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 75.
Pàgina xv
... questions themselves about the teaching of thinking as represented in these approaches. For example, what is behind those oftenused catch words, such as “critical thinking,” “higher-order thinking,” “thinking skills,” and “metacognition ...
... questions themselves about the teaching of thinking as represented in these approaches. For example, what is behind those oftenused catch words, such as “critical thinking,” “higher-order thinking,” “thinking skills,” and “metacognition ...
Pàgina xvi
... questions remain unanswered on the major issues about the teaching of thinking. In particular, we begin this book with a discussion of what has generated the problem about teaching that these new approaches address. We suggest that the ...
... questions remain unanswered on the major issues about the teaching of thinking. In particular, we begin this book with a discussion of what has generated the problem about teaching that these new approaches address. We suggest that the ...
Pàgina 1
... questions inevitably arise. Our healthy internal skeptic alerts us to a number of concerns. What is meant by “thinking” and what would “better thinking” mean? Why is the teaching of thinking popular today? Is this yet another ...
... questions inevitably arise. Our healthy internal skeptic alerts us to a number of concerns. What is meant by “thinking” and what would “better thinking” mean? Why is the teaching of thinking popular today? Is this yet another ...
Pàgina 2
... questions, writing an essay, and so on. These are common focal points in efforts to develop thinking. Sometimes we ... question, “What do we mean by thinking?” It might read, “What are the mechanisms of thinking?” This is an issue for ...
... questions, writing an essay, and so on. These are common focal points in efforts to develop thinking. Sometimes we ... question, “What do we mean by thinking?” It might read, “What are the mechanisms of thinking?” This is an issue for ...
Pàgina 3
... question is a good one, no answer generally acceptable to everyone in the field can be given. We can, however, offer ... question parallels the response to the previous question: taking the field as a whole, better thinking means by and ...
... question is a good one, no answer generally acceptable to everyone in the field can be given. We can, however, offer ... question parallels the response to the previous question: taking the field as a whole, better thinking means by and ...
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 |
Frases i termes més freqüents
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