Really Raising Standards: Cognitive Intervention and by Michael Shayer

By Michael Shayer

Written by means of skilled lecturers and academic researchers Phillip Adey and Michael Shayer, quite elevating criteria analyses makes an attempt to coach childrens to imagine extra successfully and successfully. Their functional suggestion on easy methods to enhance kid's functionality via the applying of the findings of the CASE learn undertaking will greatly adjust the procedure of many pro academics and pupil lecturers as to the schooling of kids in colleges. a major contribution to the applying of mental idea in schooling.

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By Michael Shayer

Written by means of skilled lecturers and academic researchers Phillip Adey and Michael Shayer, quite elevating criteria analyses makes an attempt to coach childrens to imagine extra successfully and successfully. Their functional suggestion on easy methods to enhance kid's functionality via the applying of the findings of the CASE learn undertaking will greatly adjust the procedure of many pro academics and pupil lecturers as to the schooling of kids in colleges. a major contribution to the applying of mental idea in schooling.

Show description

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Additional resources for Really Raising Standards: Cognitive Intervention and Academic Achievement

Sample text

Short term, medium term, and long term consequences are systematically explored. Introduces the ideas of Aims, Goals, and Objectives. AGO Aspects of ‘because’ and ‘in order to’ are investigated. PLANNING An opportunity to practice C&S and AGO, and to reinforce PMI and CAF. FIP A focusing device, directing attention to First Important Priorities, after ideas have been generated. APC Encourages the student to develop Alternatives, Possibilities, and Choices beyond the obvious and satisfactory ones.

FORMAL OPERATIONS AND GENERAL HIGHER ORDER THINKING Inhelder and Piaget investigated adolescents’ use of the schemata with problems such as the pendulum, the balance beam, and billiard balls bouncing off plane surfaces, all of which have a distinctly scientific look to them. Although this made it easier for them to describe and manipulate the variables and relationships between variables involved, and so to attempt a logical analysis of the reasoning being used by students, they themselves had no doubt that they were describing modes of thinking that influenced every aspect of a person’s cognitive life.

There is no question about Edward de Bono’s creativity in devising exciting materials which have high face validity as promoters of divergent thinking, and which are very popular with teachers and pupils. Although the verdict on their effectiveness so far has to be that of ‘non-proven’ the de Bono programme addresses important aspects of thinking which no other programme reaches and in our opinion deserves continued experimentation in school implementation and evaluation. It is possible that the evaluations to date have yielded ‘type 2’ errors – that is have failed to find an effect that is really there.

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