Summary
Contents
Subject index
Five sections cover education policy, professional skills, theory, practice and reflection. The authors provide teaching ideas that work, and that will help trainee teachers to improve their grades and lesson observation profiles. There is a clear explanation of the theoretical underpinning that must be grasped in order to pass written assignments, and Masters level debates are addressed throughout the book, with a dedicated chapter exploring academic themes and issues.
Teaching Thinking Skills: Examination, Evaluation and Differentiation
Teaching Thinking Skills: Examination, Evaluation and Differentiation
Teaching thinking skills: Examination, evaluation and differentiation
Objectives
By the end of this chapter the reader will:
- understand the relationship between thinking and learning;
- be able to apply differentiation strategies to classroom practice;
- be introduced to the importance of the notion of meta-cognition;
- understand the role played by evaluation in thinking;
- be able to apply evaluation and thinking skills to classroom choices and strategies.
What is Thinking?
While being highly contested and often ambiguous, much of the literature on ‘thinking’ suggests:
- it is a cognitive process – something to do with the ‘mind’;
- it is possible to improve thinking by practising it – thus, it is a ‘skill’ rather than an ‘ability’;
- the need for stretching and challenging lessons and activities for the development ...
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