Author: Barbara Dodds Stanford
Publisher: National Council of Teachers
Published: 1985-01-01
Total Pages: 104
ISBN-13: 9780814143155
DOWNLOAD EBOOKOne of three related documents produced in response to a need for direct instruction in thinking skills at the secondary level, this program for high school students bases its approach on involvement of students in direct experiences. Designed to build on the thinking skills that the student already possesses and, ideally, on the experience gained in Book One, it provides training in analytical skills as well as systematic development of intuitive skills. In the first unit, students explore perception and the way the mind guides, focuses, and organizes perception, and they begin to reflect on their own thought processes. In the second unit, three kinds of relationships and connections are explored: comparisons (especially metaphor and analogy), whole/part relationships, and the creation of new relationships. The third unit directs students in learning to distinguish between scientific problems and interpersonal problems and to improve their problem-solving skills with both types of problems. The fourth unit directs students to explore the creative aspects of the thinking process by reading about the experience of creation from creative thinkers and to stimulate their own creative powers by using activities based on research. (EL)
Book Synopsis Thinking Through Language, Book Two by : Barbara Dodds Stanford
Download or read book Thinking Through Language, Book Two written by Barbara Dodds Stanford and published by National Council of Teachers. This book was released on 1985-01-01 with total page 104 pages. Available in PDF, EPUB and Kindle. Book excerpt: One of three related documents produced in response to a need for direct instruction in thinking skills at the secondary level, this program for high school students bases its approach on involvement of students in direct experiences. Designed to build on the thinking skills that the student already possesses and, ideally, on the experience gained in Book One, it provides training in analytical skills as well as systematic development of intuitive skills. In the first unit, students explore perception and the way the mind guides, focuses, and organizes perception, and they begin to reflect on their own thought processes. In the second unit, three kinds of relationships and connections are explored: comparisons (especially metaphor and analogy), whole/part relationships, and the creation of new relationships. The third unit directs students in learning to distinguish between scientific problems and interpersonal problems and to improve their problem-solving skills with both types of problems. The fourth unit directs students to explore the creative aspects of the thinking process by reading about the experience of creation from creative thinkers and to stimulate their own creative powers by using activities based on research. (EL)