Instructor's Manual: Development of Higher Level Thinking Abilities. INSTITUTION Northwest Regional Educational Lab., Portland, Oreg

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Instructor's Manual: Development of Higher Level Thinking Abilities. INSTITUTION Northwest Regional Educational Lab., Portland, Oreg DOCURIBT RESUME ED 146 125 95 SP 011 730 AUTHOR McCollum, John A.; Davis, Rose Marie TITLE Instructor's Manual: Development of Higher Level Thinking Abilities. INSTITUTION Northwest Regional Educational Lab., Portland, Oreg. SPONS AGENCY Office of Education (DHEN), Washington, D.C. PUB DATE 72 NOTE 611p.; Some pages may not reproduce well due to the paper color EARS T4ICE MF-$1.t6 HC-$32.81 Plus Postage. DESCRIPTORS *Institutes (Training Programs); Instructional Materials; *Leaders Guides; *Learning Processes; Manuals; Research Utilization; Skill Development; *Teacher Education; *Thought Processes ABSTRACT This training manual is designed for use by instructional leaders conducting a workshop on the translationand application of research on *thinking processes* into implemented programs of instruction. The objectives of such a program is to develop teacher skills in relating thinkingprocesses to a structure of knowledge (factual base -- concepts-- generalizations). Specific objectives for instructional leaders are the development of leadership skills in the areas of (1)open, active learning processes;(2) human relations; (3) conduct of simulation, laboratory, and application activities; (4) curriculum development; and (5) self-evaluation. Content of the manual includesa participant materials list, description of instructional format, preinstructional arrangements, orientation, rationale for change, and overview of the training procedure. All participant materials are also included. Processes discussed are: curriculum development, concept formation, sensitivity to data interpretation, learning experiences, interpretation of information displays, and application of knowledge. A review of materials coveree concludes the program:a bibliography and glossary of terms are appended. (MJB) ******************************************* *************************** Documents acquired by ERIC include aauy informal unpublished * .terials not available from other sources. ERIC makes every effort * * to obtain the best copy available. Nevertheless, items of marginal * * reproducibility are often encountered and this affects the quality * * of the microfiche and hardcopy reproductions ERIC makes available * * via the ERIC Document Reproduction Service (EDRS). EDRS is not * responsible for the quality of the original document. Reproductions * * supplied by EDRS are the hest that can be made from the original. * *********************************************************************** _.111191 PERMISSION TO REPRODUCE THIS A-rE i 1./Al_HAS' BEEN GRANTED RV lev TO THE FDIICAI IQcVAL HESOURCvS U S DEPARTMENT OF HEALTH, INfOPMATION CENTER ERICI AND EDUCATION 4 WELFARE USER:, OF THE ERIC SYSTEM NATIONAL INSTITUTE OF EDUCATION THIS DOCUMENT HAS BEEN REPRO- DUCED EXACTLY AS RECEIvED FROM THE PERSON OR ORGANIZATIONORIGIN- ATING IT POINTS OF VIEW OR OPINIONS STATED DO NOT NECESSARILYRE PRE SENT OFFICIAL NATIONAL INSTITUTEOF EOUCATION POSITION OR POLICY INSTRUCTOR'S MANUAL; DEVELOPMENT OF HIGHER LEVEL THINKING ABILITIES John A. McCollum Rose Marie Davis . Southern Oregon College Ashland, Oregon Northwest Regional Educational Laboratory DEVELOEMENT OF HIGHER LEVEL THINKING ABILITIES This work was developed under a contract with the U. S. Office of Education, Department of Health, Education and Welfare. However, the content does not necessarily reflect the position or policy of that Agency, and no official endorsement of these materials should be inferred. © Copyright 1972 by the Northwest Regional Educational Laboratory Copyright is claimed until October 1977. Thereafter, all portions of this work covered by this copyright will be in the public domain. All rights reserved. No part of this book may be reproduced or transmitted in any form or by any means, electronic or mechanical, including photocopying, recording, or by any information storage and retrieval system, without permission in writing from the Publisher. Edited by Saralie B. Northam Typing and artwork by Anita L. La Russo Published by Commercial- Educational Distributing Services P. O. Box 3711 Portland, Oregon97208 Printed in the United Stater of America ii 3 PREFACE In recent years, a great deal of educational and psychologicalresearch activity has centered on the development of "thinking processes."This manual is designed for instructional leaders whohave as their respon- sibility the translation and application of that researchto an implemented program of instruction for the classroom. This training program had its beginning ina workshop for Oregon educators presented at Southern Oregon College in thesummer of 1965. Over the next two years an instructional modelwas designed, tested and refined. Its intent was the development of skill in using strategies to promote the thinking processes of learners. Tnat initial model focused upon processes quite independent of specific subjectmatter. However, the writers became increasingly convincedthat process cannot be effectively applied exceptas it operates on a body of subject matter. Testing of the initial model produced considerable evidence ofthe enthusiasm of participants while engaged in the workshopactivities, but little evidence of their success in direct application ofthe processes to the body of knowledge that they were required to teach. Consequently, dur4-,c; the past threeyears; the writers have designed, tested and refined an instructional program which makesa direct -Tplication of a structure of process toa struct re of knowledge. Within the training program, participantsare provided with the skills necessary to make this application, and are required to programan instructional sequence which demonstrates these skills. Also, within the instructional setting, each participant is required to takepart in a series of practicum experiences in which he teaches theprocesses under observation with feedbackon his teaching behavior. This program's strategies for interrelating process, content and practicalexperience should make it a useful tool in the urgent task of putting thinking processes into the classroom immediately. The writers are indebtcd to many people for their contributionstoward making this instructional program e reality. These include all of the individuals who were involved in the pioneering of thisprogram; most particularly, Dr. James Hills and Miss Maty Durkin of Sari Francisco State College and Dr. William Ward, then Director of Teacher Education, Oregon State Department of Education. We are also very grateful to all of the participants and leaders of themany workshops which have been held throughout the Northwest during the past fouryears. Their ideas, suggestions and criticisms have been invaluable. Special gratitude is also expressed to Mrs. Alice Duvall, then the Fluid Coordinator for the Northwest Regional Educational Laboratory. During the initial development of this instructionalprogram, the writers worked d.Lrectly with Alice. As a result, many of the activities finally presented are based upon her ideas and the dialogue which took place at that time. iii Preface A very special debt of gratitude is owed to our initial editor, Mr. Robert DeVoe, Assistant Professor of English, Southern Oregon College. Bob not only met the challenge of editing the sometimes uncommunicative expressions of the writers, but his perceptive understanding of the teaching process resulted in additions and modifications in content, format and style which have added greatly to the effectiveness of the program. Also, Bob is an artist in his own right and it is his very fine artistic talent that is evident in the illustrations that follow. Appreciation shou3d also be expressed to Dr. John L. Holmes, Principal, Lincoln Laboratory School, Ashland, Oregon. He has been extremely helpful, patient and understanding toward thL many tasks relating to the final development of the manuscript. Finally, the writers owe a great debt of gratitude to the late Dr. Hilda Taba. Her genius for creating, developing and conceptualizing strategies for the improvement of teaching resulted in the basic underlying elements of this program. JAM RMD August 1972 iv CONTENTS Preface iii Contents Participant Materials List vii Materials List xi Introduction 1 Instructional Format 10 Preinstructional Arrangements 25 Orientation 37 Rationale for Change 52 Overview of the Processes 78 Curriculum Development 124 Sensitivity to Questions 177 Sensitivity to Concept Diagnosis 194 Processes in Concept Diagnosis 199 Exercises on Concept Diagnosis 213 Demonstration of Concept Diagnosis 237 Typescript Analysis of ncept Diagnosis (OPTIONAL) 263 Concept Diagnosis Laboratory Experience 292 Sensitivity to Interpretation of Data: Literature 302 Processes in Interpretation of Data 316 Exercises in Interpretation af Data: Literature 331 Interpretation of Data Laboratory Experience 346 Interpretation of Data: Films 352 Processes with Learning Experiences 361 Exercises in Selecting and Programing Learning Experiences 379 Sensitivity to Interpreting an Information Display 39/ Contents Processes in Interpretation of an Information Display 398 Exercises for Interpreting an Information Display 406 Demlns*ration of Interpreting an Information Display 419 Interpreting an Information Display Laboratory Experience 446 Sensitivity to Application of Knowledge 466 Processes in Application of Knowledge 477 Exercises in Application of Knowledge 495 Demonstration of Application of Knowledge 504 Application of Knowledge Laboratory Experience 529 Review of Processes 537 Bibliography 555 Appendix A: Glossary of
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