Strat 6: Teaching math in the

intermediate grades
THE HIGHER LEVEL THINKING
 Higher level thinking skills
1. The concept are the basic building blocks around which
people organize their thinking and communication
2. Concept learning and logical thinking are critical goals for
almost everything taught in schools.
3. The knowlegde based on concept learning and teaching is
extensive.
4. The instructional effect of concept teaching is mainly to help
learners acquire conceptual understanding of the subjects
they studying and to provide a basis for higher level thinking.
5. A concept lesson consist of four major phases,
6. There are several different approaches to
teaching concepts.
7. Preinstructional tasks include concept selection
and analysis, selection of examples and nonexample,
and decisions regarding the sequence in which to
present.
a.) Selecting and analyzing Concepts
The curriculum is the primary source of key concepts for
instruction. These concepts may be embedded in a textbook or
contained in local curriculum guides.
Step 1: Create the core, which is the focus of the web. This
would be the name of the concept.
Step 2: Construct strands branching out from the core. Step 3:
Draw strand supports, which connect the critical attributes to
the concept.
Step 4: Identify the strand ties, which may show relatonships
among the various attritibutes.
b.) Selection of example and non example
This is the most difficult phase of concept
teaching.
c.) Choosing and Sequencing of example and
nonexample.
8.) Through questioning and discussion, teaches help
the students analyze their thinking and intergrate new
learning with old as the final phase of a concept.
9.) As with other instructional models, a major post
instructional task requires teachers to match their
testing programs to the models particular goals.
10.) When evaluating the students understanding of
a concept, it is important to ask the students to do
more than merely define the concept.
 Critical thinking
Is a careful and deliberate determination of
whether to accept reject or suspend judgement
on a claim.
THE 3 GENERAL SKILLS IN CRITICAL THINKING
1. EVALUATING -
2. ANALYZING
3. CONNECTING
HIGHER OLDER AND CRITICAL THINKING:

The role of Metacognition

Is the awareness of and control over our cognitive

processes. It is the ability to know what we know and

whatwe dont know or thinkinh about the way we think as

now viewed as central to the development of skillfull

thinkers.
 Basic Processes in thinking
Process

Observing

Finding patterns ad generalizing

Forming conclusions based on patterns

Assessing conclusions based on evidence ( Critical

thinking.)
Elements of thinking

HIGHER ORDER AND CRITICAL THINKING

Deep Understanding of special topics

Basic Processes

Metacogniton

Attitudes and disposition

MODELS OF INTELLIGENCE

1. Relate intelligence to an individuals internal world and explain

what happens when a person thinks intelligency.

2. Accept the relation between the external world and that

person's intelligence and explain how intelligence functions in the

real world;

3. Relate intelligence to the individuals experiences.

A. Aternberge's Triarchic Model of intelligence

1. Componential

2. Experimental

3. Contextual
B. Gardner's Multiple Intelligence
1. Logico- mathematical
2. Linguistic
3. Musical
4. Spatial
5. Bodily- Kinesthetic
6. Interpersonal
7. Intrapersonal
THANK YOU FOR LISTENING!!!