ERIC Number: ED391700
Record Type: Non-Journal
Publication Date: 1994
Reference Count: N/A
Thinking Connections: Learning To Think and Thinking To Learn.
Perkins, David N.; And Others
"Thinking Connections" is a thinking strategy program that teaches critical and creative thinking within the context of the regular curriculum. The main focus is helping students think to learn. Other results of this program are to develop positive attitudes, the ability to think an activity through to its conclusion, and to understand the importance of thinking. The process of teaching thinking skills is a method for teachers to integrate subject matter into their curriculum. The instruction book is divided into three modules. The first module begins with an orientation lesson about the mental management strategy in which students develop an awareness and purpose of the task set before them. They make connections by using their knowledge and learn how to convert their thoughts into thinking. After they have completed the problem, they are given time to analyze and review their performance. Module 2 concentrates on how students can make decisions by asking themselves about the options, the reasons, and the best choice. The third module involves the strategy of understanding through design by asking three important questions: what are the purposes?; what are the features and reasons?; and how well does it work? All the strategies offered not only improve the students ability to think and learn, but also aid the teacher in teaching and learning skills. The instruction manual is designed so that teachers can incorporate the strategies into their classroom environment. The volume includes illustrations, diagrams, and answers to questions. (JAG)
Descriptors: Cognitive Processes, Elementary Secondary Education, Higher Education, Learning Strategies, Teaching Methods, Thinking Skills
Addison-Wesley Publishing Company, 1 Jacob Way, Reading, MA 01867.
Publication Type: Guides - Classroom - Teacher; Books
Education Level: N/A
Audience: Teachers; Practitioners
Authoring Institution: N/A