Improving student thinking : a comprehensive approach

목차 (Table of Contents)

• CONTENTS
• Foreword = ⅸ
• Preface = xv
• Introduction: Improving Student Thinking = 1
• Quality Thinking = 2
• Improving the Quality of Student Thinking = 4
• Endnotes = 6
• PARTⅠ PROVIDING A THOUGHTFUL CLASSROOM = 9
• Endnotes = 12
• Chapter1 The Essential Features of a Thoughtful Classroom = 13
• The Nature of Thoughtful Classrooms = 13
• Essential features of Thoughtful Classrooms = 21
• Thoughtful Classrooms: A Sumary = 25
• Endnotes = 26
• Chapter2 Providing Opportunities for Student Thinking = 28
• Turning Occasions to Think into Opportunities for Thinking = 28
• Frame Learning with Thoughtful Questions = 30
• Provoke Puzzlement or Dissonance = 41
• Engage Students in Knowledge-Producing Acitvities = 45
• Structure Learning around Knowledge-Producing Strategies = 53
• Providing Thinking Opportunities: A Summary = 58
• Endnotes = 60
• Chapter3 Encouraging Student Thinking = 63
• Providing Classroom Conditions That Encourage Student Thinking = 64
• Initiation and Keeping Student Thinking Going = 81
• Creating and Maintaining a Sense of Community in Learning = 86
• Encouraging Student Thinking: A Summary = 88
• Endnotes = 90
• PARTⅡ MAKING THINKING VISIBLE AND EXPLICIT = 93
• The Invisible Substance of Thinking = 94
• Making the Invisible Visible and Explicit = 95
• Types of Thinking to Make Visible and Explicit = 97
• Techniques for making Thinking Visible and Explicit = 97
• Endnotes = 98
• Chapter4 Making Student Thinking Visible and Explicit = 99
• Metacognitive Reflection = 99
• Thinking Alud = 117
• Analyzing Trails of Student Thinking = 128
• Making Student Thinking Visible and explicit: A Summary = 131
• Endnotes = 131
• Chapter5 Making the Thinking of Experts Visible and Explicit = 133
• Modeling = 134
• Comparing to an Expert = 145
• Making Thinking Visible and Explicit: A Summary = 163
• Endnotes = 164
• PARTⅢ GUIDING AND SUPPORTING STUDENT THINKING = 167
• Endnote = 170
• Chapter6 Scaffolding Student Thinking = 71
• Procedural Checklists = 172
• Process-Structured Questions = 179
• Graphic Organizers = 183
• Scaffolding Thinking: A Summary = 201
• Endnotes = 203
• Chapter7 Cueing Student Thinking = 205
• Previewing = 206
• Rehearsal = 210
• Incomplete Activities and Examples = 214
• Cued Directions and Questions = 216
• Mnemonics = 220
• Symbols = 223
• Cueing Student Thinking: A Summary = 225
• Guiding and Supporting Student Thinking: A Summary = 226
• Endnotes = 229
• PARTⅣ INTEGRATING INSTRUCTION IN THINKING AND SUBJECT MATTER = 231
• Where to Provide Instruction in Thinking = 232
• Organizing Instruction to Improve Thinking = 233
• Integrating Thinking into Subject Matter = 234
• Chapter8 The Thinking/Subject-Matter Connection = 236
• Separate Thinking Skills Courses or Subject-Matter Courses? = 237
• Infusion or Immersion in Subject-Matter Courses? = 244
• Integrating Thinking in Subject Matter: A Summary = 250
• Endnotes = 252
• Chapter9 Organizing Skill-Teaching Techniques for Improving thinking = 255
• How Skillful Thinking Develops = 256
• An Instructional Framework for Improving Student Thinking = 258
• Teaching Strategies for Improving Student Thinking = 261
• Organizing Skill-Teaching Techniques for Improving Thinking: A Summary = 274
• Endnotes = 276
• Chapter10 Integrating Instruction in Thinking and Subject Matter = 279
• Integrating Thinking and Subject Matter = 280
• Integrating Instruction in Thinking with Instruction in Subject Matter = 287
• Integrating Instruction in Thinking and Subject Matter: A Summary = 300
• Endnotes = 301
• Conclusion: A Comprehensive Approach to Improving Student Thinking = 303
• Implementing a Comprehensive Approach to Improving Student Thinking = 305
• Why Try to Improve Student Thinking? = 307
• Endnotes = 310
• Index = 311