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Teaching FOR Thinking--Teachers create learning environments that encourage active learning and promote higher-order thinking
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a.
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Focus on the higher levels of Bloom's Taxonomy when asking questions (i.e., analysis, synthesis, evaluation).
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b.
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Use a variety of question types (e.g., analytical, evaluative, interpretive).
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c.
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Incorporate writing into all classrooms.
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d.
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Use brainstorming to generate ideas.
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e.
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Incorporate a variety of cooperative learning structures.
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f.
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Enliven lectures using a “Three-Minute Pause.”
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g.
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Incorporate inductive and inquiry-based approaches to learning.
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h.
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Additional strategies for extending student thinking include:
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Cue student responses.
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Remember “Wait Time I and II.”
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Use think-pair-share strategies.
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Ask follow-up questions and related probes.
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Withhold judgment during key sections of discussions.
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Ask for summaries to promote active listening.
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Use class surveys to determine opinions and check for understanding.
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Allow for student calling.
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Ask students to defend their positions.
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Ask students to “unpack their thinking,” (i.e., pre-determine the possible thinking skills, processes, and strategies they might use during a lesson or unit).
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Call on students randomly.
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Encourage student questioning.
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Teaching OF Thinking--Teachers directly teach thinking skills and processes
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a.
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Introduce a skill or process by modeling it.
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b.
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Provide individually or in cooperation with teachers in other disciplines opportunities for students to apply this skill or process in new or novel situations.
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c.
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Incorporate the following strategies into the direct teaching of thinking skills and processes:
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Define the skill and/or process for students.
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Have students explore the use of the skill/process .
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Identify the steps or components involved in applying the skill or process.
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Provide flow charts and other graphic organizers to articulate the key steps and components.
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Provide students with opportunities to practice the skill or process.
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Link the skill or content to the content of the discipline(s) being studied.
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Plan for transfer: provide opportunities to use the skill in new contexts while providing scaffolding/bridging strategies and support.
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Allow students to reflect upon their understanding and use of the skill or process.
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Teaching ABOUT Thinking--Teachers promote metacognitive reflection and self-evaluation
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a.
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Model the thinking skill or process for students.
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b.
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Use a variety of writing tools to reinforce students' understanding of and reflection upon key skills and processes:
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Think Logs
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Reflective Journals
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Learning Logs
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c.
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Use de Bono's O-P-V technique (requiring students to defend the opposite point of view about an issue than the one they personally espouse).
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d.
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Use the “I-Search” paper to introduce or reinforce students' research skills: i.e., have students investigate a research question in which they are interested; they then write a narrative about how they constructed their answer to this research question.
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e.
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Coach students in the use of self-cueing strategies.
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f.
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Use think-aloud's to reinforce students' understanding of key elements and steps in a thinking operation or process.
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g.
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Allow for process reflection to occur, with students verbally expressing their perceptions, responses to, and evaluation of a particular activity or process.
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h.
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Encourage paired problem solving.
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