Programs like philosophy for children, reciprocal teaching, problem based learning and computerized games can help students’ critical and creative thinking skills, but which are most effective? This research-to practice book showcases how you can improve the thinking (cognition) of your students, across the curriculum and beyond. Each chapter focuses on a particular program, describes the method and background research, offers examples, and explains key processes in implementation. You'll learn about thinking programs within a subject, across the curriculum, outside the curriculum, and those which can be either within or outside the curriculum, so you can choose a program which suits your context. You’ll also find out what to consider when evaluating a thinking skills program. And finally, you’ll discover shared features of the methods—such as peer interaction, discourse, argumentation, scaffolding, and transfer—so you can see the commonalities of the programs and think about designing your own approaches. Whether you’re a classroom teacher, department head, or other key stakeholder, this powerful resource will help you determine what really works for teaching thinking, so your students can apply such skills and thrive long after they’ve left school. Note: This book is part of a set; a companion book focuses on programs for teaching metacognition, or thinking about thinking.

Programs like philosophy for children, reciprocal teaching, problem based learning and computerized games can help students’ critical and creative thinking skills, but which are most effective? This research-to practice book showcases how you can improve the thinking (cognition) of your students, across the curriculum and beyond. Each chapter focuses on a particular program, describes the method and background research, offers examples, and explains key processes in implementation. You'll learn about thinking programs within a subject, across the curriculum, outside the curriculum, and those which can be either within or outside the curriculum, so you can choose a program which suits your context. You’ll also find out what to consider when evaluating a thinking skills program. And finally, you’ll discover shared features of the methods—such as peer interaction, discourse, argumentation, scaffolding, and transfer—so you can see the commonalities of the programs and think about designing your own approaches. Whether you’re a classroom teacher, department head, or other key stakeholder, this powerful resource will help you determine what really works for teaching thinking, so your students can apply such skills and thrive long after they’ve left school. Note: This book is part of a set; a companion book focuses on programs for teaching metacognition, or thinking about thinking.

In the early 1980s, concern about disruptive behaviour in secondary schools had grown, being variously regarded as a symptom of a decaying society or as a failure on the teachers' part. One response was to 'throw money' at the problem and various different kinds of special schools and units had been devised to deal with disruptive adolescent pupils. Yet there was little systematic evaluation of the different options - particularly in terms of cost effectiveness. Originally published in 1983, this book reviews all the available research on 21 alternative systems for the education of disruptive adolescents at the time. These range from the highly expensive residential special schools to on-site adaptations which involve no extra cost. Most are based on developments in Britain and the United States and the author concludes in favour of many of the less sophisticated systems. This book will be interesting historical reading for workers and students in educational psychology, special education and educational policy.

A Teacher's Guide to Philosophy for Children provides educators with the process and structures to engage children in inquiring as a group into 'big' moral, ethical and spiritual questions, while also considering curricular necessities and the demands of national and local standards. Based on the actual experiences of educators in diverse and global classroom contexts, this comprehensive guide gives you the tools you need to introduce philosophical thinking into your classroom, curriculum and beyond. Drawing on research-based educational and psychological models, this book highlights the advantages gained by students who regularly participate in philosophical discussion: from building cognitive and social/emotional development, to becoming more informed citizens. Helpful tools and supplementary online resources offer additional frameworks for supporting and sustaining a higher level of thinking and problem-solving among your students. This practical guide is essential reading for teachers, coaches and anyone wondering how you can effectively teach philosophy in your classroom.

This is a practical handbook for teachers and parents which demonstrates the Paired Maths method for parental involvement and peer tutoring with children aged four to fourteen years. It provides a brief introduction to the rationale, materials, organization and evaluation of the method and many photocopiable resources. The photocopiable mathematics games included are particularly suitable for children aged nine to twelve years, especially when involved in cooperative learning or peer tutoring in schools or study centers, but they are also useful for parental involvement with younger children and with older children who have difficulty with mathematics.

First Published in 1998. Routledge is an imprint of Taylor & Francis, an informa company.

A Teacher's Guide to Philosophy for Children provides educators with the process and structures to engage children in inquiring as a group into 'big' moral, ethical and spiritual questions, while also considering curricular necessities and the demands of national and local standards. Based on the actual experiences of educators in diverse and global classroom contexts, this comprehensive guide gives you the tools you need to introduce philosophical thinking into your classroom, curriculum and beyond. Drawing on research-based educational and psychological models, this book highlights the advantages gained by students who regularly participate in philosophical discussion: from building cognitive and social/emotional development, to becoming more informed citizens. Helpful tools and supplementary online resources offer additional frameworks for supporting and sustaining a higher level of thinking and problem-solving among your students. This practical guide is essential reading for teachers, coaches and anyone wondering how you can effectively teach philosophy in your classroom.