This paper is a case study performed in 103 primary Great Britain schools in collaboration with the "Raising Achievement Project", which was implemented over a five year period.
Written in 2005; 25,380 words; 103 sources; APA; $ 249.95
Paper Summary:
This paper explains that the study focuses on the "talking", "conversation", "interaction", "collaboration", "listening", and "action engagement", which occur in the classroom and whole school environment, and examines the cognitive levels and meta cognitive aspects of students, seeking insight into the best practices, on the basis of the whole school environment. The author points out that there is a strong link between structured talk and purposeful talk among teachers and the development of thinking in relation to teaching and learning. The paper relates that the research used a qualitative rather than quantitative methodology, which allowed the research to be in its natural setting, in an open and responsive manner, permitting the researcher to get closer to the data sources and context of the data.
Table of Contents
Case Study Introduction
Emerging Questions
Main Goal of the Case Study
Methodology
Approach of the Case Study
Key Features of this Project
Focus of the Case Study
Structure of the In-Service Days of the Project
Teaching the "What?", "How?" and "Why?"
Emerging Questions
Outcomes of the Project
Evidence provided by OFSTED of 1998 L.E.A.
PHASE Two of the Case Study
Evidence Collected as Part of the Project Evaluation Process
Evidence from OFSTED Inspections of L.E.A. Schools
Quality of Provision
Key Questions
Central Hypothesis
Research Methodology
Research Design
Research Methods
Bloom's Taxonomy
Cognition
Creative Thinking
Critical Thinking
Infusion
Meta-cognition
Thinking Skills
Transfer
Data Analysis
Quantitative Methods of Analysis
Triangulation in Qualitative Research
Evidence and Analysis
Reflection Sheets
Literature Review
Important Questions for the Educator
Instructional Conversation Application in Proper Settings
The Teacher's Key in Instructional Conversation
"Teaching Thinking Skills" by Kathleen Cotton
Findings
Critical Thinking across the Curriculum
Learning Outcomes Suggested in Communication Curricular Goals
Higher Order Thinking Skills
Method One: Heuristic Problem-Solving Strategies
Method Two: The Meta-cognitive Approach
Method Three" Subject-based Strategies Cognitive Acceleration in Science and Maths
"Learning to Learn"
Self-Actualization? Cognitive Enhancing?
From the Paper:
"The focus of the Project Teacher was in the working with the teachers in the development of their teaching and learning skills in the classroom. Each of the 103 schools received seven visits, each for one-half of the school day. The visits were timed so as to allow the teachers time in between each visit to test strategies of teaching and further develop them in an independent manner. Not at any time was this project, a.k.a. case study considered to be a "quick-fix" support program. Indeed, this project was to provide teachers with practical support in the development of effective and strategic teaching methods as well as to allow time for reflection on their own individual methods of practice. Further, this project provided necessary support for those in senior management positions for the purpose of embedding the new strategy firmly within the institution and administration of each of the schools."
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