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
... reasons we caution against discouragement based on such findings. Different efforts to teach thinking are often very ... reason and because, as noted above, sensible sounding interventions do not always work, it is very important for ...
... reasons we caution against discouragement based on such findings. Different efforts to teach thinking are often very ... reason and because, as noted above, sensible sounding interventions do not always work, it is very important for ...
Pàgina
... reason formally in any respect until their late teens, have been disconfirmed. In many ways, five- and six- year olds exhibit patterns of logic. Consequently, one need not hold back on all instruction concerning, for instance, the ...
... reason formally in any respect until their late teens, have been disconfirmed. In many ways, five- and six- year olds exhibit patterns of logic. Consequently, one need not hold back on all instruction concerning, for instance, the ...
Pàgina
... reason to be cautious about approaches that make strong assumptions about what children can or cannot do at various ages ... reasons. First, neither factor proves to be as encompassing an account of human intellect as one might suppose ...
... reason to be cautious about approaches that make strong assumptions about what children can or cannot do at various ages ... reasons. First, neither factor proves to be as encompassing an account of human intellect as one might suppose ...
Pàgina
... reasons, assessing reasons, forecasting consequences, and so on. The broad agenda in teaching thinking skills is to identify skills (subskills) relevant to the desired kinds of thinking and improve students' thinking by some mix of ...
... reasons, assessing reasons, forecasting consequences, and so on. The broad agenda in teaching thinking skills is to identify skills (subskills) relevant to the desired kinds of thinking and improve students' thinking by some mix of ...
Pàgina
... reason to believe that skills of thinking are enhanced not so much by practice alone as by strategic reorganization . For ... reasons in favor of or against the various options - what are the consequences , what are the costs , and so on ...
... reason to believe that skills of thinking are enhanced not so much by practice alone as by strategic reorganization . For ... reasons in favor of or against the various options - what are the consequences , what are the costs , and so on ...
Continguts
Transfer of thinking | |
Infusing Teaching Thinking into Regular Subjectarea Instruction | |
Choosing and Using Separate Instructional Programs Designed to Teach | |
Choices | |
Lesson Design and Instructional | |
Support Systems for Teachers and Schools to Teach Thinking Effectively | |
Approaches to Evaluation | |
Summary | |
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
answer approaches to teaching arguments assessing attitudes awareness better thinking Cathy causal explanation challenges chapter Chicken Little classroom consider control group creative thinking critical and creative critical thinking courses critical thinking skills deductive reasoning develop students dinosaurs discussion educational emphasize evidence example formal summative evaluation formative evaluation forms of thinking grade help students Hillsdale ideas important improve informal logic informal summative evaluation infusing teaching infusion projects instance intelligence tests interpretive tests judgment Kevin kinds of thinking mathematics matter Menlo Park metacognition multiple-choice objective tests one’s options organized particular peer coaching performance possible posttest practice pretest promote questions reasons relevant reliability school systems scoring solutions Sonoma State University sort specific thinking skills stand-alone programs strategies structure subject area subskills taught teachers teaching of thinking Teaching Thinking Skills techniques things thinking activities thinking involves thinking skills lessons transfer type of thinking typically