A Brief Overview of the Text
Part One: Thinking and feelings are joined together to create ‘who’ we are as individuals. As a result of reflection on life experiences, read material, and observations or things we’ve heard we come to form belief and value systems, as well as common social and societal realities. This learning and teaching model also includes a combination of memory, cognition, comprehension, learning, teaching perspectives, based on the concept of SOW (Sociology of the World) and REAP (Religion, Economics, Academics, and Politics). These are envisioned as the external factors that influence our lives from our early childhood through our adult years. Finally, this learning and teaching Model has an internal paradigm referred to as The Cognitive Collective (Schiering, 1999/2005), which addresses the entwining of thoughts, ideas, opinions, judgments, and feelings (sensory and emotional).
Part Two: This part of the book provides practical applications of the model. These include classroom design and instruction, lesson planning, differentiated and interactive instruction, and how to teach character development.
Appendixes Overview: The first Appendix addresses the definition of the cognitive and meta-cognitive skills within the Phases of Thinking Paradigm. Examples are given of each skill. A list of Adaptations for Diverse student populations rounds out this section of the book.
Appendix B addresses a listing of instructional resources with potential cognitive and meta-cognitive skills, interactive instructional resources, information about and use of these materials, as well as construction directions. The Appendix culminates with Definition of examples of Team Learning and Circle of Knowledge, as well as the Art of Storytelling with an overview, directions, one candidate’s story, questions to extend the theme and an identification chart. The final Appendix suggests means for evaluating students’ work, graphic organizers, including how to make a decision, and rubrics and narratives from teachers that respond in detail to students work.
Part Two: This part of the book provides practical applications of the model. These include classroom design and instruction, lesson planning, differentiated and interactive instruction, and how to teach character development.
Appendixes Overview: The first Appendix addresses the definition of the cognitive and meta-cognitive skills within the Phases of Thinking Paradigm. Examples are given of each skill. A list of Adaptations for Diverse student populations rounds out this section of the book.
Appendix B addresses a listing of instructional resources with potential cognitive and meta-cognitive skills, interactive instructional resources, information about and use of these materials, as well as construction directions. The Appendix culminates with Definition of examples of Team Learning and Circle of Knowledge, as well as the Art of Storytelling with an overview, directions, one candidate’s story, questions to extend the theme and an identification chart. The final Appendix suggests means for evaluating students’ work, graphic organizers, including how to make a decision, and rubrics and narratives from teachers that respond in detail to students work.
