000			02136nam a22002297a 4500
999			_c2214 _d2214
003			OSt
005			20210614143954.0
008			121009b xxu||||| |||| 00| 0 eng d
020			_a0882102656
040			_cKrishna
082			_a371.102 KEE
100			_aKeefe, James W.
245			_aTeaching for thinking / _cJames W Keefe; Herbert J Walberg.
260			_aReston Veriginia : _bNational association, _c1992.
300			_ax, 128 p. : _bill. ; _c25 cm.
520			_aThis volume represents a variety of current efforts to incorporate thought-provoking methods into teaching. There are three sections. "Curriculum Developments" defines key curricular terms and offers a framework and general examples of teaching tactics. In this section, Barbara Presseisen distinguishes thinking from other cognitive activities and shows how "conation" (motivation and striving) and knowledge representation are being used to promote thinking. Robert Marzano discusses three domains (learning to learn, content thinking, and reasoning) assignable to specific subjects, and Francis Schrag describes how to promote deep thinking in the classroom. "Teaching and Assessment" describes new methods for teaching thinking and assessing student progress. Barak Rosenshine and Joseph Guenther describe "scaffolding" (temporary instructional supports), and Ann Brown and Joseph Campione urge incorporation of thinking into all school programs through "reciprocal teaching" strategies. Charles Letteri's essay focuses on assessing students' learning strengths and weaknesses as a diagnostic tool for guiding individualized and group programs to improve classroom performance. Robert Ennis discusses several tests and techniques for measuring thinking for accountability. "Concluding Perspectives" synthesizes research on practical methods of teaching thinking in essays contributed by Barry Beyer, Robert Sternberg, and James Keefe. Most chapters contain reading suggestions. (Mlh)
650			_aAccountability.
650			_aCurriculum Development.
650			_aElementary Secondary Education.
700			_aWalberg, Herbert J.
942			_2ddc _cBK