A Conceptual Model for the Design and Delivery of Explicit Thinking Skills Instruction
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چکیده
A Conceptual Model for the Design and Delivery of Explicit Thinking Skills Instruction Abstract Developing student thinking skills is an important goal for most educators. However, due to time constraints and weighty content standards, thinking skills instruction is often embedded in subject matter, implicit and incidental. For best results, thinking skills instruction requires a systematic design and explicit teaching strategies. The purpose of this paper is to describe a conceptual model for the design and delivery of explicit instruction in thinking skills, strategies, and habits of mind-the CRTA Model. The model is applicable for instruction in domain-specific or general content areas and for students at all grade levels, k-16. The paper describes the major controversies surrounding the provision of thinking skills instruction and explains how the CRTA Model accommodates each.
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