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Category=JNC
Category=JNDG
Children's Historical Thinking
Children’s Historical Thinking
Coextensive Space
cognitive
Cognitive Strategies
Developing Thinking Skills
English History National Curriculum
enrichment
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eq_society-politics
Feuerstein's Instrumental Enrichment Programme
Feuerstein's Theory
Feuerstein’s Instrumental Enrichment Programme
Feuerstein’s Theory
Follow
History National Curriculum
IE
instrumental
Interpretive Reasoning
marion
Mathematical Problem Solving
Mediated Learning Experience
Modern Languages
Music Education
national
Present Perfect
reading
Reading Recovery
Reading Recovery Programme
Reading Recovery Teacher
recovery
skills
somerset
Somerset Thinking Skills
strategies
Thinking Skills Programme
Topic Coherence
UK's National Curriculum
UK’s National Curriculum
USA
Product details
- ISBN 9780415172028
- Weight: 385g
- Dimensions: 156 x 234mm
- Publication Date: 12 Feb 1998
- Publisher: Taylor & Francis Ltd
- Publication City/Country: GB
- Product Form: Paperback
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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.
