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. |
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Pàgina v
... Programs Designed to Teach Thinking Features of Stand-alone Programs That Teach Thinking The Role of Content in Stand-alone Programs The Kind of Thinking Taught in Stand-alone Programs Critical Thinking Courses Goals of critical thinking ...
... Programs Designed to Teach Thinking Features of Stand-alone Programs That Teach Thinking The Role of Content in Stand-alone Programs The Kind of Thinking Taught in Stand-alone Programs Critical Thinking Courses Goals of critical thinking ...
Pàgina vi
Issues and Approaches Robert J. Swartz, D.N. Perkins. Cautions about critical thinking courses Bridging Thinking-skill Instruction from Stand-alone Programs into the Standard Curriculum References 6. Constructing a Program for Teaching ...
Issues and Approaches Robert J. Swartz, D.N. Perkins. Cautions about critical thinking courses Bridging Thinking-skill Instruction from Stand-alone Programs into the Standard Curriculum References 6. Constructing a Program for Teaching ...
Pàgina xviii
... stand-alone programs are discussed in the remaining chapters of the book. We consider in some detail what we can do to teach these forms of thinking effectively in the classroom, whatever curricular approach is adopted. We examine how ...
... stand-alone programs are discussed in the remaining chapters of the book. We consider in some detail what we can do to teach these forms of thinking effectively in the classroom, whatever curricular approach is adopted. We examine how ...
Pàgina 5
... stand-alone courses specifically for thinking such as those that now occupy a prominent position in the field. Nonetheless, a cautious educator remembering those times might well say, “Here we go again.” Then let us consider the key ...
... stand-alone courses specifically for thinking such as those that now occupy a prominent position in the field. Nonetheless, a cautious educator remembering those times might well say, “Here we go again.” Then let us consider the key ...
Pàgina 94
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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