"Stella Cottrell's student-centred approach demystifies critical thinking and breaks down a complex subject into manageable chunks. With clear explanations, relevant examples and plenty of exercises throughout, this book helps students to develop their analytical reasoning skills and apply them to a range of tasks including reading, note-making and writing. This text will turn even the most hesitant student into a proficient critical thinker. This is an ideal companion for students of study skills, humanities, social sciences, business and arts programmes, where assessment includes essay and report writing. It is suitable for students of all levels"--Provided by publisher.
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Thinking Skills, second edition, is the only endorsed book offering complete coverage of the Cambridge International AS and A Level syllabus.
Teaching Thinking Skills by Steve Johnson was initially published by the Philosophy of Education Society of Great Britain in 2000. In this new edition, Johnson has updated his argument, Harvey Siegel has contributed a counter-argument and Christopher Winch has provided a foreword and afterword drawing the debates together. The issues debated in this new edition of Teaching Thinking Skills include: Do thinking skills exist? What are the aims of education? Can thinking skill be taught? Are thinking skills transferable? Teaching Thinking Skills raises issues not only for those concerned with thinking skills per se but more broadly for those concerned with the role of thinking in professional and vocational activities and with the extent to which abilities are broad or narrow, transferable or non-transferable.
This book examines the various thinking skills that leaders may need to find success in contemporary organizations and institutions, covering a wide array of skills that are held to be important by key leadership scholars. Bridging theory and practice, chapters summarize major findings with respect to a particular ability, knowledge, or skill, providing theoretical frameworks for understanding how these contribute to leader emergence and performance, and considering implications for leader selection, assessment, and development. The text appraises the existing research on the critical cognitive capabilities that underlie leader problem-solving and implications for the assessment and development of leadership potential in real-world settings. The role of creative thinking skills on leader performance is also addressed, bearing on the importance of processes such as problem definition and idea generation, but also using constraints to potentially stimulate creative thought. With contributions from some of the most eminent scholars working in the field of leadership, this book will be in invaluable resource to academics, researchers, graduate students, and professionals interested in leadership and leader skills, I/O psychology, and business management.
Uses practical and research-based approaches to improve students' higher-order thinking skills and includes strategies for differentiating higher-order thinking skills and developing them in English language learners.
Richard Nelson-Jones' analysis of self-management and decision-making is, quite simply, excellent I recommend this book very highly indeed' - "Australian Institute of Management Review " This book is for people who wish to think more effectively about their personal problems and business decisions. It shows how happiness and professional success can be achieved through effective personal decision-making. It will prove particularly useful for those in management situations - at whatever level - and those who wish to reap the personal benefits of clear thinking.
Packed with examples and tools, this practical guide prepares teachers across all grade levels and content areas to teach the most critical cognitive skills from the Common Core State Standards. Discover a doable three-phase model of explicit teaching, guided practice in content-based lessons, and authentic application in standards-based performance tasks that will strengthen students’ ability to learn across the curriculum.
In recent years national and international reports have been issued that speak of the sad state of the educational system in the United States and the desperate need for reform in teaching science and mathematics. Cognitive psychologists and mathematics and science educators have responded to this need by designing instructional programs that are more compatible with our knowledge of how people acquire, use, and retain knowledge. Many of the guiding principles that underlie these programs are presented in this volume such as teaching comprehension of scientific text through a problem-solving approach: problem planning and representation, selection of relevant information, and simultaneous monitoring of both the specifics of the problem and the mental processes being used to solve it.
From the vantage of new cognitive theory, this book manages to integrate the thinking skill mission across the full range of formal instruction, from K through graduate school. It explores and prioritizes thinking skill aims at each instructional level, and then details how classroom practice can adjust to achieve those aims. This guide leads to solid ground, perspective and technique for the individual teacher at any level who wants to enhance thinking skill development. It will prove indispensable to those planning curriculum with a thinking skill emphasis.