This handbook designed for teachers of sixth through ninth grades, has two objectives: (1) to make the concept of critical thinking and the principles that underlie it clear; and (2) to show how critical thinking can be taught in language arts, social studies, and science. The introduction presents the reader with the concepts of critical thinking and education for critical thinking and makes recommendations for using this handbook. The second chapter, "Remodelling: A Foundation for Staff Development," explains and justifies the lesson plan remodelling approach and describes its use in staff development. Chapter 3, "Global Critical Thinking Strategies," combines the objectives of clarifying critical thinking and suggesting general teaching strategies. Chapter 4, "Thinking Critically about Teaching: From Didactic to Critical Teaching," contrasts standard approaches to education with a critical theory of education and describes some of the most common problems found in sixth through ninth grade texts. Chapter 5, "Strategies," clarifies the idea of critical thinking further and suggests how it can be taught by introducing and explaining 35 specific teaching strategies that are at the heart of the remodelling process. The next sections contain examples of the use of the remodelling process on standard lessons, lesson fragments, and units. The final section describes some additional resources for critical thinking staff development. An annotated list of videotapes and a listing of audiotapes are appended. (MS)
Description:
This handbook designed for teachers of sixth through ninth grades, has two objectives: (1) to make the concept of critical thinking and the principles that underlie it clear; and (2) to show how critical thinking can be taught in language arts, social studies, and science. The introduction presents the reader with the concepts of critical thinking and education for critical thinking and makes recommendations for using this handbook. The second chapter, "Remodelling: A Foundation for Staff Development," explains and justifies the lesson plan remodelling approach and describes its use in staff development. Chapter 3, "Global Critical Thinking Strategies," combines the objectives of clarifying critical thinking and suggesting general teaching strategies. Chapter 4, "Thinking Critically about Teaching: From Didactic to Critical Teaching," contrasts standard approaches to education with a critical theory of education and describes some of the most common problems found in sixth through ninth grade texts. Chapter 5, "Strategies," clarifies the idea of critical thinking further and suggests how it can be taught by introducing and explaining 35 specific teaching strategies that are at the heart of the remodelling process. The next sections contain examples of the use of the remodelling process on standard lessons, lesson fragments, and units. The final section describes some additional resources for critical thinking staff development. An annotated list of videotapes and a listing of audiotapes are appended. (MS)