Thinking Through the Curriculum / Edition 1

by Robert Burden, Marion Williams

Overview

This book tackles the contentious issue of whether and how thinking should be taught in schools. It explores how best to help children become effective thinkers and learners. The book also examines whether there is one set of underlying cognitive skills and strategies which can be applied across all the curriculum subjects and beyond. Its main thrust, however, is a detailed examination of approaches to developing cognitive skills which are specific to the National Curriculum.
The book provides chapters from both generalists and subject specialists to illustrate how teachers in different subject areas can benefit from taking a cognitive approach to their subject. It will give teachers a clear understanding of different approaches to teaching thinking and how these fit together.

Product Details

ISBN-13:	9780415172011
Publisher:	Taylor & Francis
Publication date:	02/12/1998
Pages:	216
Product dimensions:	6.12(w) x 9.19(h) x (d)

About the Author

Robert Burden, Marion Williams

Table of Contents

1. How Can We Best Help Children to Become Effective Thinkers and Learners? The Case For and Against Thinking Skills Programmes Robert Burden 2. Thinking Skills and Children Learning History Jon Nichol 3. Art and Art Education as a Cognitive Process and the National Curriculum Leslie Cunliffe 4. Thinking About Art Through Music Chris Naughton 5. Teaching Thinking Through a Foreign Language Marion Williams 6. Invitations to Think in Primary Science Lessons Clive Carre 7. Recent Developments in Mathematical Thinking Paul Ernest 8. Thinking and the Language of Arts Richard Fox 9. Reading Recovery: A Problem Solving Approach to Reading John Birtwistle 10. Educating Ben: Thought, Language and Action for Children with Poor Language Abilities Phil Bayliss 11. Pulling it Together: The Challenge For the Educator The Editors

Editorial Reviews

'... an accessible introductory text which contains a range of thought-provoking ideas and many examples of practice which might well be adapted to suit different settings.' - British Journal of Educational Psychology

From the Publisher