Helping students to acquire, integrate and retain the knowledge represented by the Content Standards and Key Learnings is only one component of an area of study. Learners need to do something with the knowledge......to extend and refine their understanding of the knowledge......to add new distinctions and make further connections. Research demonstrates that the most effective learning occurs when knowledge is used to perform meaningful tasks. The Complex Thinking Standards allow for such learning to occur.
The research on learning clearly underscores the importance of levels of questioning to raising the academic culture of the classroom. Questions cue specific types of critical and creative thinking. These critical and creative thinking skills, as articulated in the Complex Thinking Standards, can be identified, can be taught, and need to be taught.
While the Complex Thinking Standards are articulated singularly, the skills of critical and creative thinking are interwoven. For example, while problem solving, one must be able to brainstorm solutions. In the refinement stage of invention, students must use elaboration. The synergy and interaction between critical and creative thinking is what results in quality learning. As "experts on learning," we know how to identify and how to teach the critical and creative thinking. The Complex Thinking Standards provide the framework for doing so.