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ERIC Number: ED266436
Record Type: Non-Journal
Publication Date: 1985
Pages: 64
Abstractor: N/A
Reference Count: N/A
Thinking Skills: A Conceptual Framework. A Special Issue of "Noteworthy."
Marzano, Robert J.; Hutchins, C. L.
The first chapter of this publication, which focuses on a new definition and integration of thinking skills in the curriculum, presents a model that unifies current research and theory with a new understanding of the traditional notion of content and with a different approach to instruction. The model proposed in this chapter synthesizes recent research around three interactive elements, which make up the second through fourth chapters: (1) content thinking, which includes declarative, procedural, and contextual knowledge, and the integration of these elements; (2) reasoning, which consists of transferring content (that is, storage and retrieval of declarative, procedural, and contextural knowledge), matching these elements with what is already known, and restructuring or producing new knowledge; and (3) learning to learn, which describes attending (paying attention), setting goals, monitoring attitudes, and self-evaluating the thinking processes. The document concludes with a discussion of a few restructuring issues considered necessary for the systematic teaching of thinking skills; specifically, how each of the three thinking skill areas necessitates fundamental changes in schools, testing, evaluation, and the integration of instruction. (EL)
Publication Type: Information Analyses
Education Level: N/A
Audience: N/A
Language: English
Sponsor: Office of Educational Research and Improvement (ED), Washington, DC.
Authoring Institution: Mid-Continent Regional Educational Lab., Aurora, CO.