Abstract

This study aimed at investigating the impact of the Woods model on the development of higher thinking skills in first-grade intermediate students in English compared to the traditional method, where the problem of the study was identified in the following question: What is the impact of the Woods model on the development of higher thinking skills in first-grade intermediate students in English?
The researcher followed the experimental approach where the school (Tal- Adass Medium) of the Directorate of Education of Telkaif / Nineveh Governorate was selected, and two divisions were selected close in school achievement from the first grade intermediate divisions, and these divisions were randomly distributed to form the control group and the experimental group, and Division A was taught to represent the control group (n = 24) using the Woods model. While Division B was taught to represent the experimental group (n=27) using the traditional usual method, the educational material was the English language subject / student book / for the first intermediate grade and the trial period lasted about eight weeks in the first semester of the academic year 2020/2021.
Where the scale of higher thinking skills was prepared and a guide for the teacher to use the independent variable in the experiment and after verifying its truthfulness and stability, the two measurements were applied before and after to the study groups (experimental and controlled) where arithmetic averages, standard deviations and correlation coefficient, T test and percentages were used, and the statistical treatments of the study data showed the following results: The Woods model excelled in developing the higher thinking skills of the study sample, and based on these results the researcher made a set of recommendations.