Teaching Thinking: Issues and Approaches
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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In particular, we begin this book with a discussion of what has generated the problem about teaching that these new approaches address.
We discuss two basic approaches in this book that are sometimes presented as ... we have structured our discussion using something of a case-study approach.
... choose assignments better matched to the intellectual level of their students, and avoid dominating class discussion with their own opinions.
... the problem seems to result from insufficient time on task or inattention to the problems of internalization and transfer, which we will discuss later.
Transfer does not happen with the regularity or strength one would like (see the discussion of transfer in chapter 7. Also, the record is sketchy: most ...
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breaking out a skill
Concluding comments on combined approaches
thinking according to a plan
Approaches to Evaluation
Types of Tests