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ix

opportunities for teachers or students to stopand think as theymove ahead into a future that will be so altered from today’s experience as to be almost unrecognizable. To respond effectively to these new circumstances, the system must be changed to allow teachers to acquire, embody, and impart the skills and thinking processes their students need to know.

Teachers will need to shift how and what they teach. There can be no change in how students learn if there is no corresponding shift in how teachers teach. Most studies of skills people use in the workplace speak to the need for students to be taught to think, decide, and act. Too often teachers do the thinking, deciding, and acting for their students. A significant shift takes place when teach-ers share the thinking processes they use with students, allowing students to do the thinking, problem solving, and decision making. Questions for Life is a tool for creating that change.

And here I want to express my appreciation for and pride in the instructors who teach Questions for Life, some of whom have developed teaching examples found in the Appendix of this book. Their modeling and that of hundreds of other instructors have inspired thousands of teachers to improve their questioning practices. Learning to use reflexive questioning processes takes a huge investment in effort, yet the rewards are terrific. Teachers see the difference in their students’ eyes as they grasp their own think-ing process and the power it holds.

The Need for Change

There is no question that there is and has been a dire need for education to change. I know that and Steve Barkley, the author of this book, knows that. Steve was the first trainer and first em-ployee at Performance Learning Systems. Now our Executive Vice President, Steve is a published author, brilliant trainer, colleague, and friend. As I did before him, Steve crisscrosses the country

Introduction

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