TEACHING FOR HIGHER-LEVEL THINKING:

This study examined the reactions of teachers implementing a specific process of teaching for higher-level thinking, investigating how they viewed: their role in the classroom, student involvement in learning, and school-based, systemic conditions to address when teaching for higher-level thinking. Data were gathered from teachers in a master's level course on teaching thinking skills. The course taught teachers to design lessons based on the Thinking/Learning (T/L) System, which encourages higher-level thinking without interfering with the regular curriculum. Teachers designed two lessons according to the T/L System's activities selection sheet and taught them in their classrooms. They completed the Thinking/Learning System Lesson Evaluation form and end-of-course interviews that asked what they learned from teaching T/L lessons. Teachers learned that teaching for higher-level thinking required significant planning; students' (and teachers') higher level thinking and activities related to higher leve