Teaching to Their Thinking: A Strategy to Meet the Critical-Thinking Needs of Gifted Students

Critical thinking is important for lessons in classes for gifted and talented students. Since definitions of critical thinking are plentiful and varied, teachers must decide what behaviors are most productive in the classroom. One viable method to promote critical thinking through productive discuss...

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Bibliographic Details
Published in:Journal for the education of the gifted 2004-09, Vol.28 (1), p.56-76
Main Authors: Dixon, Felicia A., Prater, Kimberly A., Vine, Heidi M., Wark, Mary Jo, Williams, Tasha, Hanchon, Tim, Shobe, Carolyn
Format: Article
Language:English
Subjects:
Academically Gifted
Childrens Literature
Classroom management
Classroom techniques
Cognitive Development
Critical Thinking
Educational aspects
Educational Objectives
Educational Research
Educational Researchers
Educational Theories
Elementary Education
Elementary School Students
Group Discussion
Integrated Curriculum
Language Arts
Talented students
Thinking Skills
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Summary:Critical thinking is important for lessons in classes for gifted and talented students. Since definitions of critical thinking are plentiful and varied, teachers must decide what behaviors are most productive in the classroom. One viable method to promote critical thinking through productive discussion is the Dixon-Hegelian method. This paper discusses the merits of this method and describes a classroom that used it. The teacher is introduced and her growth in allowing critical thinking to take place is described. This descriptive study was conducted in a combined 4th- and 5th-grade class of identified gifted students. The students were taught an integrated language arts and social studies unit using two major texts: The Witch of Blackbird Pond (Speare, 1986) and A Girl of the Limberlost (Porter, 1986).
ISSN:0162-3532
2162-9501
DOI:10.1177/016235320402800104