ERIC Number: ED437343
Record Type: RIE
Publication Date: 1999-Jul
Teaching for Higher-Level Thinking: An Analysis of Teacher Reactions.
Sparapani, Ervin F.
This study examined the reactions of teachers implementing a specific process of teaching for higher-level thinking, investigating how they viewed: their role in the classroom, student involvement in learning, and school-based, systemic conditions to address when teaching for higher-level thinking. Data were gathered from teachers in a master's level course on teaching thinking skills. The course taught teachers to design lessons based on the Thinking/Learning (T/L) System, which encourages higher-level thinking without interfering with the regular curriculum. Teachers designed two lessons according to the T/L System's activities selection sheet and taught them in their classrooms. They completed the Thinking/Learning System Lesson Evaluation form and end-of-course interviews that asked what they learned from teaching T/L lessons. Teachers learned that teaching for higher-level thinking required significant planning; students' (and teachers') higher level thinking and activities related to higher level thinking took more time and resources than were available; and to adequately assess performance related to outcomes of higher-level thinking, there must be acceptable, appropriate alternative assessments. The higher-level thinking activities led to more students being actively engaged in the learning process. (Contains 17 references.) (SM)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A
Note: Paper presented at the Annual Meeting of the International Conference on Thinking (8th, Edmonton, Alberta, Canada, July 4-9, 1999).