It is clear from the chart that average classes as a group place little emphasis on any of the four dimensions of instructional climate measured by the CAQ. In contrast, both groups of gifted classes differ strikingly from the average classes sampled here. Gifted classes emphasize most or all of the four dimensions measured. The ensuing sections will look specifically for patterns of emphasis within these four dimensions which characterize each sample of classes. PATTERNS OF COGNITIVE EMPHASIS Table 3 shows the patterns of emphasis which characterize each of the three groups of classes. Average classes as a group emphasize three of the seven thought processes. The most common focus of emphasis is an Analysis-breaking things apart into their structural components. It should be obvious from this profile that many average classes place little or no emphasis on any cognitive level. This finding is not totally unexpected. Many studies have reported the unstimulating intellectual environment of the school, the undue amount of emphasis shown in stated objectives and test questions on sheer recall and recognition tasks, and the lack of opportunity for or tolerance of reflective thinking. TABLE 3. CHARACTERISTIC PATTERNS OF COGNITIVE EMPHASIS IN AVERAGE AND GIFTED CLASSES Both Reimbursement and Demonstration Gifted Classes are seen as emphasizing six of the seven levels-twice as many as the Average classes. A greater proportion of classes emphasize each level in the Gifted group. In fact, a majority of the gifted classes emphasize three of the seven levels. VARIETIES OF COGNITIVE EMPHASIS The characteristic patterns of emphasis in Average and Gifted classes indicate that as a group a greater proportion of Gifted classes emphasize a wider variety of cognitive levels than the Average group of classes. It would seem appropriate for gifted classes to emphasize a greater variety of thought processes than average classes, as well as emphasizing several of the higher levels of thinking. Table 4 shows the number (not the level) of thought processes emphasized in classrooms in each group. TABLE 4.-TOTAL NUMBER OF THOUGHT PROCESSES EMPHASIZED IN AVERAGE AND GIFTED CLASSROOMS 1 These numbers do not correspond to the levels of thinking, but only reflect how many processes are emphasized by individual classes. The table shows that while only 8% of the Average classes emphasize four or more thought processes, 43% of the Gifted Reimbursement classes and 47% of the Gifted Demonstration classes emphasize four to six processes. The converse is also true: 48% of the Average classes emphasize one or no thought processes while only 9% and 11% of the two Gifted groups of classes emphasizes as few as one or no levels of thinking. PATTERNS OF EMPHASIS ON NONCOGNITIVE CLASSROOM CONDITIONS The third and fourth dimensions of the CAQ are Classroom Focus and Classroom Climate. Classroom Focus is concerned with the center of attention and activity-on the teacher or the students. Classroom Climate is concerned with the openness of the classroom-the existence of opportunities and conditions which are motivating and conducive to learning. The relationships of these two dimensions should be obvious. Table 5 shows the pattern of emphasis which characterizes each of the three groups of classes. Again, only those factors which were seen as emphasized by at least 25% of the classes in a group are shown. The classroom focus in Average classes seems clearly on the teacher as information-giver, with a limited amount of active involvement of students. As a group Average classes are also characterized by stress on tests and grades. In the Classroom Climate dimension, the most striking characteristic of the Average classes is the lack of enthusiasm. In over half the Average classes students are not just neutral but negative and uninterested in class activities. TABLE 5.-CHARACTERISTIC PATTERNS OF EMPHASIS ON CLASSROOM FOCUS AND CLIMATE IN AVERAGE AND GIFTED CLASSES Both groups of Gifted classes are characterized by an extremely positive Classroom Climate. In a majority of the gifted classes students are excited and involved in class activities. There is opportunity for independent activities and much opportunity for divergent activities. As was true in the Cognitive dimensions a greater proportion of the classes in the Gifted groups emphasized positive classroom focus and classroom climate than Average classes. TEACHER TALK The percentage of class time consumed by the teacher speaking is in itself a revealing index of positive classroom conditions. The more teacher talk, the more passive a role the student has in class activities. Teacher talk occurring 75% or more of the time generally signals an authoritarian teacher and extremely bored students. Conversely, teacher talk occurring 40% or less of the time usually entails an open climate with much student participation and involvement. There is a dramatic decrease in teacher talk from Average to Gifted Demonstration classes. It is disheartening to discover that in over half of the average classes the teacher talks from 75-90% of the time. In this age of multi-media information processing, the teacher still appears to define his role as information-giving. TABLE 6. PERCENT OF TEACHER TALK IN AVERAGE AND GIFTED CLASSES (BASED ON THE MEDIAN STUDENT ESTIMATE OF TEACHER TALK PER CLASS) Based on the Class Activities Questionnaire, significant differences are found between Average and Gifted Illinois classes in the degree of emphasis on higher thought processes, classroom focus, and classroom climate. Significant difference are also noted between Average and Gifted classes in "Application, Synthesis, Enthusiasm, and Independence" and "Memory and Test/Grade Stress." Specifically the following differences are noted: AVERAGE CLASSES 1. Most classes emphasize few (2 or less) thought processes. 2. Most classes emphaize only one (if any) of the higher thought proceses. 3. As a group, Average classes emphasize 3 of the 7 levels of thinking: Translation, Interpretation, Analysis. 4. A high amount of teacher talk occurs. 5. Classes have little opportunity for or involvement in discussion. 6. Test/grade stress is characteristic of Average classes as a group. 7. There is an absence of enthusiasm in a majority of the classes. 8. There is little opportunity for independence. 9. The focus is on the teacher as information-giver with a passive role for students. GIFTED CLASSES 1. Most classes emphasize many (3 or more) thought processes. 2. Most classes emphasize two or more of the higher thought processes. 3. As a group, Gifted classes emphasize 6 of the 7 levels of thinking. 4. A moderate amount of teacher talk occurs. 5. Classes have much opportunity for and involvement in discussion. 6. Test/grade stress is not characteristic of Gifted classes as a group. 7. The presence of enthusiasm characterizes almost all classes. 8. There is much opportunity for independence. 9. The focus is on the student taking an active role in the class. CONCLUSIONS The goals of the Illinois Plan for local programs have been expressed as follows: Programs should be designated not only for learning but they should also be designed for thinking. Simple recall and memory work should be strongly supplemented by other types of mental operations such as those suggested by J. P. Guilford in his paper, The Three Faces of the Intellect. E. Paul Torrance lists critical, creative, constructive, independent, logical, liberal, and analytical, as types of thinking. A clear recognition on the part of the instructional staff concerning the thought processes involved in the learning situation is necessary if the chances are to be in favor of changes beyond that of materials and administration. Education should place emphasis on learning how to think instead of what to think, with evaluation methods reflecting the same philosophy. Development of other characteristics, unrelated to academic achievement, which might be supported include: Leadership potential Unusual vocabulary develop- Abstract thinking Insight into problems Problem solving Humor and wit Range of interest and It is clear that where developed gifted programs exist, many state goals have been realized. Higher thinking processes are emphasized; students are enthusiastic; there is opportunity for independence and a tolerance for divergence. Especially when compared to heterogeneously grouped classes or classes of average students, the gifted classes are far superior. They have clearer cognitive focus, more student discussion, less teacher domination and less test and grade stress. In general, the gifted classes appear more productive, stimulating, and healthier. Finally, analysis suggests that the thought processes, classroom climate, and classroom focus are not independent of one another. Application, Synthesis, Enthusiasm, and Independence occur together, while emphasis on Memory is connected with test and grade stress. One might assume that certain classroom activities produce one pattern while a very different set underlies the other to produce two distinctly different types-one active, one passive; one good. one bad. It would appear that the goals of the Illinois Plan are being successfully pursued in both intent and consequences in many classrooms. This suggests the keen foresight of Illinois Legislators and Educators in their attempt to find a solution to a problem which only now has been recognized on a national level. Colton, David L. Policies of the Illinois Plan for Program Development for Gifted Children. Washington University, St. Louis, 1968. 72-502 0-72-19 |