Thinking Skills & Key Concepts

Description

With the current trend in critical thinking/thinking skills as it relates to cross-curricular studies, why not rely on the publisher who has provided quality material on this subject for years? A new series from Critical Thinking Co, this program actually seems like an expansion of the popular Building Thinking Skills program. Incorporating all its excellent conceptual development and expanding beyond mathematics into science and social study applications, this series takes students beyond state and Common Core standards. Designed to be a discussion-based curriculum, teacher-student interaction is vitally important and, in fact, the publishers warn against trying to do the program by handing your student a workbook page. Program goals include clarifying and practicing various thinking skills (describe, compare/contrast, sequencing, classification), developing the academic vocabulary needed to describe key concepts in mathematics, science, and social studies, and to promote clear conceptualization of key concepts even in the primary grades knowing these will become more complex in later grades. You can expect lessons to take 20-30 minutes.

Bright and colorful, the Student Books are consumable. Instructional methods include teaching skills explicitly, using different learning styles for some teaching, responding in whole sentences, and applying the concept in new forms. For example, in the Kindergarten book, twelve chapters cover describing (colors and shapes), similarities and differences, sequencing (shapes), classifying and sorting (shapes): then applying these skills to various categories (i.e. family members, food, animals, jobs, vehicles, and buildings). Lastly, position is covered in both thinking and writing. We can begin to get an idea of the progression of the series when we look at the scope of the First Grade course. Shapes are used to cover descriptions, position, similarities/differences, sequences, and groups. Then, there is the same progression through various categories but using the same sorts of concepts with shapes: classification, comparing, describing, similarities/differences, etc. Lots of color photos of real people, places, and things are used within the lessons.

Teacher Manuals include instructional and conceptual information for every worktext page. This material is lightly scripted and leads the teacher through the introduction, stating the objective as well as conducting the lesson. A greatly reduced, black and white copy of each student page supplies the answers. In addition, there is general introductory information on the course as well as introductory information for each chapter. As mentioned earlier, the obvious intention of the Teachers Manual is to facilitate discussion through the material and to make it easy on the teacher to provide that discussion. Teacher prep for the lessons is minimal but teacher-student interaction is expected and required. This series appears to be an excellent choice if you desire to make sure your student is prepared for higher order thinking in upper grades and for standardized testing that is based on Common Core. I do have one small quibble that I hope is addressed in future printings. It is very difficult to distinguish the royal blue color from the purple color. You can do it if theyre side by side but if only one color is present on a page, you may find yourself a bit unsure (I know I was). Student books 154 pgs, pb. Teacher Manuals 212 pgs, pb. ~ Janice

Teaching Method
Traditional
Teacher-centered curriculum commonly used in classrooms that may include a text, teacher manual, tests, etc.
Charlotte Mason
A methodology based on the work of a 19th century educator who maintained that children learn best from literature (Living Books), not textbooks.
Classical
A methodology based on the Latin Trivium (three stages of learning), including the grammar stage (memorization and facts), logic stage (critical thinking), and rhetoric stage (developing/defending ideas).
Unit Study
A thematic or topical approach centered around one topic that integrates multiple subject areas.
Montessori (Discovery)
A methodology based on the work of a 20th century educator that emphasizes student and sensory-driven discovery learning and real-life applications.
Other
Other methodologies
Religious Content
Secular
Contains content contrary to common Christian beliefs (i.e. evolution).
Neutral
Avoids religious or theoretical topics or presents multiple viewpoints without preference.
Christian/Religious
Faith-based or including instructional religious content.
Learning Modality
Auditory
Learns through listening, talking out loud or reading out loud.
Visual
Learns through seeing, prefers written instructions and visual materials.
Kinesthetic/Tactile (Hands-On)
Learns through moving, doing and touching.
Multi-Sensory
Curriculum that employ a variety of activities/components.
Presentation
Sequential
Curriculum progresses through well-defined learning objectives. Emphasizes mastery before moving to the next topic.
Spiral
Topics and concepts are repeated from level to level, adding more depth at each pass and connecting with review.
Conceptual/Topical
Focus is on the “why,” often with a unifying concept as well as specific skills; coverage may be broader.
Teacher Involvement
Low Teacher Involvement
Student-led materials; parent acts as a facilitator.
Medium Teacher Involvement
A mix of teacher-led time and independent student work.
High Teacher Involvement
Teacher-led lessons; may utilize discussions, hands-on activities and working together.
Additional Materials Required
No other materials needed
Everything you need is included.
Other Materials Required
There are additional required resources that are a separate purchase.
Other Materials Optional
There are additional resources mentioned or recommended but are not absolutely necessary.
Consumable
Consumable
Designed to be written in; not reusable.
Non-Consumable
Not designed to be written in; reusable.