ERIC Number: ED447084
Record Type: Non-Journal
Publication Date: 2000-Oct-30
Reference Count: N/A
Theory into Practice: Best Practices for a School-Wide Approach to Critical Thinking Instruction.
Kassem, Cherrie L.
Educators at one Georgia high school identified improved student proficiency in critical thinking as a major school goal. In order to infuse thinking skills instruction across the curriculum, a nine-member interdisciplinary team of teachers worked with a learning consultant for 1 year. Collaboration resulted in the development of a new model for systemic infusion of critical thinking skills, the CRTA model. The CRTA acronym derives from four recursive, interdependent steps that are designed to enhance students' thinking skills: Create the right climate (create a nonthreatening environment, model a positive attitude, and commit time and resources); Reflect on thinking/Revise instructional objectives (test beliefs about thinking, define critical thinking, and revise instructional objectives); Teach thinking skills/dispositions explicitly (examine assumptions about thinking skills, find the time to teach thinking skills, teach thinking skills explicitly, and teach thinking dispositions); and Assess critical thinking for real-life use (specify what is to be assessed, use comprehensive methods of assessment, provide frequent assessments with feedback, and use assessment results to improve learning). (Contains 30 references.) (SM)
Publication Type: Reports - Descriptive
Education Level: N/A
Authoring Institution: N/A
Identifiers - Location: Georgia