Discusses two controversies regarding instruction in critical-thinking: (1) definitions of critical-thinking skills; and (2) the design of instructional delivery systems that promote the generalized use of these skills. Suggests that teachers select specific skills to teach and define those skills with clear, objective descriptions based on overt…

Describes a problem solving teaching approach that can be used in dealing with real problems in the home economics classroom. (FL)

The intention here was to promote the clinical approach to staff development. Attempts to come up with a number or particular personal outcomes which seem to represent a consensus of workshop participants' feelings. (Author/RK)

Presents a problem-solving framework for diagnosis and correction of reading difficulties. Describes this process, examines the parallels between problem solving and diagnosis and correction of reading problems, and applies the process to a case. (SR)

Proposes a strategy employing challenge, functionalism, high-order learning, and originality to achieve high-quality individualization in course work. Asserts that individualized instruction better prepares students to solve problems, make decisions, and produce original ideas. (MM)

Describes three models for teaching effective thinking, but warns against oversimplified approaches. (SRT)

Compulsory attendance laws seem to assure each teacher a fair share of students who are less than enthusiastic about being in the classroom. Experience has shown teachers that many students in this less than enthusiastic state present discipline and learning problems. Here is a method designed to minimize classroom discipline problems while…

Suggests that sometimes making assignments "vague" places the burden of decision making and problem solving on students, requires that students invent and pursue their own questions, and demands that they practice independent thinking. (MS)

Suggests improvisational role-playing of fairy tales as a method of teaching social problem-solving skills to students. Presents a sample activity session based on the "Pied Piper of Hamelin." (SJL)

Examines 17 national standards documents from 12 key subject areas, to identify six critical thinking and reasoning skill areas that cut across core subject areas. Discusses to what extent different subject areas place different emphasis on the various thinking and reasoning skills. Discusses how thinking and reasoning should be taught. (SR)

Asserts that the sudden insights that characterize intuitive thinking are as important in effectuating learning as analytical thinking. Claims that intuitive thinking enables students to comprehend complex relationships better, to put things into better perspective, to generate new ideas, and to perceive more ways to integrate facts, concepts, and…

Argues that teachers should lead their students to a broader study of people and their needs. Offers strategies that can be used in social studies classes to help students become aware of crisis situations and how to deal with them. (FL)

One of the common ways of studying history was explored. Oral history, usually resulting in parol use of written documents, helped students see discrepancies in historical writings, discern the differences between an emic and etic point of view, and see how non-historians can compose and present history. (Author/RK)