A Conceptual Model for the Design of Explicit Thinking Skills Instruction
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
Dr. Cherrie Kassem
Associate Professor of Education, Social Sciences and Human Services, Teacher Education Program , Ramapo College of New Jersey