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ERIC Number: ED491546
Record Type: Non-Journal
Publication Date: 2005-Jul-11
Pages: 35
Abstractor: Author
A Conceptual Model for the Design and Delivery of Explicit Thinking Skills Instruction
Kassem, Cherrie L.
Online Submission, Paper presented at the International Conference on Learning (12th, Grenada, Spain, Jul 11-14, 2005)
Developing student thinking skills is an important goal for most educators. However, due to time constraints and weighty content standards, thinking skills instruction is often embedded in subject matter, implicit and incidental. For best results, thinking skills instruction requires a systematic design and explicit teaching strategies. The purpose of this paper is to describe a conceptual model for the design and delivery of explicit instruction in thinking skills, strategies, and habits of mind-- the CRTA Model. The model is applicable for instruction in domain-specific or general content areas and for students at all grade levels, k-16. The paper describes the major controversies surrounding the provision of thinking skills instruction and explains how the CRTA Model accommodates each. (Contains 5 figures.)
Publication Type: Reports - Descriptive; Speeches/Meeting Papers; Tests/Questionnaires
Education Level: Elementary Secondary Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A