Cultures of Thinking in Action – 10 Mindsets to Transform our Teaching and Students Learning

Ron Ritchhart is an award-winning, retired Senior Research Associate at Harvard Project Zero and current Fellow at the University of Melbourne, Australia. His research is focused on developing intellectual character, making thinking visible, and enhancing school and classroom culture to promote deep learning. He is the author of the bestselling Making Thinking Visible, The Power of Making Thinking Visible, and Creating Cultures of Thinking.

List of Figures Dedication Acknowledgments About the Author Introduction Mindset 1: For Classrooms to Be Cultures of Thinking for Students, Schools Must Be Cultures of Thinking for Teachers What the Research Says: Why Does It Matter? Transformative Power of Inquiry Institutional Mirroring Visions and Reflections: How Might It Look? Constructing Our Vision Contemplating Pictures of Practice Reflecting on Current Practice Data, Principles, and Practices: What Actions Can We Take? Collecting Street Data Stating the Mindset as Principles for Action Possible Actions Fitting New Actions with Current Realities Conclusion: Our Theory of Action Mindset 2: We Can't Directly Teach Dispositions; We Must Enculturate Them What the Research Says: Why Does It Matter? The Case for Curiosity The Case for Metacognition Developing Dispositions Visions and Reflections: How Might It Look? Constructing Our Vision Contemplating Pictures of Practice Reflecting on Current Practice Data, Principles, and Practices: What Actions Can We Take? Collecting Street Data Stating the Mindset as Principles for Action Possible Actions Fitting New Actions with Current Realities Conclusion: Our Theory of Action Mindset 3: To Create a New Story of Learning, We Must Change the Role of the Student and the Teacher What the Research Says: Why Does It Matter? On Supporting Agency On Teacher and Student Talk On Initiative and Reliance On Identity Visions and Reflections: How Might It Look? Constructing Our Vision Contemplating Pictures of Practice Reflecting on Current Practice Data, Principles, and Practices: What Actions Can We Take? Collecting Street Data Stating the Mindset as Principles for Action Possible Actions Fitting New Actions with Current Realities Conclusion: Our Theory of Action Mindset 4: Students Learn Best When They Feel Known, Valued, and Respected by Both the Adults in the School and Their Peers What the Research Says: Why Does It Matter? Belonging Relationships Value, Fairness, and Respect Visions and Reflections: How Might It Look? Constructing Our Vision Contemplating Pictures of Practice Reflecting on Current Practice Data, Principles, and Practices: What Actions Can We Take? Collecting Street Data Stating the Belief as Principles for Action Possible Actions Fitting New Actions with Current Realities Conclusion: Our Theory of Action Mindset 5: Learning Is a Consequence of Thinking What the Research Says: Why Does It Matter? Beware the Fluency Trap Identifying Types of Thinking Visions and Reflections: How Might It Look? Constructing Our Vision Contemplating Pictures of Practice Reflecting on Current Practice Data, Principles, and Practices: What Actions Can We Take? Collecting Street Data Stating the Mindset as Principles for Action Possible Actions Fitting New Actions with Current Realities Conclusion: Our Theory of Action Mindset 6: Learning and Thinking Are as Much a Collective Enterprise as They Are an Individual Endeavor What the Research Says: Why Does It Matter? Intellectual Development Social Development Academic Development Professional Learning Visions and Reflections: How Might It Look? Constructing Our Vision Contemplating Pictures of Practice Reflecting on Current Practice Data, Principles, and Practices: What Actions Can We Take? Collecting Street Data Stating the Belief as Principles for Action Possible Actions Fitting New Actions with Current Realities Conclusion: Our Theory of Action Mindset 7: Learning Occurs at the Point of Challenge What the Research Says: Why Does It Matter? Productive Struggle and Failure Desirable Difficulties Growth Mindset Desire for Challenge Visions and Reflections: How Might It Look? Constructing Our Vision Contemplating Pictures of Practice Reflecting on Current Practice Data, Principles, and Practices: What Actions Can We Take? Collecting Street Data Stating the Mindset as Principles for Action Possible Actions Fitting New Actions with Current Realities Conclusion: Our Theory of Action Mindset 8: Questions Drive Thinking and Learning What the Research Says: Why Does It Matter? Student Questions Listening Visions and Reflections: How Might It Look? Constructing Our Vision Contemplating Pictures of Practice Reflecting on Current Practice Data, Principles, and Practices: What Actions Can We Take? Collecting Street Data Stating the Belief as Principles for Action Possible Actions Fitting New Actions with Current Realities Conclusion: Our Theory of Action Mindset 9: The Opportunities We Create for Our Students Matter to Their Engagement, Empowerment, and Learning What the Research Says: Why Does It Matter? Qualities of Powerful Learning Opportunities Engagement Empowerment Visions and Reflections: How Might It Look? Constructing Our Vision Contemplating Pictures of Practice Reflecting on Current Practice Data, Principles, and Practices: What Actions Can We Take? Collecting Street Data Stating the Mindset as Principles for Action Possible Actions Fitting New Actions with Current Realities Conclusion: Our Theory of Action Mindset 10: We Make Thinking and Learning Visible to Demystify, Inform, and Illuminate These Processes What the Research Says: Why Does It Matter? Developing Effective Learners Enhancing Expertise and Deeper Learning Academic Achievement Principles and Practices: How Might It Look? Constructing Our Vision Contemplating Pictures of Practice Reflecting on Current Practice Data, Principles, and Practices: What Actions Can We Take? Collecting Street Data Stating the Belief as Principles for Action Possible Actions Fitting New Actions with Current Realities Conclusion: Our Theory of Action Epilogue Appendix A Appendix B Appendix C Appendix D Appendix E Appendix F Appendix G Appendix H Appendix I Endnotes References