Social Studies for the Twenty-First Century: Methods and Materials for Teaching in Middle and Secondary Schools

By Jack Zevin | Go to book overview

CHAPTER 6
Teaching Strategies for Higher Level Skills

Thinking is best taught by direct and systematic instruction. Many people assume that if thinking is learned, it is learned in the course of ordinary experiences at home and at school and does not require special instruction. It is true that reading, writing, solving math problems, and other tasks improve thinking ability. It is also true that walking, running, and playing help youngsters acquire skills useful in gymnastics, but no one thinks that expertise at gymnastics is the automatic by-product of such activities. To master gymnastics skills, the student must receive formal training in those skills. To master thinking skills, the student must receive formal instruction in those skills. The program developers agree that the best way to teach thinking is with a head-on approach.

-- Paul Chance, Thinking in the Classroom: A Survey of Programs


OVERVIEW OF CONTENTS
Main Ideas
Frame-of-Reference Strategy
Usefulness of a Frame-of-Reference Strategy
Problems With a Frame-of-Reference Strategy
Frame-of-Reference Teaching Techniques
An Example of a Frame-of-Reference Lesson
Mystery Strategy
Usefulness of a Mystery Strategy
Problems With a Mystery Strategy
Mystery Teaching Techniques
Controversy Strategy
Usefulness of a Controversy Strategy
Problems With a Controversy Strategy
Controversy Teaching Techniques
Examples of Controversy Lessons
Summary
Notes
For Further Study: Teaching Strategies for Higher Level Skills

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