Authentic Instruction for 21st Century Learning: Higher Order Thinking in an Inclusive School

Autor/in	Preus, Betty
Titel	Authentic Instruction for 21st Century Learning: Higher Order Thinking in an Inclusive School
Quelle	In: American Secondary Education, 40 (2012) 3, S.59-79 (21 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0003-1003
Schlagwörter	Disabilities; Inclusion; Prior Learning; Feedback (Response); Metacognition; Critical Theory; Critical Thinking; Thinking Skills; Teaching Methods; Relevance (Education); Inquiry; Junior High Schools; Junior High School Students; Public Schools; Observation; Interviews; Student Evaluation; English Instruction; Science Instruction; Models; School Culture + Suchen Sie Ihr Suchwort? Handicap; Behinderung; Inklusion; Vorkenntnisse; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Kritische Theorie; Kritisches Denken; Denkfähigkeit; Teaching method; Lehrmethode; Unterrichtsmethode; Relevance; Relevanz; Sekundarstufe I; Junior High Schools; Student; Students; Schüler; Schülerin; Public school; Öffentliche Schule; Beobachtung; Interviewing; Interviewtechnik; Schulnote; Studentische Bewertung; English langauage lessons; Englischunterricht; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Analogiemodell; Schulkultur; Schulleben
Abstract	The author studied a public junior high school identified as successfully implementing authentic instruction. Such instruction emphasizes higher order thinking, deep knowledge, substantive conversation, and value beyond school. To determine in what ways higher order thinking was fostered both for students with and without disabilities, the author analyzed contextual factors, classroom observations, interviews, assessment tasks, and work samples from five inclusive English and science classrooms. Teachers consistently and systematically used higher order questions, metacognitive strategies, modeling, specific feedback, connections to prior learning, critical pedagogy, elaborated writing tasks, and assignments that connected to students' lives outside of school. Students with disabilities completed the same authentic tasks as their peers without disabilities but with somewhat lower scores. Contextual analysis suggested that the culture of respect throughout the school fostered higher order thinking, and likewise, the expectation for that kind of thinking fostered the culture of respect. (Contains 3 tables.) (As Provided).
Anmerkungen	Ashland University Dwight Schar College of Education. 229 Dwight Schar Building, 401 College Avenue, Ashland, OH 44805. Tel: 419-289-5273; Web site: http://www.ashland.edu/ase
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10