The Effect of a Thinking-Skills Program on the Cognitive Abilities of Middle School Students

1989 ◽  
Vol 62 (5) ◽  
pp. 202-204 ◽  
Author(s):  
Doris B. Matthews
Keyword(s):  
Middle School ◽  
Middle School Students ◽  
Cognitive Abilities ◽  
Thinking Skills ◽  
School Students

scholarly journals Evaluation of the content of mathematics curricula for the intermediate stage in the light of visual thinking skills: تقويم محتوى مناهج الرياضيات للمرحلة المتوسطة في ضوء مهارات التفكير البصري

2016 ◽  
Vol 2 (5) ◽  
Author(s):  
Hassar bin Hassan bin Mohammed Shweihi
Keyword(s):  
Middle School ◽  
Middle School Students ◽  
Quantitative Description ◽  
Intermediate Stage ◽  
Thinking Skills ◽  
Visual Thinking ◽  
School Students ◽  
Middle School Math ◽  
Descriptive Approach ◽  
Mathematics Curricula

  This study aimed at identify the evaluation estimates of the content of the book of maths for the intermediate stage in the light of visual thinking skills. The descriptive approach was used through analysis of content based on objective, structured and quantitative description of thinking skills. The study tool is developed by identifying visual thinking skills related to math study and necessary for middle school students.  The results of the study generally indicated that the content of mathematics books for middle school was interested in visual thinking skills in all middle-school grades. In short, middle school math books have made a clear effort, demonstrating the use of a lot of skills clearly and focusing on important skills for middle school students with visual thinking skills.

scholarly journals Teaching reading skills in English tothe middle school students (A2 level)

2020 ◽  
Vol 80 (4) ◽  
pp. 42-47
Author(s):  
G. Khamitova ◽  
◽  
B. Yermanova ◽  
Keyword(s):  
Middle School ◽  
Middle School Students ◽  
Language Proficiency ◽  
English Language ◽  
Reading Skills ◽  
Popular Science ◽  
Thinking Skills ◽  
Teaching Reading ◽  
School Students ◽  
Text Presentation

Main problem: The article examines the issues concerning teaching reading skills to the middle school students according to the updated program. Purpose: The article analyses the course book “Excel” for 7th grade students on teaching reading skills. Methods: The criteria of analyzing the course book contain the forms of text presentation, types and situations modeled by the text, compliance with the level of English proficiency, age of students, information content, and accessibility. It also includes assessment of course book texts for the development of reading for general understanding of information (skimming), for identifying details (scanning) and reading with full comprehension, as well as for the different types of tasks for reading. Results and their significance: The texts in the course book correspond to the age characteristics of adolescents, the level of English language proficiency (A2) and are developed according to the standard curriculum.The most popular forms of text presentation are popular science texts and information about public events. The situations in the texts are dominated by educational, most of all the mixed type of text prevailed. There is a balance for the types of tasks developing reading for general understanding and reading for identifying details which leads to the development of functional reading literacy. The types of reading tasks used are quite diverse and contribute the development of communicative skills (pair work, group work, etc.). The misbalance of tasks on developing low order and high order thinking skills can be solved through adding some tasks developing HOTS.

Using Mission US

2010 ◽  
pp. 255-273 ◽  
Author(s):  
Karen Schrier ◽  
James Diamond ◽  
David Langendoen
Keyword(s):  
Middle School ◽  
Middle School Students ◽  
Real World ◽  
Thinking Skills ◽  
School Students ◽  
Classroom Implementation ◽  
Historical Empathy ◽  
The Past ◽  
Ethical Thinking ◽  
Design Challenges

In this chapter, the authors describe Mission US: For Crown or Colony?, a history game for middle school students that they collaboratively designed, developed and tested. The authors argue that empathy is an important component of ethical thinking, and that history games, if well designed, can support the practice of empathy. The authors analyze how they designed Mission US to encourage the development of historical empathy and ethical thinking skills. Moreover, the authors also relate their design challenges, and the ethics of representing the past in games. They conclude with real world results from classroom implementation of the game, and design recommendations for creating games for historical empathy.

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