies of the Primary Schools of Moldova” project.

Summary of this initiative

Reading and Writing for Critical Thinking (RWCT) project implemented in Moldova during the years 1998-2004, did not have any Educational Policy related interventions. All the interventions were oriented towards Critical Thinking Training provision for various target groups – teachers and teacher educators.  Thus, the kind of changes that have occurred as related to the educational policies were in-direct outcomes of the Critical Thinking based Trainings. Most of these indirect changes happened on an individual basis/initiative of the CT training participants. Although several positive changes have happened in the Educational sector due to the RWCT Program, the overall developments during the last 8-10 years in the Educational system have been slow and challenging.

Moldova had a Communist Government during the last 8-9 years, and these last years have been characterized by various projects/strategies and interventions made by many donor organizations; several new courses were elaborated; new manuals and disciplines introduced at the school level. The biggest challenge related to these interventions is the degree to which they have been adequately adapted to the local context, needs and mindset of the target groups. At the same time, the educational system lacks today teaching staff in the rural communities and not only; students/children are overburden with much content and many disciplines; evaluations/tests are mostly knowledge oriented; graduates of the schools/universities are unprepared/not capable to make active and informed decisions, to communicate effectively, identify solutions, think critically.

Why it is important to have Critical Thinking Standards starting with Elementary Schools Students/Children

Critical thinking induces the ability to acknowledge a wide range of subjective analysis of a particular fact. Critical thinking is to evaluate the reason behind a particular fact. It also includes honesty, in the sense that we need not get emotionally biased for some nefarious purpose. When we get emotionally biased, we try to think about all modes of self-deception. Instead, at such times, we must think with open mindedness. All possible perspectives and viewpoints must be thought of before analyzing a fact, and this develops the problem solving skills in the child. A person must have a disciplined thinking and avoid making hasty decisions. Although, this is very easy to say but very difficult to implement. These thinking habits or this mindset is well developed in childhood. Once you are in adulthood, it is very difficult to mold yourself accordingly. That is why it is crucial that interventions are made as early as possible in the child development’s processes. This is crucial to be done in the Moldovan schools given that many teachers are still having a ‘soviet’ mindset and apply teacher-centred approaches in classroom.

Rationale of this intervention: Due to the fact that Educational related documents (textbooks, curriculum, standards and assesments) do not correspond to the Developing Critical Thinking standards, which in turn, hinders the implementation nad integration of the teaching methodology/approach that can develop critical thinking skills in children/elementary school students.

Today, there are no evaluation instruments in Moldova, for dealing with educational related documents (textbooks, curriculum, standards and assesments), which would monitor the implementation of the teaching vs. learning methodology/approaches for developing critical thinking skills.

Additionally, there are no evaluation instruments for the educational related documents (textbooks, curriculum, standards and assesments) which would serve as a platform for advocacy related activities as well as awareness at the level of public.

An example of criteria to be used for development of the research methodology

Walsh Debbie, Paul Richard, The Goal of Critical Thinking: From Educational Ideal to Educational Reality, American Federation of Teachers, Washington, 2001

http://www.eric.ed.gov/ERICDocs/data/ericdocs2sql/content_storage_01/0000019b/80/1d/a0/07.pdf

Main Criteria to be used for development of the research methodology

1)      The role of the teacher

1. A vision of teacher as professional
2. Valuing the teacher as critical thinker
3. Increasing professional autonomy
4. Increasing professional involvement and decision making in policy
5. Revising the conception of accountability
6. Involvement in development of standards of practice in critical thinking

2)      The education of the teacher

1. Preservice
   1. i.      Infusion of critical thinking throughout the curriculum
   2. ii.      Instructors who model critical thinking practice
   3. iii.      Intensive field experience involving observation of master teachers and supervised practice
2. Inservice
   1. i.      Training designed and based on the needs of teachers
   2. ii.      Teachers involved in the development and planning of inservice
   3. iii.      Access to coursework in the application of critical thinking in the disciplines
   4. iv.      Quality long term staff development which capitalizes on teacher expertise and extends existing skills
   5. v.      Regular time to meet with collegues to observe and learn form each other’s successes and failures
   6. vi.      Access to critical thinking materials (books, programs, skills training packages)

3)      The structure of the organization

1. Commitment
   1. i.      A commitment to an environment conducive to fostering CT
   2. ii.      A realization of the magnitude of the commitment involved
   3. iii.      High expectations for improving and enhancing the thinking skills of students
   4. iv.      A long range vision of moving toward CT
   5. v.      A valuing of the teachers and student as critical thinkers
2. Adequate time for CT instruction
   1. i.      Teacher time for preparation and planning
   2. ii.      Teacher time to consult with colleagues
   3. iii.      Time to train staff
   4. iv.      Adequate time to evaluate effectiveness
3. Adequate funding of critical thinking initiatives
   1. i.      Funds to thoroughly train staff (long term with follow-up)
   2. ii.      Funds for teacher release time
   3. iii.      Funds for staff to attend conferences
   4. iv.      Funds for instructional marerials
   5. v.      Funds for after school committee work
4. Class size considerations
   1. i.      Teacher time to effectively encourage and develop thinking demands small class sizes
   2. ii.      Time to learn how each child thinks demands opportunities for teachers to work with small groups and to provide individual assistance (teacher aid could provide this time)
5. Increased and improved standards
   1. i.      Consideration of CT instruction in analysis of existing standards
   2. ii.      An emphasis on CT goals translated into revised standards
   3. iii.      An examination of current effectiveness in developing student  thinking
6. Test revision
   1. i.      An analysis of CT skills in existing testing programs
   2. ii.      A revision, where necessary, of test emphasis to incorporate CT
   3. iii.      Provision for teachers to use essay tests in CT assessement (time, aids)
   4. iv.      Involvement of teachers in development of assessemnent measures
7. Texts and instructional marerials
   1. i.      Teacher involvement in text evaluation and selection
   2. ii.      Education of publishers on need to incorporate CT into their materials
   3. iii.      Tet coordinated and matched with appropriate tests
   4. iv.      Selection committees that choose materials on the basis of thinking demanded from students
8. CT Commitees
   1. i.      Appropriate support and funding for ongoing committee work
   2. ii.      Adequate time for teachers to meet and consult with each other
   3. iii.      Consideration and implementation of committee recommendations
9. Community involvement
   1. i.      Education of the relevant groups on the goals and purposes of enhancing student thinking abilities
   2. ii.      Assistance for parents to foster cognitive growth and CT in home-school partnerships
   3. iii.      Liaisons with busineses and community groups to develop opportunities for real life application of CT skills
10. Research considerations
    1. i.      The development of future research programs and activities to support CT instruction
    2. ii.      Funding for further research and research based training
    3. iii.      Partnerships between school and universities with teachers involved as action researchers.