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From the Journal Of Reading: The Journal of Reading (April 1992), in a review of the book Critical Thinking Across the Curriculum - Building the Analytical Classroom, describes Cognitive - Analytic Strategies and Techniques as: "The power of (Cogetics) ... is the integration of the subject matter itself with immediate critical analysis. All information, whether new or not, would critically engage the learner -- no need to lecture to provide background information first." "A valuable method to push critical behaviors into all classrooms for all learners -- teachers and students." "Counteracts the negative effects of older methods most used even by those who teach students preparing to be teachers." "The best audience (for Cogetics is) school administrators, curriculum specialists, principals, and university/college professors who could offer training and encouragement to classroom teachers." From Reading Today: Reading Today (January 1995) describes Cognitive - Analytic Strategies and Techniques as: "An easy to grasp, immediately applicable intellectual tool for thinking about subject matter as diverse as electrical engineering, house construction, sculpture, map reading, computers, history, civics, and literature." "Using this approach kids start thinking critically and analytically about whatever they are studying." " I saw classrooms full of ESL kids, (underprepared) kids, and marginally literate kids energetically ...(participating)" "I also saw teachers who said they had been burned out and had given up on ever getting their students to actually think about anything. Now they were revitalized and full of hope for previously low-achieving kids." From A Formal Evaluation Program: In the Fall of 1994 the Center for Advanced Study/City University of New York visited classrooms, spoke to teachers and students, and evaluated program materials. A research report dated March 15, 1995 (Perrin, D. Ph.D., "(Cogetics) Strategy Evaluation Design." states the following: "The teachers have attributed (to Cogetics) improvement in students' understanding of subject matter, thinking ability, reading, writing, speaking and listening abilities, class participation, and self-esteem. They describe positive effects on students who have had little previous academic success, and students with learning disabilities. They describe improvements in students' affect and English proficiency, and the transfer of learning to the workplace and other settings. The teachers also attributed improved performance on exams to the use of the (analytic/critical) approach. In addition, they felt that their own teaching improved and became more enjoyable." |
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