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Higgins Steve, Hall Elaine, Baumfield Vivienne & Moseley David (2005). A meta-analysis of the impact of the implementation of thinking skills approaches on pupils. London : EPPI-Centre, Research Evidence in Education Library. En ligne : < ... g_skills/review_two.htm>. 
Added by: Laure Endrizzi (01 Jan 1970 01:00:00 Europe/Paris)
Resource type: Report/Documentation
BibTeX citation key: Higgins2005
Categories: General
Keywords: éducation à l'information, Grande Bretagne
Creators: Baumfield, Hall, Higgins, Moseley
Publisher: EPPI-Centre (London)
Views: 1727/4745
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URLs ... lls/review_two.htm
The teaching of thinking skills is an explicit part of the National Curriculum in England and Wales, and contributes directly to Department for Education and Skills (DfES) initiatives such as Teaching and Learning in the Foundation Subjects (DfES, 2004a) and Leading in Learning at Key Stage 3 (DfES, 2005) which emphasise the importance of thinking skills approaches for the promotion of effective questioning and extending pupils’ oral responses in classrooms, as well as the potential contribution to assessment for learning. Thinking skills are also an important part of the developing Primary National Strategy aims (DfES, 2004b). However, thinking skills do not form a discrete and explicit programme of study and appear unevenly in the different subjects of the National Curriculum, which makes it challenging for schools to ensure progression in their teaching.

Our working definition for the purposes of this review is that thinking skills interventions are approaches or programmes which identify for learners translatable, mental processes and/or which require learners to plan, describe and evaluate their thinking and learning. These can therefore be characterised as approaches or programmes which:

* require learners to articulate and evaluate specific learning approaches; and/or
* identify specific cognitive, and related affective or conative processes that are amenable to instruction.

This definition is consistent with the definition used to identify and analyse thinking skills frameworks and taxonomies in other work undertaken by the Centre for Learning and Teaching (for example, Moseley et al., 2004, 2005a, 2005b).

A thinking skills approach therefore not only specifies what is to be taught but also how it is taught: the content of lessons and the teaching approach form an integral part of thinking skills approaches to teaching and learning. Examples of programmes and approaches commonly used in schools are instrumental enrichment (Feuerstein et al., 1980), philosophy for children (Lipman et al., 1980), cognitive acceleration through science education (CASE) (Adey et al., 1995), and Somerset thinking skills (Blagg et al., 1988). Considerable interest has also been shown by teachers and policymakers in how these more formal programmes can be integrated effectively or ‘infused’ into teaching approaches and adopted more widely by teachers (Leat and Higgins, 2002; McGuinness, 1999; McGuinness et al.,1995). (...)
Added by: Laure Endrizzi  
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