A Conceptual Model for the Design of Explicit Thinking Skills Instruction
The paper describes the CRTA Model, a conceptual model for the systematic design of explicit thinking skills instruction. An application of the model in a post-secondary setting is also provided.
||Thinking Skills Instruction, Design of Instruction, Thinking Skills, Strategies, and Habits of Mind, CRTA Model, Pedagogy, Post-Secondary Education
International Journal of Learning, Volume 12, Issue 10, pp.19-30.
Article: Print (Spiral Bound).
Article: Electronic (PDF File; 1.200MB).
Cherrie L. Kassem, Ph.D., is an Educational Psychologist and teacher educator with expertise in learning, cognition, and pedagogy. She has previously published research on critical thinking in AMERICAN SECONDARY EDUCATION and THE KOREAN JOURNAL OF THINKING and PROBLEM SOLVING. Dr Kassem has presented work on critical thinking at the 8th International Conference on Thinking and at the 5th International Conference on Critical Thinking and Educational Reform. Additionally, Dr Kassem has served as a consultant on the design and assessment of thinking skills instruction at the secondary and post-secondary levels. Currently, she is an Associate Professor of Education at Ramapo College of New Jersey, where she teaches learning, cognition, and pedagogy courses in the undergraduate and graduate education programs.
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