If you had asked me when I was younger to to make a list of valuable skills, I probably wouldn't have included the ability to notice anomalies, but I'm increasingly convinced this is one of the most valuable skills of all.
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If I ask what the difference is between this and the skills I would have listed, it's that the latter were taught (or at least measured) in school. But how could you teach noticing anomalies in a way that could be turned into a grade?
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As soon as I asked that question, I realized you probably could teach noticing anomalies, if you taught essay writing properly instead of teaching it as a bad imitation of research on English literature (http://paulgraham.com/essay.html ).
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You should really start a "Teaching Kids Anomalies" school.
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It's an anomaly that there isn't one
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Nothing has more anomalies than human beings: competition against humans is the basis of seeing anomalies. Particularly in settings where you can make hard predictions, and those predictions are constantly overturned by human interaction.
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I grew up playing Go, and at my best I was able to predict 70~80% of professional players moves. That other 20% in each game is something that is 'off' to your own analysis. A constant churn in the unexpected.
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Is this not just an extension of critical thinking though? Also not taught or tested for that well, but at least some frameworks exist (more on the testing side unfortunately)
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Maybe finding subtle programming bugs can train you at spotting anomalies in general? If so the skill could be thought by teaching some programming I guess
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Teach them how to find security vulnerabilities, which is exciting at the same time. Many times an anomaly in an app is a hint that there is a bug waiting to be uncovered. Grade them based on the number of observed anomalies. Bonus points for exploiting the vulnerability.
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It doesn’t necessarily need to be in grade using numeric, the leaning outcome could be measure using Milestones and Efforts as we do have in Early Year Reports.
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One possibility: provide a page of "solved" arithmetic questions and not enough time to redo all the arithmetic; ask them to find the "mistakes". Students would learn common arithmetic patterns (e.g. even x even = odd must be a mistake) but possibly also develop anomaly-noticing.
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More generally of course, if students are congratulated for noticing (real) mistakes made by authority figures rather than punished for being "disruptive", they would get real world practice at anomaly recognition.
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