ERIC Number: ED303772
Record Type: Non-Journal
Publication Date: 1988
Policy Constraints to the Teaching of Thinking.
Marzano, Robert J.
At the national level there is growing agreement that direct instruction in higher order thinking skills should be a major educational focus. The concern for teaching thinking is also reflected at the local level. To satisfy this growing awareness and perceived need, a number of programs have been developed. Given the widespread interest in teaching thinking and the increasing number of programs to satisfy that interest, it could be assumed that the incidence of direct instruction in thinking at the classroom level would be rapidly increasing. However, the implementation of thinking skills programs appears to be a slow process, with many hurdles to overcome. Barriers to the implementation of thinking skills instruction--including a narrow view of curriculum, a narrow view of assessment, and involvement of non-educator groups in pedagogical decisions--should be addressed at the policy level. A curriculum which included the teaching of thinking would necessarily have a balance among factual content objectives, metacognitive objectives, and cognitive objectives. Those in positions of authority at the local, state, and national levels should mandate that assessment techniques should not be comprised primarily of objective, quantitative measures. Instead, more holistic and qualitative measures must be legitimized within education. Finally, distinctions as to the domain of responsibility of educators versus non-educators must be established and articulated at all policy levels. (Twenty-two references are attached.) (MM)
Publication Type: Information Analyses
Education Level: N/A
Sponsor: Office of Educational Research and Improvement (ED), Washington, DC.
Authoring Institution: Mid-Continent Regional Educational Lab., Aurora, CO.