This article adds to the growing body of literature on the use of evidence-based practice (EBP) in social work. Specifically, it examines a 9-hour EBP educational model designed to prepare MSW students for appropriate decision-making strategies in working with multicultural client populations. The model places emphasis on identification and…

A discussion is presented of the value and benefits of using questions in the classroom that will develop the critical thinking abilities of students. Some of the benefits of employing questions in classroom teaching are related to the affective domain, being psychological in nature, some are evaluative in that they provide clues to the extent of…

Describes an activity designed to help students identify the main idea of a selection. (FL)

Argues that educators should provide students with explicit training in asking critical questions. Describes a training strategy taught in abnormal psychology courses at Bowling Green State University (Ohio). Based on a pre- and post-test, results support the promise of using explicit questioning training in promoting the evaluative aspects of…

Intended for use with elementary school reading and language arts teachers, this outline for inservice workshops in critical thinking organizes information on classroom strategies, curricula, and materials. Included are questionnaires, worksheets, and checklists on teaching the development of critical thinking and comprehension. The topics and…

Recommends treating basic skills students as if they have innate knowledge, not an intellectual disease. Underscores inference as a key activity in critical thinking. Suggests strategies for improving students' inferential powers. Argues that the strategies can help students recognize their inferential ability and learn to use it in writing. (SG)

Recognizes that many teachers feel uncomfortable with the Directed Reading Thinking Activity (DRTA). Describes and explains the steps, or elements, of the DRTA and suggests ideas for preparing and implementing this instructional strategy. (NH

Discusses certain teachers' rejection of prepackaged curricula for infusion of critical thinking skills into their teaching. Observational learning develops thinking skills and deepens understanding of causality and responsibility, whether the context is the Battle of Lexington or Chicken Little's dilemma. Strong administrative support is needed…

Describes "inductive towers," a visual medium for inductive thinking in secondary classrooms. Argues that teachers can use inductive towers to show how theories are formed in the social sciences. Explains how students can build inductive towers to practice inductive thinking, analyze information, or organize information-gathering in a…

The major goal of social studies education is to provide students with the skills and knowledge essential for effective participation in society. As a supplement to more traditional social studies material, newspapers can help students make the connection between the classroom and real life. The social studies activities suggested in this guide…

Domain-specific knowledge can be processed so that analytical/critical thinking in verbal and written discourse is encouraged in the classroom by using a guided design strategy intended to solve open-ended problems. Each of the four operations in the strategy (state the goal, generate ideas, prepare a plan, and take action) make use of the…

The "Future Problem Solving" exercises (originated by E. Paul Torrance at the University of Georgia) can be used as a method to teach literature. The process used in future problem solving entails all the higher level processes, involves both critical and creative thinking, as well as cooperative learning, and lends itself to the…

This book is a collection of essays on thinking skills instruction and includes the following chapters and their authors: "Encounter with Thinking" (H. Anderson); "Thinking Skills: Neither an Add-on nor a Quick Fix" (A. Costa); "Teaching for Thinking, of Thinking, and about Thinking" (J. McTighe); "Thinking and…

This book presents a framework for teaching skills that reflects new research on thinking, teaching for understanding, and instruction in the language arts and content areas at all levels. The book is organized into two parts. Part 1 presents the framework for teaching the language arts as thinking--topics covered are learning, organizational…

Suggests that using Bloom's taxonomy of the six levels of cognitive operations--knowledge, comprehension, application, analysis, synthesis, and evaluation--can help instructors formulate challenging questions which guide students' critical thinking skills. (MM)