What constitutes "good thinking"? How do analytical, practical, and
creative thinkers differ? Which teaching strategies promote thinking to
learn as well as learning to think? Can asking the right kinds of
questions enhance student thinking? In what ways do tests squelch
creative and insightful problem solving? Why do some good thinkers
fail? How can teachers prepare for the challenges of teaching for
thinking? The authors consider these issues and others as they explore
the thinking classroom. Richly illustrated with lively classroom
vignettes and inventive teaching activities, this volume is undergirded
with an empirically validated and classroom-tested psychological theory
that lays out the three ways of thinking and the cognitive processes
that underlie them. This is the seventh book in the Division 15 series
"Psychology in the Classroom," which is aimed at elementary, middle,
and high school teachers. The goal of this series is to encourage
teachers to base their daily classroom practices on sound principles
derived form the latest educational psychology research. The series
thus bridges the gap between theory and practice. Each book is written
in an accessible, straightforward style and contains a wide range of
user-friendly features, such as real-life case illustrations, sample
classroom activities, self-study questions, and suggested readings.