Teaching FOR Thinking--Teachers create learning environments that encourage active learning and promote higher-order thinking

a.	Focus on the higher levels of Bloom's Taxonomy when asking questions (i.e., analysis, synthesis, evaluation).
b.	Use a variety of question types (e.g., analytical, evaluative, interpretive).
c.	Incorporate writing into all classrooms.
d.	Use brainstorming to generate ideas.
e.	Incorporate a variety of cooperative learning structures.
f.	Enliven lectures using a “Three-Minute Pause.”
g.	Incorporate inductive and inquiry-based approaches to learning.
h.	Additional strategies for extending student thinking include:

•	Cue student responses.
•	Remember “Wait Time I and II.”
•	Use think-pair-share strategies.
•	Ask follow-up questions and related probes.
•	Withhold judgment during key sections of discussions.
•	Ask for summaries to promote active listening.
•	Use class surveys to determine opinions and check for understanding.
•	Allow for student calling.
•	Ask students to defend their positions.
•	Ask students to “unpack their thinking,” (i.e., pre-determine the possible thinking skills, processes, and strategies they might use during a lesson or unit).
•	Call on students randomly.
•	Encourage student questioning.

Teaching OF Thinking--Teachers directly teach thinking skills and processes

a. Introduce a skill or process by modeling it. b. Provide individually or in cooperation with teachers in other disciplines opportunities for students to apply this skill or process in new or novel situations. c. Incorporate the following strategies into the direct teaching of thinking skills and processes:

•	Define the skill and/or process for students.
•	Have students explore the use of the skill/process .
•	Identify the steps or components involved in applying the skill or process.
•	Provide flow charts and other graphic organizers to articulate the key steps and components.
•	Provide students with opportunities to practice the skill or process.
•	Link the skill or content to the content of the discipline(s) being studied.
•	Plan for transfer: provide opportunities to use the skill in new contexts while providing scaffolding/bridging strategies and support.
•	Allow students to reflect upon their understanding and use of the skill or process.

Teaching ABOUT Thinking--Teachers promote metacognitive reflection and self-evaluation

a. Model the thinking skill or process for students. b. Use a variety of writing tools to reinforce students' understanding of and reflection upon key skills and processes:

•	Think Logs
•	Reflective Journals
•	Learning Logs

c.	Use de Bono's O-P-V technique (requiring students to defend the opposite point of view about an issue than the one they personally espouse).
d.	Use the “I-Search” paper to introduce or reinforce students' research skills: i.e., have students investigate a research question in which they are interested; they then write a narrative about how they constructed their answer to this research question.
e.	Coach students in the use of self-cueing strategies.
f.	Use think-aloud's to reinforce students' understanding of key elements and steps in a thinking operation or process.
g.	Allow for process reflection to occur, with students verbally expressing their perceptions, responses to, and evaluation of a particular activity or process.
h.	Encourage paired problem solving.

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