Enseigner a Penser pour un Meilleur Apprentissage: De la Maternelle a la 12e Annee. (Teaching Thinking for Better Learning: From the Early Years to the 12th Year).

Institution	Alberta Dept. of Education, Edmonton. Language Services Branch.
Titel	Enseigner a Penser pour un Meilleur Apprentissage: De la Maternelle a la 12e Annee. (Teaching Thinking for Better Learning: From the Early Years to the 12th Year).
Quelle	(1992), (143 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	französisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	0-7732-0782-1
Schlagwörter	Leitfaden; Unterricht; Lehrer; Class Activities; Classroom Environment; Critical Thinking; Elementary Secondary Education; Foreign Countries; Instructional Materials; Learning Strategies; Metacognition; Student Evaluation; Teacher Role; Teaching Methods; Thinking Skills; Canada + Suchen Sie Ihr Suchwort? Lesson concept; Instruction; Unterrichtsentwurf; Unterrichtsprozess; Teacher; Teachers; Lehrerin; Lehrende; Klassenklima; Unterrichtsklima; Kritisches Denken; Ausland; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Schulnote; Studentische Bewertung; Lehrerrolle; Teaching method; Lehrmethode; Unterrichtsmethode; Denkfähigkeit; Kanada
Abstract	This resource book is intended to help teachers and schools enhance their teaching of thinking, and to make their teaching of thinking skills more deliberate, explicit, and an integral part of the school curricula. It challenges all educators to reflect on their involvement in teaching for thinking, teaching of thinking, and teaching about thinking. Chapter 1 offers a rationale for teaching thinking skills and defines the skillful thinker. Chapter 2 outlines roles of teachers, administrators, and students in developing a climate where thinking skill development can flourish. Chapter 3 suggests how an effective approach to teaching thinking can be implemented in a school community. Specific student activities are the major emphasis of chapter 4. Chapter 5 offers suggestions for evaluating thinking. An afterword, glossary of terms, 50 references, and extensive appendixes (including classroom and teacher planning materials) conclude the resource guide. (SR)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC