Paperback : HK$283.00
How do we encourage children to think deeply about the world in which they live?
Research-based and highly practical, this book provides guidance on how to develop creative and critical thinking through your classroom teaching.
Key coverage includes:
* Classroom-ready ideas to stimulate high-order thinking
* How to think critically and creatively across all areas of the curriculum
* Case studies from primary, secondary and special schools
* Philosophical approaches that give pupils the space to think and enquire
This is essential reading for anyone on university-led and schools-based primary and secondary initial teacher education courses including undergraduate (BEd, BA QTS), postgraduate (PGCE, SCITT), School Direct, Teach First and employment-based routes and also anyone training to work in early years settings.
Show moreHow do we encourage children to think deeply about the world in which they live?
Research-based and highly practical, this book provides guidance on how to develop creative and critical thinking through your classroom teaching.
Key coverage includes:
* Classroom-ready ideas to stimulate high-order thinking
* How to think critically and creatively across all areas of the curriculum
* Case studies from primary, secondary and special schools
* Philosophical approaches that give pupils the space to think and enquire
This is essential reading for anyone on university-led and schools-based primary and secondary initial teacher education courses including undergraduate (BEd, BA QTS), postgraduate (PGCE, SCITT), School Direct, Teach First and employment-based routes and also anyone training to work in early years settings.
Show moreChapter 1: What do we mean by thinking?
Chapter 2: What can we learn from history of thinking, childhood
and schooling?
Chapter 3: Why teach thinking skills?
Chapter 4: Thinking Routines
Chapter 5: Thinking Hats
Chapter 6: Thinking Maps
Chapter 7: Thinkers Keys
Chapter 8: Philosophical approaches
Chapter 9: Cognitive Acceleration
Chapter 10: Dispositional approaches (Habits of Mind)
Chapter 11: Case Studies
Chapter 12: Some concluding thoughts
Dr Russell Grigg is an Education Inspector for the Ministry of Education in the United Arab Emirates, based in Abu Dhabi. He was previously Associate Professor at the Wales Centre for Equity in Education and has worked for many years in teacher education. His interest in the teaching of thinking was triggered by reading the works of Edward De Bono as a student in the 1980s. He believes passionately in fostering creativity in teaching and learning, which is reflected in his writing. He is author of many books and articles on primary education including Becoming an Outstanding Primary Teacher (Routledge, 2014) and Big Ideas in education: What Every Teacher Should Know (Crown House, 2016). He is co-editor of the Wales Journal of Education and has a particular research interest in the history of education in Wales. He is currently involved in research projects associated with the history of the inspectorate in Wales and the history of free school meals. Russell is a lifelong Swansea City supporter, through the highs and lows.
′The case for teaching thinking skills and promoting creativity
within a busy curriculum is clearly articulated throughout this
comprehensive and informative book. From reflections on the rights
and issues on the well-being of children through to a thoughtful
consideration of their future employability the authors highlight
the importance of making space for thinking skills and provide
examples of innovative classroom activities for all areas of the
curriculum.′
*Dr John McCullagh*
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