ERIC Number: ED377964
Record Type: Non-Journal
Publication Date: 1993
Reference Count: N/A
Patterns for Thinking: Patterns for Transfer. A Cooperative Team Approach for Critical and Creative Thinking in the Classroom.
Fogarty, Robin; Bellanca, James
This guide is part of a program designed to teach both cognitive skills (thinking skills) and cognitive strategies (thinking procedures) necessary for productive problem solving, mindful decision making, and creative ideation by all students in kindergarten through grade 12 settings. The program is a comprehensive staff development model in which teachers are trained in cognitive instruction and in the transfer of cognitive models to domain-specific content. The program curriculum synthesizes the best practices that promote thinking by all children into practical classroom lessons. It integrates the principles of motivation, reinforcement, and transfer of research-based practices of effective instruction (for example, wait time, higher order questioning, guided practice, and cooperative groups) and the thinking skills practices of explicit instruction, structured interaction, and metacognition. The guide is divided into 10 sections. Each section covers a component of the training program and may include discussion of the topic, tips and strategies, and lessons to be used with students in the classroom. The section topics are: (1) overview of the training program; (2) awareness; (3) climate; (4) skills; (5) interaction; (6) metacognition; (7) strategies; (8) sources of other thinking skills programs; (9) bibliography (contains 126 items); and (10) training log. (TJQ)
Descriptors: Classroom Techniques, Cooperative Learning, Creative Thinking, Critical Thinking, Decision Making, Elementary Secondary Education, Metacognition, Problem Solving, Staff Development, Teacher Education, Teaching Methods, Thinking Skills
IRI/Skylight Publishing, Inc., 200 East Wood Street, Suite 274, Palatine, IL 60067.
Publication Type: Guides - Classroom - Teacher
Education Level: N/A
Audience: Teachers; Practitioners
Authoring Institution: N/A