ERIC Number: EJ812510
Record Type: Journal
Publication Date: 2008
Abstractor: As Provided
Reference Count: 134
What Research Tells Us about Teaching Thinking Skills
Beyer, Barry K.
Social Studies, v99 n5 p223-232 Sep-Oct 2008
The findings and recommendations of researchers and specialists in thinking-skill learning and teaching have important implications for classroom efforts to improve student thinking. This summary identifies various types of thinking skills and skill components recommended for classroom instruction. The author describes and cites research-derived features of effective, direct instruction in thinking skills and describes a framework for this instruction. He also describes researcher and specialist-recommended teaching techniques and lesson strategies for introducing any thinking skill, guiding continuing skill practice, and teaching students to transfer thinking skills to other contexts. He presents researcher recommendations of when, where, and why such direct skill instruction can be effectively provided. The research cited here suggests both students' academic achievement and their quality of thinking can be improved by using these techniques and strategies to teach thinking skills in subject-matter courses.
Descriptors: Direct Instruction, Thinking Skills, Teaching Methods, Educational Research, Protocol Analysis, Metacognition, Scaffolding (Teaching Technique), Prompting, Coaching (Performance), Feedback (Response), Transfer of Training
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Publication Type: Journal Articles; Reports - Descriptive
Education Level: N/A
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