This product presents a cognitive science framework for defining what is meant by generic skills (as compared to domain-specific skills). Descriptions are given of several vocational classrooms which were visited to determine (1) what skills are taught; (2) how the classroom environments support their teaching; and (3) what external factors shaped those environments. Implications are drawn for teaching generic skills, for teaching diverse populations, and for the integration of vocational and academic education.
MDS-066 / December 1990