What constitutes "good thinking"? How do analytical, practical, and   creative thinkers differ? Which teaching strategies promote thinking to   learn as well as learning to think? Can asking the right kinds of   questions enhance student thinking? In what ways do tests squelch creative  and insightful problem solving? Why do some good thinkers fail? How can   teachers prepare for the challenges of teaching for thinking? The authors   consider these issues and others as they explore the thinking classroom.   Richly illustrated with lively classroom vignettes and inventive teaching   activities, this volume is undergirded with an empirically validated and   classroom-tested psychological theory that lays out the three ways of   thinking and the cognitive processes that underlie them. This is the   seventh book in the Division 15 series "Psychology in the Classroom,"   which is aimed at elementary, middle, and high school teachers. The goal   of this series is to encourage teachers to base their daily classroom   practices on sound principles derived form the latest educational   psychology research. The series thus bridges the gap between theory and   practice. Each book is written in an accessible, straightforward style and  contains a wide range of user-friendly features, such as real-life case   illustrations, sample classroom activities, self-study questions, and   suggested readings.

Teaching for Thinking (Psychology in the Classroom) PDF

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