Teaching Students Thinking Skills and Strategies
A Framework for Cognitive Education in Inclusive Settings
Nonfiction, Reference & Language, Education & Teaching, Educational Theory, Educational Psychology, Health & Well Being, Psychology
| Author: | Dorothy Howie | ISBN: | 9780857005182 |
| Publisher: | Jessica Kingsley Publishers | Publication: | August 15, 2011 |
| Imprint: | Jessica Kingsley Publishers | Language: | English |
| Author: | Dorothy Howie |
| ISBN: | 9780857005182 |
| Publisher: | Jessica Kingsley Publishers |
| Publication: | August 15, 2011 |
| Imprint: | Jessica Kingsley Publishers |
| Language: | English |
Developing the ability to think is a major part of education, which helps students become independent learners and participate fully in a learning environment.
This book sets out the theory and outlines a model for implementing the teaching of thinking at whole-school, group and individual levels in inclusive settings. The model uses a three-tier approach to ensure that all learners are included: teaching thinking for all, which takes into account common needs; working with small groups, for those with exceptional needs such as learning difficulties or high ability; and addressing individualised learning needs, including those with a complex disability. The book covers key approaches to the teaching of thinking, giving examples of how each can best be used at each tier level. It also addresses the impact of different social contexts, cultures and environmental surroundings on learning.
This book will be essential reading for all members of school communities, including education leaders and teachers. Educational psychologists, special educational needs co-ordinators, speech and language therapists, and those with particular interest in educating children who are vulnerable, from disadvantaged backgrounds, and from culturally different backgrounds, will find much of value in this book.
Developing the ability to think is a major part of education, which helps students become independent learners and participate fully in a learning environment.
This book sets out the theory and outlines a model for implementing the teaching of thinking at whole-school, group and individual levels in inclusive settings. The model uses a three-tier approach to ensure that all learners are included: teaching thinking for all, which takes into account common needs; working with small groups, for those with exceptional needs such as learning difficulties or high ability; and addressing individualised learning needs, including those with a complex disability. The book covers key approaches to the teaching of thinking, giving examples of how each can best be used at each tier level. It also addresses the impact of different social contexts, cultures and environmental surroundings on learning.
This book will be essential reading for all members of school communities, including education leaders and teachers. Educational psychologists, special educational needs co-ordinators, speech and language therapists, and those with particular interest in educating children who are vulnerable, from disadvantaged backgrounds, and from culturally different backgrounds, will find much of value in this book.
