Critical+Thinking+and+Systems+Thinking

__What is CRITICAL THINKING and SYSTEMS THINKING? __ Both critical thinking and systems thinking involve using logical reasoning skills and various problem solving strategies. As defined by [], "Critical thinking involves logical thinking and reasoning including skills such as comparison, classification, sequencing, cause/effect, patterning, webbing, analogies, deductive and inductive reasoning, forecasting, planning, hyphothesizing, and critquing." The Partnership for 21st Century Skills website ([]) defines systems thinking as being able to,"...analyze how parts of a whole interact with each other to produce overall outcomes in complex systems."

__What does this mean for the learner? __ A 21st century learner needs to be engaged in thinking. Whiske (p. 7) states, "Teaching for understanding requires, however, that students also engage frequently in activities that require them to think, not just memorize or practice routine skills." Whiske (p. 7) also says, "Understanding goal may require students to learn particular facts and to develop skills, but they also require students to think with this knowledge and apply it in creative ways." The learner will most likely be engaged in authentic, real world problems that cannot be solved on their own. As a critical and systematic thinker, the learner will need to be able to take what they know and apply it to a variety of new situations. They will need to learn to collaborate with others not only in the classroom, but also people in the community and from around the world. The use of technology will make the collaboration much easier.

__What does this mean for teachers?__ In order for the learner to develop critical thinking and systems thinking skills, the traditional method of teaching as we know it needs to change. The educator can no longer be the chief source of information; instead he or she will be the springboard to get students moving in the direction for being critical and systematic thinkers. Whiske (p. 6) talks about developing //understanding goals// and states that the understanding goals developed by the educator, "...should focus on big ideas that go beyond memorizing facts and rehearsing routine skills." This means the educator will supply the necessary tools, whether it be tools of knowledge or tools of technology, and get the learner going in the right direction to solve real and meaningful problems. The educator must be there at all times to assess the progress. As Whiske (p. 84)) states, "Assessment includes not just rating the work but also providing suggestions for improvement."


 * References**

Wiske, M. S. (2005). //Teaching for understanding with technology. San Fransisco:Jossey-Bass.//