Which of the following is NOT a criterion for selecting a model or program for teaching thinking skills?

Selecting a model or program for teaching thinking skills involves considering factors that support both the effectiveness of the instruction and the ease with which the model can be integrated into various educational settings. An effective model for teaching thinking skills should enhance metacognitive skills, be accessible to teachers with different levels of experience and proficiency, and be structured in a way that allows for comprehensive learning experiences.

The option stating that the model should isolate mastery of thinking skills for later transfer to curricular content does not align with best practices in education. Effective thinking skills programs integrate these skills directly into the curriculum rather than isolating them. Research has shown that students benefit more when thinking skills are embedded within the content they are learning, rather than treated as separate, isolated skills that are to be transferred later. This contextual learning allows students to see the relevance and application of thinking skills in real-world scenarios.

The other criteria mentioned emphasize the need for accessibility and a metacognitive focus, both of which support the overall goal of improving students’ critical thinking throughout their educational experiences.