Context: It is the educator's responsibility to prepare the students to be clinicians who think and reason critically while integrating research evidence into practice. Those new to the role of faculty member, who lack clinical and teaching experience, face challenges in the classroom application of those concepts. Objective: To discuss the…

This article contributes to discourse on signature pedagogy by reconceptualizing how our pedagogies are understood and defined for social work education. We critique the view that field education is social work's signature pedagogy and consider what pedagogies are distinct about the teaching and learning of social work. Using Shulman's…

The authors adopt the stance that, even though strategy use should be taught to help learners monitor their comprehension, such instruction is not sufficient to insure transfer or ownership. Further, such instruction often emphasizes only literal recall, limiting students' understanding. Therefore, the author argues that teachers should consider…

"The School Administrator" interviewed three experts concerning the status of the critical thinking movement. Robert Schwartz advocates student learning in a problem-solving context. E.D. Hirsch sees no conflict between critical thinking and cultural literacy concepts. Matthew Lipman promotes critical thinking by encouraging children to…

Teacher behaviors that enhance critical thinking include room arrangement, questioning, verbal and nonverbal responses, metacognitive labeling, and modeling. Learning strategies include Socratic discussion and short writing assignments, such as summaries and critiques. (SK)

Suggests newspapers as a source for teaching secondary students answers to three basic economic questions: what products should be produced, how they should be produced, and for whom they should be produced. Implying all economics principles may be taught with newspapers, several example techniques are cited. (TRS)

Explores ways to help students take learning seriously and ask critical questions about their studies. Describes strategies for students to raise important questions, to distinguish between one-system and competing-systems disciplines, and how to ask questions about a field of study and textbooks. (MZ)

Describes a philosophical community of inquiry as a controlled, communal form of wondering that focuses on the larger meaning of human experience. Suggests that, using familiar stories as texts, and facilitated by a leader sensitive to young children's philosophical preoccupations and ways of thinking and talking, young children are both…

Presents the first four of nine strategies that students can use to develop their critical thinking skills: using "wasted time" to practice critical thinking; choosing a problem at the beginning of each day to work on; developing a heightened awareness of universal intellectual standards; and writing journal entries each week that analyze…

In this article, the author focuses on teaching the Millennials how to become effective learners and guiding them to hone their critical-thinking skills. Millennials are the children of the Baby Boomer generation, and some are the offspring of the early wave members of Generation X. These students learn differently and interact differently than…

This discussion of some of the research literature that is relevant to the issue of teaching thinking provides descriptions of hypothetical, ideal thinkers, and problem solvers; considers the problem of teaching thinking and problem solving; and explores the issue of evaluating programs so that they can be revised and improved. Following Bransford…

Considers recent academic work on critical thinking, including studies of developmental stages and appropriate curricular responses. Classifies current curriculum proposals into four groups, suggesting ways of combining approaches and offering suggestions for classroom implementation. Considers the benefits of developing higher-order thinking…

Presents a teaching-learning unit on the thinking skill of analysis that addresses the need of gifted elementary students for qualitative differentiated teaching and learning. Describes which learning content can ensure qualitative differentiated learning for young gifted children and how teacher-learning strategies can be applied to achieve…

Although the critical thinking movement is a significant trend in both philosophy and teaching, there are certain points of view within the movement which have the potential for undermining its success. One of these developments, conceptual scheme talk, is contradictory to any intelligible notion of critical thinking. Believers in this concept…

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)