Putting It Into Practice
Developing Student Critical Thinking Skills in Teacher Education - The Models, Methods, Experience, and Results
Paperback
Lieferzeit: Print on Demand - Lieferbar innerhalb von 3-5 Werktagen I
ISBN-13:
9781617356742
Veröffentl:
2012
Einband:
Paperback
Erscheinungsdatum:
05.01.2012
Seiten:
176
Autor:
Debbie Haydon
Gewicht:
278 g
Format:
234x156x10 mm
Sprache:
Englisch
Beschreibung:
Most teachers would agree that they teach reasoning skills in their classes. However, are theyexplicitly incorporating strategies that teach students to think critically? If so, how do they know
these methods are effective? The purpose of this book is to summarize and share a variety of
methods for developing students' critical thinking skills. Each chapter focuses on a select teacher
education class where the instructor implemented components of the Paul and Elder Model of
Critical Thinking.
Written from the instructor's point of view, each chapter details how each instructor utilized
components of the Paul and Elder Model to support students in the development of their critical
thinking skills. Importantly, each instructor's use of the model varied and those variations are
shared in detail. Chapter authors found that utilizing components of the Paul and Elder Model
resulted in more consistent use of critical thinking skills by students within their teacher education
classes. In this practice-based book, interested teachers will be challenged to think through the
methods they currently use in their own classes and will be provided new ideas or strategies to try.
these methods are effective? The purpose of this book is to summarize and share a variety of
methods for developing students' critical thinking skills. Each chapter focuses on a select teacher
education class where the instructor implemented components of the Paul and Elder Model of
Critical Thinking.
Written from the instructor's point of view, each chapter details how each instructor utilized
components of the Paul and Elder Model to support students in the development of their critical
thinking skills. Importantly, each instructor's use of the model varied and those variations are
shared in detail. Chapter authors found that utilizing components of the Paul and Elder Model
resulted in more consistent use of critical thinking skills by students within their teacher education
classes. In this practice-based book, interested teachers will be challenged to think through the
methods they currently use in their own classes and will be provided new ideas or strategies to try.