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1、 Problem-solving and Thinking Skills Resources for Able and Talented Children Barry Teare Published by Network Continuum Education The Tower Building, 11 York Road, London SE1 7NX An imprint of The Continuum International Publishing Group workcontinuum.co.uk First published 2006 Barry Teare 2006 ISB
2、N-13: 978 1 85539 071 3 ISBN-10: 1 85539 071 X The right of Barry Teare to be identified as the author of this work has been asserted in accordance with Sections 77 and 78 of the Copyright, Designs and Patents Act 1988. All rights reserved. No part of this publication may be reproduced, stored in a
3、retrieval system or reproduced or transmitted in any form or by any means, electronic, mechanical, photocopying (with the exception of the following pages, which may be copied for use in the purchasing institution: 18, 20, 22, 24-25, 28, 31-35, 387, 54, 56, 58, 60-61, 63-64, 66, 68-70, 73-74, 76-77,
4、 81, 83, 85, 87-95, 98-114,122-123,126,128-131,134,136-137,141,143,145-157, 164-165,167,169,172,174,176-181,185-186,189,192,197, 201-202, 205-206, 209-210, 212-213, 218-223, 226-227, 229-230, 233, 236-237, 239, 241, 243), recording or otherwise, without the prior written permission of the Publishers
5、. This book may not be lent, resold, hired out or otherwise disposed of by way of trade in any form of binding or cover other than that in which it is published without the prior consent of the Publishers. Acknowledgements Page 52 Oxford Guide to Word Games, reprinted with the permission of Oxford U
6、niversity Press, Page 79 Teaching Children to Think, Robert Fisher, 0 7487 2235 1, reproduced with the permission of Nelson Thornes Ltd, first published in 1995. Every effort has been made to contact copyright holdersof materials reproduced in this book. The Publishers apologize for any omissions an
7、d will be pleased to rectify them at the earliest opportunity. Edited by Dawn Booth Design (2) to identify current approaches to developing childrens thinking and to evaluate their effectiveness; (3) to consider how teachers might be able to integrate thinking skills into their teaching both within
8、subject areas and across the curriculum; (4) to identify the role of ICT in promoting a positive approach to thinking skills; and (5) to evaluate the general direction of current and future research and how it might be translated into classroom practice (page I). “ To its great credit, the governmen
9、t has also devoted considerable attention to improving provision for what it calls gifted and talented children. There has been encouragement for teachers to increase the challenge for able pupils by paying more attention to the higher-order thinking skills of analysis, evaluation and synthesis. In
10、2002, the Qualifications and Curriculum Authority (QCA) launched its project Creativity: find it, promote it. One of the areas of stated interest is how teachers promote pupils creativity by specifically teaching creative thinking skills. Excellence ana Enjoyment: A Strategy for Primary Schools was
11、published in 2003 for the Department for Education and Skills (DfES). One of the principles of education and teaching is to enrich the learning experience by building learning skills across the curriculum. Group problem solving is also suggested as one of the features of making learning vivid and re
12、al. The other pressure, however, and therefore the paradox, has been the emphasis placed upon content. There have been detailed programmes of study that have led to some teachers complaining about an overfull curriculum. This, in turn, has led a number of professionals to be concerned about where th
13、e space was coming from for thinking skills and creativity. This worry has been exacerbated by the demands of test situations that, it has been claimed, do not always lead to, nor reward, higher thinking. Terry Pratchett in his novel Pyramids (Victor Gollanz, 1989), typically and mischievously, has
14、one of his Discworld characters, Artela, saying: “ People never learn anything in this place. They only remember things, “ Clearly content is important and, for certain careers, it is essential. The trick is to incorporate content with exciting teaching and learning. Too much content, or content del
15、ivered in a dull way, can be damaging. Able students are often in a position where Problem-solving and Thinking Skills Resources for Able and Talented Children4 “ “ they are a long way ahead of others in terms of content and understanding. They certainly should not be repeating what they already kno
16、w, nor be forced to go through steps that they do not need, nor doing more examples at the same level of difficulty than is absolutely necessary. The greatest gift that you can present to able children is exciting and challenging learning that has, at its core, transferable thinking skills and problem solving. That is what Problem-solving and Thinking Skills Resources for Able and Talented Children is about and it takes its place in a series of books for Network Continuum Education.
