A Conceptual Model for the Design of Explicit Thinking Skills Instruction

By:
Dr. Cherrie Kassem
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Developing student thinking skills is an important goal for most educators. However, due to time constraints and weighty content standards, thinking skills instruction is often embedded in subject matter, implicit and incidental. For best results, thinking skills instruction requires a systematic design and explicit teaching strategies. The purpose of this paper is to describe a conceptual model for the design of explicit instruction in thinking skills, strategies, and attitudes — the CRTA Model. The model is applicable for instruction in domain-specific or general content areas and for students at all grade levels, K-16. The paper describes a specific application of the model in a senior-level general methods course for pre-service teachers, and a conceptual analysis of implementation results.


Keywords: Design of Instruction, Thinking Skills Instruction, Thinking Skills, Strategies, and Attitudes, CRTA Model, Post-Secondary Education
Stream: Curriculum and Pedagogy
Presentation Type: Virtual Presentation in English
Paper: Conceptual Model for the Design of Explicit Thinking Skills Instruction, A, Conceptual Model for the Design of Explicit Thinking Skills Instruction, A


Dr. Cherrie Kassem

Associate Professor of Education, Social Sciences and Human Services, Teacher Education Program , Ramapo College of New Jersey
USA

Cherrie L. Kassem, Ph.D., is an Educational Psychologist and teacher educator with expertise in learning, cognition, and pedagogy. She has previously published research on critical thinking in AMERICAN SECONDARY EDUCATION and THE KOREAN JOURNAL OF THINKING and PROBLEM SOLVING. Dr Kassem has presented work on critical thinking at the 8th International Conference on Thinking and at the 5th International Conference on Critical Thinking and Educational Reform. Additionally, Dr Kassem has served as a consultant on the design and assessment of thinking skills instruction at the secondary and post-secondary levels. Currently, she is an Associate Professor of Education at Ramapo College of New Jersey, where she teaches learning, cognition, and pedagogy courses in the undergraduate and graduate education programs.

Ref: L05P1002