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As we move on to RTR this year, I am wondering for those who have completed it, whether the critical thinking skills are apparent in RTR.

DD really needs to learn to think and analyze. CTC started this process in the Prophesy vs Fulfillment section, but I didn't see it so much in the science. So I'm wondering if this will be increased in the science this year? She so lacks in this area, but as far as science, I see more question answering than critical thinking mixed in. Maybe I'm missing it. I'd like to see more "what if" or "how could you" than "tell what you know" or "explain".

Does RTR begin more analyzing or critical thinking?

Gosh, I'm such a thread killer. Well, if you call it a thread.

I think thinking skills run throughout HOD, including science. Yes, there are questions to answer in CTC-this is in preparation for later on writing narrations for science. They are also not just multiple choice type questions, but require thought. Also, independently reading and following instructions for the experiments, including gathering materials, writing up the lab report, and cleanup, all build thinking skills. Notebooking pages also help to cement what they have read independently. I am not sure how to explain it well, or what it is exactly you feel is missing. I haven't done RtR, but I know that what is done is science up to now is great preparation for the science in Rev to Rev, which in the advanced version is worthy of high school credit for a 9th grader-it requires critical thinking in all aspects.

blessedmomof4 wrote:I think thinking skills run throughout HOD, including science. Yes, there are questions to answer in CTC-this is in preparation for later on writing narrations for science. They are also not just multiple choice type questions, but require thought. Also, independently reading and following instructions for the experiments, including gathering materials, writing up the lab report, and cleanup, all build thinking skills. Notebooking pages also help to cement what they have read independently. I am not sure how to explain it well, or what it is exactly you feel is missing. I haven't done RtR, but I know that what is done is science up to now is great preparation for the science in Rev to Rev, which in the advanced version is worthy of high school credit for a 9th grader-it requires critical thinking in all aspects.

We've just finished CTC. But was curious on the questions in RTR whether they're different and I figured it out actually. I just finished writing an entire overview on Science for each week on what it entails to see where it goes. Sort of the box's scope and sequence. I do see that it's much different than CTC. I also know they'll be answering questions in Tiner's book, but haven't looked at those questions as of yet. I would assume that RTR is getting more into the critical thinking stage. I was wondering if there were any "what if this happened instead" sort of thinking... Usually Carrie has it, but she can be sneaky and I can't readily find it.

I don't know if it is the way the experiments are set up in RTR or just where my ds is in his thinking after 3 years if HOD science,but I saw him doing that on his own this year. He would do the experiment as written and then start changing some of the variables. He would want to know what happened if he did xyz. If something didn't work he would try and figure out why. You could jump start this process by asking general questions like what could you change? Do you think it will still work? You may not have to do that though it may just start happening. I also started expecting more in the conclusion write up. I also have him tell his dad things he found interesting in his science reading and also explain to his dad the experiments. I often see deeper thinking then. I have really seen his love of science come alive and I credit HOD. Now that summer is here he has discovered science experiment videos on youtube(I bookmarked ones he could watch) and he and his buddy watch them over and over and try the experiments over and over until they get it to work.

LynnH wrote:I don't know if it is the way the experiments are set up in RTR or just where my ds is in his thinking after 3 years if HOD science,but I saw him doing that on his own this year. He would do the experiment as written and then start changing some of the variables. He would want to know what happened if he did xyz. If something didn't work he would try and figure out why. You could jump start this process by asking general questions like what could you change? Do you think it will still work? You may not have to do that though it may just start happening. I also started expecting more in the conclusion write up. I also have him tell his dad things he found interesting in his science reading and also explain to his dad the experiments. I often see deeper thinking then. I have really seen his love of science come alive and I credit HOD. Now that summer is here he has discovered science experiment videos on youtube(I bookmarked ones he could watch) and he and his buddy watch them over and over and try the experiments over and over until they get it to work.

Yes Lynn! Thanks! This is extremely helpful. I'm not a sciencey person at all, so this is a great help and exactly what I was looking for!

Ah, I see You'll also be glad to know that the EE science in Rev to Rev is exactly this way-the student is carefully guided into not only setting up their own experiments and recording results, but actually creating their own experiments-I think all the HOD science in the preceding guides nicely leads up to this

blessedmomof4 wrote:Ah, I see You'll also be glad to know that the EE science in Rev to Rev is exactly this way-the student is carefully guided into not only setting up their own experiments and recording results, but actually creating their own experiments-I think all the HOD science in the preceding guides nicely leads up to this

Yay....without an exhaustive scope and sequence we won't know this. This is good. This is very good! I will not worry! I should know better.