Suggests five ways that K-12 teachers can use writing activities to teach knowledge and skills in social studies. Writing tasks are designed to help students learn how to form hypotheses, generate new knowledge, conceptualize, reinforce learning, and develop empathy. (AM)

This fastback distills the essential features of critical thinking, as identified by prominent specialists in the field, and presents them in a way that is immediately usable in the classroom. After presenting a definition of critical thinking, the fastback discusses the necessary elements of critical thinking--dispositions, criteria, argument,…

This book describes strategies, techniques, and principles that teachers can use to improve students' thinking skills. The strategies can generally be adaptated for any grade level or subject area. Chapters provide information on: (1) a rationale for the teaching of thinking; (2) thinking and thinking skills; (3) selecting and defining thinking…

A framework for teaching critical thinking skills is presented, and specific strategies that can be used at key places in this framework are outlined. The framework requires that teachers employ direct, systematic instruction in critical thinking skills prior to, during, and following student introduction to these skills. (RM)

To improve the teaching of thinking skills, social studies teachers need to identify and select a few key skills on which to focus continuously throughout the K-12 social studies curricula. They also need to identify the attributes of these skills. A model skill description is included. (RM)

Developing an accurate, commonly accepted definition of critical thinking is absolutely essential. This article proposes and discusses such a definition. Critical thinking is defined as the process of determining the authenticity, accuracy, and worth of information or knowledge claims. It consists of a number of discrete skills. (RM)

Three features are the foundation of instruction in thinking skills: (1) the learning environment, (2) the instructional strategies and methods used, and (3) the coordination and structure of skill teaching throughout the entire curriculum. (MD)

To make thinking skills programs in social studies effective, teachers must attend to three essential components of effective teaching: (1) a supportive classroom climate; (2) the methods used to provide instruction; and (3) the provisions for coordinating and structuring the skill teaching that goes throughout the entire social studies…

Presents a model course for teaching writing in a subject course, developed by a writing teacher and a history teacher. The course deals with students' writing attitudes, forming concepts from data, analyzing frames of reference and writer's bias, and steps toward a final draft. (HTH)

Identifies five obstacles to effective teaching of thinking skills, including lack of consensus among teachers, lack of knowledge among teachers, mistaking of skills testing for skills teaching, teaching of too many skills in too little time, and testing that inhibits students' thinking skills. (JW)

Provides a checklist to help principals assess whether thinking skills are being taught in their schools and suggests what needs to be done to improve such teaching. (DCS)