Hints for Improving the Teaching of Thinking in Our Schools: A Baker's Dozen. Resource Publication, Series 1 No. 4.

Autor/in	Beyer, Barry K.
Institution	Montclair State Coll., Upper Montclair, NJ. Inst. for Critical Thinking.
Titel	Hints for Improving the Teaching of Thinking in Our Schools: A Baker's Dozen. Resource Publication, Series 1 No. 4.
Quelle	(1988), (10 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Stellungnahme; Critical Thinking; Educational Objectives; Educational Principles; Elementary Secondary Education; Higher Education; Inservice Teacher Education; Preservice Teacher Education; Teaching Conditions; Teaching Methods; Teaching Skills; Thinking Skills + Suchen Sie Ihr Suchwort? Kritisches Denken; Educational objective; Bildungsziel; Erziehungsziel; Bildungsprinzip; Hochschulbildung; Hochschulsystem; Hochschulwesen; Lehrerfortbildung; Lehramtsstudiengang; Lehrerausbildung; Lehrbedingungen; Unterrichtsbedingungen; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrbefähigung; Lehrkompetenz; Unterrichtsbefähigung; Denkfähigkeit
Abstract	Thirteen guidelines are offered to teacher educators who seek to improve student thinking by improving the teaching of thinking in schools: (1) regard improved thinking as a means to an end, not the end itself; (2) be precise in the language and terms used to describe thinking; (3) recognize that the term "critical thinking" is a loaded term, with negative connotations, in some communities; (4) acknowledge that critical thinking is only one of many kinds of thinking; (5) avoid either/or approaches to the teaching of thinking; (6) recognize that helping students to become more skilled thinkers is a gradual process, not to be accomplished all at once; (7) acknowledge that the most effective thinking program is K-12 or K-16 at least; (8) be practical about strategies for implementing thinking skills instruction; (9) acknowledge the reality of the classrooms where most teaching is carried on; (10) ensure that attention to thinking is for all students rather than a chosen few; (11) reflect on one's own teaching to identify what helps novices improve their thinking; (12) become active in the world of classroom teachers and curriculum developers; and (13) work with teachers, not on them. (IAH)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01