Describes class activities designed to teach inference skill using combined lists. (RS)

Argues that educators have the intent and the means to develop students who can reason and reflect across all content areas. Outlines three principles involved in teaching critical thinking. (RS)

Presents ideas for book reports so students can read for enjoyment and critical thinking. (RB)

Suggests using materials dealing with sports in a variety of ways in content classes to improve reading and critical thinking. Provides specific suggestions for using sports in English, mathematics, social studies, science, and health classes. (MKM)

Advocates a strategy for developing students' ability to think critically by involving them in tasks with perceived conflicts and discrepancies, starting with ads for common products and moving on to news reports and variants of literature. (SR)

Describes various teaching models that have proven effective in teaching argumentation. (HOD)

Suggests practical methods for teaching students to check and evaluate the source of reading material in order to aid their thoughtful reaction. (MKM)

Describes a technique for vocabulary instruction in which students complete a chart by providing two synonyms, an antonym, and the pronunciation of a given word. Reports that, even though the chart is easy to complete, students using it began to think both critically and creatively. (RS)

Describes a cooperative learning strategy that promotes students' ability to construct knowledge and engage in higher level thinking. Describes teaching students to apply a cognitive frame, share information, and use peer evaluation for revision in critical writing. (SR)

Provides a ready-to-use outline for an instructional unit on using analogies as a reading skill. (JT)

Provides a rationale for using fiction and drama to promote critical thinking. Presents a sample grid used to record answers to and interpretations of six questions which can be used in class discussion to bring out critical thinking dispositions, such as the ability to determine whether a generalization is warranted. (RS)

Describes how a junior high school reading teacher used picture books for motivating reading, developing critical thinking skills, and combining reading and writing. Lists 10 picture books appropriate for junior high school students. (RS)

Describes "inductive towers," a visual medium for inductive thinking in secondary classrooms. Argues that teachers can use inductive towers to show how theories are formed in the social sciences. Explains how students can build inductive towers to practice inductive thinking, analyze information, or organize information-gathering in a…

Presents several guidelines for creating lessons to teach critical thinking skills, a model lesson using these guidelines, and an analysis of the teaching strategies within the lesson that illustrates how the guidelines are applied. (HOD)

Describes a reading and listening study aid called a map" which, in addition to synthesizing information, displays it in pictorial form with special markings for main and supporting ideas. (MS)