Facilitate Information Processing. Teachers model problem solving, demonstrating their thought processes, strategy selection, and response to mistakes. Facilitate Deep Thinking through Elaboration. Make Thinking Processes Explicit. In reciprocal teaching, the teacher models desired metacognitive processes by reading a paragraph, asking questions, summarizing, and predicting what would happen next in the text.
Students gradually take on the teacher's role.
These strategies demonstrate that the teacher's role in developing thinking skills differs from traditional instruction. Existing right and wrong answer approaches to testing are clearly inadequate. New forms of evaluation being developed include the Tailored Response Test, stimulated recall, scenario analysis, and concept mapping. Developing higher-level cognitive capacities goes beyond giving a lesson or two on thinking skills. Applying cognitive development principles in vocational curriculum and instruction builds on the strengths of vocational education to develop higher order skills needed in the spheres of work, family, community, and society.