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Originally published in 1990, this title attempts to provide for
the educational practitioner an overview of a field that responded
in the 1980s to a major educational agenda. This innovative
'agenda' called for teaching students in ways that dramatically
improved the quality of their thinking. Its context is a variety of
changes in education that brought the explicit teaching of thinking
to the consciousness of more and more teachers and administrators.
Originally published in 1990, this title attempts to provide for
the educational practitioner an overview of a field that responded
in the 1980s to a major educational agenda. This innovative
'agenda' called for teaching students in ways that dramatically
improved the quality of their thinking. Its context is a variety of
changes in education that brought the explicit teaching of thinking
to the consciousness of more and more teachers and administrators.
This title is part of UC Press's Voices Revived program, which
commemorates University of California Press’s mission to seek out
and cultivate the brightest minds and give them voice, reach, and
impact. Drawing on a backlist dating to 1893, Voices Revived makes
high-quality, peer-reviewed scholarship accessible once again using
print-on-demand technology. This title was originally published in
1965.
This title is part of UC Press's Voices Revived program, which
commemorates University of California Press’s mission to seek out
and cultivate the brightest minds and give them voice, reach, and
impact. Drawing on a backlist dating to 1893, Voices Revived makes
high-quality, peer-reviewed scholarship accessible once again using
print-on-demand technology. This title was originally published in
1965.
This book provides accessible educational practices that teachers
can use to infuse skillful thinking into standards-based content
instruction in any subject area or grade level. With rich examples
from practice, readers will learn to teach students how, for
example, to find and use evidence to support conclusions, to
develop and articulate creative ideas, to listen to others
seriously and with understanding, and to communicate their thinking
with clarity and precision. The authors demonstrate how taking time
to frontload deliberate, selective thinking practices can propel
students to higher levels of achievement. Specific chapters look at
the role of metacognition in the classroom, translating good
thinking into good writing, and assessment of progress in thinking.
Featuring the collaborative work of renowned authors and
professional development leaders, this resource shows teachers how
to help their students develop habits of effective thinking and
dispositions for learning like persistence and self-regulation that
will ultimately improve their work in other courses and grades and
in their lives overall.
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