Teaching Thinking: Issues and ApproachesRoutledge, 15 de jul. 2016 - 290 pàgines Originally published in 1990, this title attempts to provide for the educational practitioner an overview of a field that responded in the 1980s to a major educational agenda. This innovative ‘agenda’ called for teaching students in ways that dramatically improved the quality of their thinking. Its context is a variety of changes in education that brought the explicit teaching of thinking to the consciousness of more and more teachers and administrators. |
Des de l'interior del llibre
Resultats 1 - 5 de 86.
Pàgina xv
... example, what is behind those oftenused catch words, such as “critical thinking,” “higher-order thinking,” “thinking skills,” and “metacognition”? Are these the forms of thinking that it is important to teach? What can be done in ...
... example, what is behind those oftenused catch words, such as “critical thinking,” “higher-order thinking,” “thinking skills,” and “metacognition”? Are these the forms of thinking that it is important to teach? What can be done in ...
Pàgina xvi
... example, what do we know about thinking itself that allows us to conceptualize it in a comprehensive way—a way that is useful in articulating the details of our common goal of teaching good thinking? What do we know about human ...
... example, what do we know about thinking itself that allows us to conceptualize it in a comprehensive way—a way that is useful in articulating the details of our common goal of teaching good thinking? What do we know about human ...
Pàgina 2
... example, when we speak of thinking we often have in mind the problem-solving performances common in school: working math problems, reading to answer questions, writing an essay, and so on. These are common focal points in efforts to ...
... example, when we speak of thinking we often have in mind the problem-solving performances common in school: working math problems, reading to answer questions, writing an essay, and so on. These are common focal points in efforts to ...
Pàgina 3
... example: • more reliable conclusions, • deeper insights, • sounder decisions, • more finely crafted products, • more creative inventions, and • keener critical assessments. Not only is this sensible and even commonplace, but it has ...
... example: • more reliable conclusions, • deeper insights, • sounder decisions, • more finely crafted products, • more creative inventions, and • keener critical assessments. Not only is this sensible and even commonplace, but it has ...
Pàgina 4
... example: • considers more possibilities, • explores farther and wider, • exercises keener judgment, • marshals more data, • challenges assumptions, • exercises precision, • checks for errors, • maintains objectivity and balance. Indeed ...
... example: • considers more possibilities, • explores farther and wider, • exercises keener judgment, • marshals more data, • challenges assumptions, • exercises precision, • checks for errors, • maintains objectivity and balance. Indeed ...
Continguts
1 | |
2 Thinking and Its Improvement | 19 |
3 Kinds of Thinking | 36 |
4 Infusing Teaching Thinking into Regular Subjectarea Instruction | 67 |
5 Choosing and Using Separate Instructional Programs Designed to Teach Thinking | 93 |
Choices about Thinking Goals | 129 |
Lesson Design and Instructional Strategies | 165 |
8 Support Systems for Teachers and Schools to Teach Thinking Effectively | 190 |
9 Approaches to Evaluation | 205 |
10 Types of Tests | 230 |
Altres edicions - Mostra-ho tot
Teaching Thinking: Issues and Approaches Robert J. Swartz,D.N. Perkins Previsualització limitada - 2016 |
The Teaching of Thinking Raymond S. Nickerson,David N. Perkins,Edward E. Smith Visualització de fragments - 1985 |
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American kestrel answer approaches to teaching arguments assessing attitudes awareness better thinking Cathy causal explanation chapter Chicken Little choice classroom con consider control group creative thinking critical and creative critical thinking courses critical thinking skills curriculum dents develop students dinosaurs discussion educational emphasize evidence example formative evaluation forms of thinking goals grade Hazard help students Hillsdale ideas important improve informal summative evaluation infusing teaching instance intelligence tests interpretive tests judgment Kevin kinds of thinking learning mathematics matter Menlo Park metacognition objective tests one’s options organized particular peer coaching posttest practice pretest pro prompt questions reasons reflective relevant reliability school systems scoring Sonoma State University sort specific thinking skills stand-alone programs strategies stress structure stu subject area subskills taught teachers teaching of thinking techniques things thinking activities thinking skills instruction thinking skills lessons tion transfer type of thinking typically