Creating Thinking Classrooms: Leading Educational Change for This Century
Autor Garfield Gini-Newman, Roland Caseen Limba Engleză Paperback – 12 iun 2018
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Specificații
ISBN-13: 9781506398433
ISBN-10: 150639843X
Pagini: 304
Dimensiuni: 178 x 254 x 22 mm
Greutate: 0.64 kg
Ediția:First Edition
Editura: SAGE Publications
Colecția Corwin
Locul publicării:Thousand Oaks, United States
ISBN-10: 150639843X
Pagini: 304
Dimensiuni: 178 x 254 x 22 mm
Greutate: 0.64 kg
Ediția:First Edition
Editura: SAGE Publications
Colecția Corwin
Locul publicării:Thousand Oaks, United States
Recenzii
I loved the book and highly recommend it. This book can help school leaders, teachers, and professional developers understand and appreciate what it means and what it takes to promote a thinking classroom. It is substantive, practical, well grounded in theory and practice. A must read.
My work with Garfield Gini-Newman and Roland Case spans almost two decades. As a principal and community superintendent, I observed firsthand how transformational their work is in the classroom, in the school community, and on a systemic level. Creating Thinking Classrooms takes theory and research and places it directly into the hands of practitioners by offering thoughtful and immediately-useful strategies. Not only does this work transform student engagement and achievement, but it also transforms thinking for both teachers and their students. Teaching and learning go from passive acquisition of information to active, purposeful, and deliberate interaction with the curriculum. It is a must-read!
What impresses me most about Creating Thinking Classrooms is the notion of framing the retooling of schools as renovation or reinvigoration rather than as revolution. Too many seem to ignore that there are many good things worth preserving in our schools and others that need to be reframed or recast to give them greater currency. This book builds on what has worked and makes it better. The message – being purposeful and patiently focused on long-term success – is a powerful one that needs to be heard above the din.
Creating Thinking Classrooms is an outstanding resource for educational leaders. The plethora of charts and examples illustrate in practical detail how some concepts can show up or be implemented. Very practical, very user-friendly.
Creating Thinking Classrooms is a must-read for all instructional leaders wanting to use a new lens on sustained school improvement. This book helps educators establish a thinking orientation, provides enriching goals, and lays out invigorating practices. Too often there is a focus to abandon practices rather than strengthen them in educational reform. However, Roland Case and Garfield-Gini Newman challenge such thinking by suggesting a renovation mindset. Through such a mindset, a renewal takes place in classrooms that is transformational, actionable, and meaningful.
Creating Thinking Classrooms offered our faculty practical and powerful ways to nurture creative, critical, and collaborative thinking throughout our school. Our teachers found the ideas clear, concise, and relevant. The book offers ways to “make little tweaks to the good things we are already doing” that will “enhance learning substantially.” Our application of the book’s student-centered approach and clear criteria has had a significant impact on our school.
My work with Garfield Gini-Newman and Roland Case spans almost two decades. As a principal and community superintendent, I observed firsthand how transformational their work is in the classroom, in the school community, and on a systemic level. Creating Thinking Classrooms takes theory and research and places it directly into the hands of practitioners by offering thoughtful and immediately-useful strategies. Not only does this work transform student engagement and achievement, but it also transforms thinking for both teachers and their students. Teaching and learning go from passive acquisition of information to active, purposeful, and deliberate interaction with the curriculum. It is a must-read!
What impresses me most about Creating Thinking Classrooms is the notion of framing the retooling of schools as renovation or reinvigoration rather than as revolution. Too many seem to ignore that there are many good things worth preserving in our schools and others that need to be reframed or recast to give them greater currency. This book builds on what has worked and makes it better. The message – being purposeful and patiently focused on long-term success – is a powerful one that needs to be heard above the din.
Creating Thinking Classrooms is an outstanding resource for educational leaders. The plethora of charts and examples illustrate in practical detail how some concepts can show up or be implemented. Very practical, very user-friendly.
Creating Thinking Classrooms is a must-read for all instructional leaders wanting to use a new lens on sustained school improvement. This book helps educators establish a thinking orientation, provides enriching goals, and lays out invigorating practices. Too often there is a focus to abandon practices rather than strengthen them in educational reform. However, Roland Case and Garfield-Gini Newman challenge such thinking by suggesting a renovation mindset. Through such a mindset, a renewal takes place in classrooms that is transformational, actionable, and meaningful.
Creating Thinking Classrooms offered our faculty practical and powerful ways to nurture creative, critical, and collaborative thinking throughout our school. Our teachers found the ideas clear, concise, and relevant. The book offers ways to “make little tweaks to the good things we are already doing” that will “enhance learning substantially.” Our application of the book’s student-centered approach and clear criteria has had a significant impact on our school.
Cuprins
Preface
About the Authors
PART I. UNDERSTAND THE ISSUES
Chapter 1. Opportunities and Challenges
Defining the Challenges
The Urgency to Improve
The Many Directions for Change
Three Potential Pitfalls
Three Promising Directions
Concluding Thoughts
Notes
PART II. REORIENT THE FOUNDATIONS: WHY THINKING IS AT THE HEART OF MEANINGFUL LEARNING
Chapter 2. Thinking Is the Key
Basic Orientations to Teaching and Learning
Alternative Sources of Curriculum Content
Differing Views of Student Learning
Contrasting Roles for Teachers
Implications for an Inquiry Unit
Concluding Thoughts
Notes
Chapter 3. Critical, Creative, and Collaborative Dimensions of Thinking
The Power of an Integrated Approach to Thinking
The Critical Dimension
The Creative Dimension
The Collaborative Dimension
Concluding Thoughts
Note
Chapter 4. A Framework for Nurturing Thinking Classrooms
A Comprehensive Approach to Implementation
Shape Climate to Support Thinking
Create Opportunities for Thinking
Build Capacity for Thinking
Provide Guidance That Informs Thinking
Concluding Thoughts
Note
PART III. REFOCUS THE GOALS: WHAT SCHOOLS MUST ACHIEVE TO BETTER PREPARE STUDENTS
Chapter 5. From Knowledge to Deep Understanding
What Does It Mean to Understand Deeply?
Why Do We Have This Problem?
Why Is Teaching for Deep Understanding Important?
What Practices Nurture Deep Understanding?
Concluding Thoughts
Note
Chapter 6. From Skill to Real-Life Competency
What Is Meant by Real-Life Competencies?
Why Are Students Not Better Prepared?
What Practices Nurture Real-Life Competence?
Concluding Thoughts
Notes
Chapter 7. From Attitude to Genuine Commitment
What Do We Mean by Genuine Commitment?
Why Is Teaching for Genuine Commitment Important?
What Practices Nurture Genuine Commitment?
Concluding Thoughts
Notes
PART IV. ALIGN WITH GUIDING PRINCIPLES: HOW TEACHERS CAN BEST SUPPORT 21ST CENTURY LEARNING
Chapter 8. Engage Students
What Does Engaging Students Mean?
Why Is It Important to Engage Students Beyond Compliance and Mere Interest?
What Practices Support Educational Engagement?
Concluding Thoughts
Notes
Chapter 9. Sustain Inquiry
What Is Sustained Inquiry?
Why Is It Important to Sustain Inquiry?
What Practices Promote Sustained Inquiry?
Concluding Thoughts
Notes
Chapter 10. Nurture Self-Regulated Learners
What Is Self-Regulated Learning?
Why Is Self-Regulated Learning Important?
What Practices Nurture Self-Regulated Learners?
Concluding Thoughts
Notes
Chapter 11. Create Assessment-Rich Learning
What’s Wrong With the Current Assessment Landscape?
What Is Assessment-Rich Learning?
Why Is Assessment-Rich Learning Important?
What Practices Support Assessment-Rich Learning?
Concluding Thoughts
Chapter 12. Enhance Learning Through Digital Technology
What Is Digitally Enhanced Learning?
Why Is Digitally Enhanced Learning Important?
Concluding Thoughts
Note
PART V. SUPPORT TEACHER GROWTH
Chapter 13. Leading a Renovation, Not a Revolution
Why Think Renovation?
How to Lead an Educational Renovation
What Practices Support Coherent, Comprehensive, and Continuous Professional Inquiry?
Concluding Thoughts
Notes
References
Index
About the Authors
PART I. UNDERSTAND THE ISSUES
Chapter 1. Opportunities and Challenges
Defining the Challenges
The Urgency to Improve
The Many Directions for Change
Three Potential Pitfalls
Three Promising Directions
Concluding Thoughts
Notes
PART II. REORIENT THE FOUNDATIONS: WHY THINKING IS AT THE HEART OF MEANINGFUL LEARNING
Chapter 2. Thinking Is the Key
Basic Orientations to Teaching and Learning
Alternative Sources of Curriculum Content
Differing Views of Student Learning
Contrasting Roles for Teachers
Implications for an Inquiry Unit
Concluding Thoughts
Notes
Chapter 3. Critical, Creative, and Collaborative Dimensions of Thinking
The Power of an Integrated Approach to Thinking
The Critical Dimension
The Creative Dimension
The Collaborative Dimension
Concluding Thoughts
Note
Chapter 4. A Framework for Nurturing Thinking Classrooms
A Comprehensive Approach to Implementation
Shape Climate to Support Thinking
Create Opportunities for Thinking
Build Capacity for Thinking
Provide Guidance That Informs Thinking
Concluding Thoughts
Note
PART III. REFOCUS THE GOALS: WHAT SCHOOLS MUST ACHIEVE TO BETTER PREPARE STUDENTS
Chapter 5. From Knowledge to Deep Understanding
What Does It Mean to Understand Deeply?
Why Do We Have This Problem?
Why Is Teaching for Deep Understanding Important?
What Practices Nurture Deep Understanding?
Concluding Thoughts
Note
Chapter 6. From Skill to Real-Life Competency
What Is Meant by Real-Life Competencies?
Why Are Students Not Better Prepared?
What Practices Nurture Real-Life Competence?
Concluding Thoughts
Notes
Chapter 7. From Attitude to Genuine Commitment
What Do We Mean by Genuine Commitment?
Why Is Teaching for Genuine Commitment Important?
What Practices Nurture Genuine Commitment?
Concluding Thoughts
Notes
PART IV. ALIGN WITH GUIDING PRINCIPLES: HOW TEACHERS CAN BEST SUPPORT 21ST CENTURY LEARNING
Chapter 8. Engage Students
What Does Engaging Students Mean?
Why Is It Important to Engage Students Beyond Compliance and Mere Interest?
What Practices Support Educational Engagement?
Concluding Thoughts
Notes
Chapter 9. Sustain Inquiry
What Is Sustained Inquiry?
Why Is It Important to Sustain Inquiry?
What Practices Promote Sustained Inquiry?
Concluding Thoughts
Notes
Chapter 10. Nurture Self-Regulated Learners
What Is Self-Regulated Learning?
Why Is Self-Regulated Learning Important?
What Practices Nurture Self-Regulated Learners?
Concluding Thoughts
Notes
Chapter 11. Create Assessment-Rich Learning
What’s Wrong With the Current Assessment Landscape?
What Is Assessment-Rich Learning?
Why Is Assessment-Rich Learning Important?
What Practices Support Assessment-Rich Learning?
Concluding Thoughts
Chapter 12. Enhance Learning Through Digital Technology
What Is Digitally Enhanced Learning?
Why Is Digitally Enhanced Learning Important?
Concluding Thoughts
Note
PART V. SUPPORT TEACHER GROWTH
Chapter 13. Leading a Renovation, Not a Revolution
Why Think Renovation?
How to Lead an Educational Renovation
What Practices Support Coherent, Comprehensive, and Continuous Professional Inquiry?
Concluding Thoughts
Notes
References
Index
Notă biografică
Garfield Gini-Newman blends humor with a deep understanding of effective curriculum design centered on the infusion of critical thinking for all. As an associate professor at OISE/University of Toronto and a senior national consultant with The Critical Thinking Consortium, Garfield has worked with thousands of teachers across grades and subjects, helping them to frame learning around engaging and provocative activities and authentic assessments. Requests for Garfield¿s services have taken him from Asia to the Middle East, Europe, the Caribbean, and across North America. His interest in effective teaching and learning has led him to actively explore the challenges and opportunities presented by teaching and learning in the digital age. Garfield has spoken across Canada and internationally on critical thinking, brain compatible classrooms, curriculum design and effective assessment practice, and nurturing 21st century skills in a digital world. In addition to his work at the University of Toronto and delivering workshops, Garfield has also authored several articles, chapters in books, and seven textbooks and has taught in the faculties of education at York University and the University of British Columbia. His most recent book co-authored with Roland Case, Creating Thinking Classrooms has received widespread praise from leading educators across Canada and internationally.
Descriere
Creating Thinking Classrooms is loaded with examples, stories and strategies for reinvigorating schools through quality thinking and reasoning.