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Introduction. — 1. Structuring the Classroom for Thinking. — 2. Teacher-initiated Questions and Directions that Elicit Thinking and Learning. — 3. Teacher Response Behaviors that Support and Extend Thinking and Learning. — 4. Using Thought-full Language in the Classroom. — 5. Metacognition—Thinking about Thinking. — 6. Teaching a Thinking Skill or Strategy Directly. — 7. How We Know Students Are Getting Better at Thinking. — Epilogue: Behaving Consistently with Our Cognitive Goals and Objectives

Originally published in 1989 the purpose of this title was to provide information and ideas for: Staff Developers and Teacher Educators, as they consider program content to prepare teachers to teach thinking skills. Teachers, as they assess their own abilities to create classroom conditions for thinking and their readiness to implement a curriculum for developing thinking skills. Curriculum Developers, as they decide how the curriculum should be organized and sequenced according to children's developmental levels. Administrators, as they assess and provide leadership for improving the conditions in their schools and classrooms, which allows the stimulating teaching of thinking. Although written some time ago the information is still valid today.

Originalmente publicado en 1989, el propósito de este título era proporcionar información e ideas para: Desarrolladores de personal y Educadores de maestros, ya que consideran el contenido del programa para preparar a los maestros para enseñar habilidades de pensamiento. Los maestros, mientras evalúan sus propias habilidades para crear las condiciones de clase para pensar y su disposición para implementar un plan de estudios para desarrollar habilidades de pensamiento. Desarrolladores del plan de estudios, ya que deciden cómo se debe organizar y secuenciar el plan de estudios de acuerdo con los niveles de desarrollo de los niños. Administradores, a medida que evalúan y proporcionan liderazgo para mejorar las condiciones en sus escuelas y aulas, lo que permite la enseñanza estimulante del pensamiento. Aunque escrito hace algún tiempo, la información sigue siendo válida hoy.