Teachers in Cherry Creek, Colorado, have selected a variety of programs for teaching thinking, according to the needs of their students and their own interests. A thinking skills framework modeled after ASCD's Dimensions of Thinking (Marzano et al., 1988) is now being proposed. (TE)

Buncombe County (North Carolina) has launched a "Wednesday Revolution" that uses Socratic seminars based on Mortimer Adler's "Paideia Proposal" to develop students' critical thinking skills. (TE)

Teachers in Irvine, California, are using questioning and responding strategies with students in classrooms and with each other in peer coaching. Teachers learn to match questions to three sequential levels of thinking: input, processing, and output. (TE)

Teachers and administrators at Tanana (Alaska) City School District have designed activites to increase students' thinking skills through problem-solving strategies designed to help students assume responsibility for learning and transfer their knowledge to community needs. (TE)

Developing elementary students' critical thinking abilities and cultural awareness through direct instruction is the goal of McRAT (Multicultural Reading and Thinking), a three-year collaboration of teachers and state department reading specialists in seven Arkansas school districts. The program involves direct instruction in thinking strategies…

Teachers at Patapsco Middle School in Howard County, Maryland, are using a process model to help them introduce and then integrate thinking skills in all content areas. The model provides an eight-step framework that enables school systems to incorporate selected thinking skills into their instructional programs. (Author/TE)

Teachers at Bernards High School in Bernardsville, New Jersey, have developed their own approach to the development of thinking skills through a writing program that focuses consecutively on exploration, expression, and refinement of ideas. (TE)

Teachers at the Calverton School in Huntingtown, Maryland, have developed their own K-12 program for teaching thinking through writing in the content areas. (TE)

"Connections" is a program to help teachers infuse thinking strategies such as decision making, problem solving, communicating, and understanding into all subjects. Students work in small groups to apply each strategy to what they are studying, and these strategies are transferable not only between subjects but to the real world. (TE)

Approaches to teaching thinking such as direct teaching of thinking skills and metacognitive approaches, if applied thoughtlessly, can backfire and inhibit thinking, especially with students who are already able, but unconventional, thinkers. We do not know enough about the nature of thinking processes to warrant a mandated thinking skills…

A response to the opinion by John Baer that teaching thinking puts able thinkers at risk. The chances are greater that educators may retreat from teaching thinking if they are uncertain about the importance and possibility thereof than that able students will be harmed by efforts to help them. (Author/TE)

Evidence from the Higher Order Thinking Skills (HOTS) program suggests that at-risk students show little understanding of content without first receiving concentrated instruction in understanding itself. Teaching thinking skills to at-risk students requires a thinking environment, consisting of exploratory conversations, stimulation of curiosity,…

The first and founding conference of the European Association for Research on Learning and Instruction was held in Belgium from June 10-13, 1985. This article concentrates on highlights that suggest intersections between three of the six conference themes: problem-solving; cognition-motivation interaction; and individual differences. Conference…

Despite evidence that researchers seek information by intuitive, illogical means, librarians approach research in a static, product-oriented way. In performing searches for scholars, librarians need to understand the organic nature of research and facilitate online searching's capability to enhance that process. (CDD)

Sixteen Brazilian third graders aged 8-13 were given problems involving multidigit computation. School-taught algorithms were likely to be used in school-taught problems, with little carry-over to real problem situations, but resulted in more incorrect answers. (MNS)