Originally published in 1989 the purpose of this title was to provide information and ideas for: Staff Developers and Teacher Educators, as they consider program content to prepare teachers to teach thinking skills. Teachers, as they assess their own abilities to create classroom conditions for thinking and their readiness to implement a curriculum for developing thinking skills. Curriculum Developers, as they decide how the curriculum should be organized and sequenced according to children’s developmental levels. Administrators, as they assess and provide leadership for improving the conditions in their schools and classrooms, which allows the stimulating teaching of thinking. Although written some time ago the information is still valid today.
Purpose. Foreword. Editors’ Preface. Author’s Preface. Introduction. 1. Structuring the Classroom for Thinking 2. Teacher-Initiated Questions and Directions that Elicit Thinking and Learning 3. Teacher Response Behaviors that Support and Extend Thinking and Learning 4. Using Thought-full Language in the Classroom 5.Metacognition – Thinking about Thinking 6. Teaching a Thinking Skill or Strategy Directly 7. How We Know Students are Getting Better at Thinking. Epilogue: Behaving Consistently with Our Cognitive Goals and Objectives. References.