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What is Second-Order Thinking

Chapter 17
Handbook of Research on Critical Thinking and Teacher Education Pedagogy
Requires the student not just to use schema to provide random answers, but rather has the students think about their thinking before responding to questions.
Published in Chapter:
Planning for Critical Thinking in Language Arts Instruction
Shaneise J. Holder (The University of the West Indies – Cave Hill Campus, Barbados) and Kahdia L. Jordan (The University of the West Indies – Cave Hill Campus, Barbados)
Copyright: © 2019 |Pages: 14
DOI: 10.4018/978-1-5225-7829-1.ch017
Abstract
This chapter focuses on the importance of planning for critical thinking in language arts instruction based on the Caribbean classroom. It seeks to identify traits of critical thinking, outline suggestions for planning for the inclusion of critical thinking, and highlight methods for incorporating critical thinking into language arts and provide solutions and recommendations. The chapter ends with suggestions for future research directions and summarizes the importance and many benefits associated with critical thinking in language arts.
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