Engaging adolescents with LD in higher order thinking about history concepts using integrated content enhancement routines.
The understanding and use of historical concepts specified in national history standards pose many challenges to students. These challenges include both the acquisition of content knowledge and the use of that knowledge in ways that require higher order thinking. All students, including adolescents with learning disabilities (LD), are expected to understand and use concepts of history to pass high-stakes assessments and to participate meaningfully in a democratic society. This article describes Content Enhancement Routines (CERs) to illustrate instructional planning, teaching, and assessing for higher order thinking with examples from an American history unit. Research on the individual components of Content Enhancement Routines will be illustrated with data from 1 of the routines. The potential use of integrated sets of materials and procedures across grade levels and content areas will be discussed.
Bulgren
Janis
J
University of Kansas Center for Research on Learning, Lawrence 66045, USA.
Deshler
Donald D
DD
Lenz
B Keith
BK
D000293:Adolescent; D003071:Cognition; D003210:Concept Formation; D003479:Curriculum; D005260:Female; D006664:History; D006801:Humans; D007859:Learning Disabilities; D008297:Male; D010507:Periodicity; D013663:Teaching / Q000379:methods; D013850:Thinking