ERIC Number: ED418145
Record Type: Non-Journal
Publication Date: 1991
Reference Count: N/A
Implementing Cognitive Strategy Instruction across the School: The Benchmark Manual for Teachers.
Gaskins, Irene; Elliot, Thorne
Improving reading instruction has been the primary focus at the Benchmark School in Media, Pennsylvania. This book describes the various phases of Benchmark's development of a program to create strategic learners, thinkers, and problem solvers across the curriculum. The goal is to provide teachers and administrators with a handbook that can be used as a reference while they are developing a program to combine the teaching of content and strategies to deal with such problems as letter reversals, miscalling words, and misunderstanding selections. Following an introduction, Chapter 2 presents the rationale for teaching both content and strategies. Chapter 3 summarizes the Benchmark School's present understanding of how the mind learns to think. Section 2, which begins with Chapter 4, describes the strategies currently being taught at Benchmark, and Chapter 5 presents the most recent model for teaching strategies. Section 3 is composed of Chapters 6 through 10, which describe practices at Benchmark School for the lower school and the middle school. The last chapter of the book describes the principles and practices for engaging, training, and supporting teachers in the implementation of a strategy program across the curriculum. The book includes transcriptions of classroom discussions, showing how teachers integrate and support the strategies in the classrooms. (Contains 101 references.) (SLD)
Descriptors: Cognitive Processes, Educational Practices, Elementary Education, Inservice Teacher Education, Integrated Activities, Junior High Schools, Learning Strategies, Middle Schools, Program Development, Skill Development, Teaching Methods, Thinking Skills
Brookline Books, P.O. Box 1047, Cambridge, MA 02238-1047 ($24.95); phone: 800-666-BOOK ($24.95).
Publication Type: Books; Guides - Non-Classroom
Education Level: N/A
Audience: Practitioners; Teachers
Authoring Institution: N/A