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ERIC Number: ED236151
Record Type: RIE
Publication Date: 1983-Nov
Pages: 26
Abstractor: N/A
Reference Count: 0
Can Teachers Become Better Thinkers?
Martin, David S.
Much criticism is being leveled today at the teaching profession, both for failure to provide students with high levels of cognitive functioning, and for failure to apply careful and systematic thinking to the execution of the many demanding instructional tasks required of the teacher's role. A special pilot study tested the effects of a systematic cognitive intervention program on a group of 14 inservice teachers at the Model Secondary School for the Deaf at Gallaudet College (Washington, DC) during a one-year period. The cognitive intervention program used was "Instrumental Enrichment," a special content-free, paper-and-pencil intervention program in which the learner improves problem-solving strategies in 14 cognitive areas, such as comparison, categorization, orientation in space, analytic perception, and logical reasoning. The instructor mediates the learner's work with these materials and provides insight through discussion about the application of these strategies to subject matter and to life situations. When contrasted with a control group of teachers, results indicated that the special program enhanced: use of questioning skills that produced higher cognitive functioning in students; giving of clear and concise directions; provision of instructional alternatives to individual students; diagnosis of student needs; and involvement of students in decision making. It was concluded that inservice training for teachers in improvement of their adult cognitive skills is essential to many of the daily professional tasks of the teachers. (Author/JMK)
Publication Type: Speeches/Meeting Papers; Reports - Research
Education Level: N/A
Audience: Administrators; Practitioners
Language: English
Sponsor: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Conference of the National Staff Development Council (Tulsa, OK, November 1-4, 1983).