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Creating cultures of thinking : the 8 forces we must master to truly transform our schools / Ron Ritchhart.

By: Ritchhart, Ron [Author].
Material type: TextTextPublisher: San Francisco : Jossey-Bass & Pfeiffer Imprints, Wiley, 2015Description: xiv, 367 p. ; 24 cm.ISBN: 9781118974605 (pbk) .Subject(s): Thought and thinking | Educational change | Critical thinking | Critical thinking -- Study and teaching | Cognition in children | Βιβλιοθήκη Γυμνασίου ΑΓΣDDC classification: 370.15/2 Rit
Contents:
• Chapter 1. The purpose and promise of schools : Thinking differently about outcomes.-- Teaching as acculturation.-- Culture as the enactment of a story.-- Enacting our new story, realizing our vision.-- Uncovering the story of your school or classroom. • Chapter 2. Expectations: Recognizing how our beliefs shape, our behavior.-- Focusing students on the learning vs. the work.-- Teaching for understanding vs. knowledge.-- Encouraging deep vs. surface learning strategies.-- Encouraging independence vs. dependence.-- Developing a growth vs. a fixed mindset.-- Exploring and developing expectations. • Chapter 3. Language: appreciating its subtle yet profound power.-- The language of thinking.-- The language of community.-- The language of identity.-- The language of initiative.-- The language of mindfulness.-- The language of praise and feedback.-- The language of listening.—Leveraging language.— Becoming proficient users of the languages of the classroom. • Chapter 4. Time: learning to be its master rather than its victim.-- Recognizing time as a statement of values.—Learning to prioritize and always prioritize learning.-- Giving thinking time.-- Invest time to make time.-- Manage energy not time.-- It's time to rethink time.-- Rethinking time. • Chapter 5. Modeling: seeing ourselves through our students' eyes.-- Dispositional apprenticeship: being role models of learning and thinking.-- Cognitive apprenticeship: making our thinking visible.-- Gradual release of responsibility: modeling for independence.-- Interactive modeling: learning from examples, practice, and reflection.-- Learning from models.-- Modeling for the development of thinking, learning, and independence. • Chapter 6. Opportunities: crafting the vehicles for learning.-- Constructing character: using mathematics to understand Othello's Iago.-- Voice-thread: using story telling to understand migration.-- Music 2 save music.-- Categorizing, recognizing, and realizing learning opportunities.-- Analyzing and creating opportunities for learning. • Chapter 7. Routines: supporting and scaffolding learning and thinking.-- A routine is more than an activity.-- Using claim-support-question to delve into number theory in fifth grade.-- More than a game: differentiating mathematics in second grade.-- Making CSQ fly in secondary mathematics.-- Tools, structures, and patterns: establishing routines in the classroom.-- Making thinking routine in our classrooms. • Chapter 8. Interactions: forging relationships that empower learners.-- New roles for students: empowering disenfranchised learners.-- Beyond sit and get: teaching students to build on one another's ideas.-- Building culture through affect and actions.-- Shaping interactions through roles.-- Asking "Good" questions.-- Creating new patterns of discourse.-- Promoting interactions that support thinking and learning • Chapter 9. Environment: using space to support learning and thinking.-- New learning in an old container.-- Curating a classroom.-- Designing for thinking.-- Creating environments to enhance learning and build culture: four fronts.-- Creating environments that bring out the best in learners. • Chapter 10. Moving toward transformation.—A close look at substantive change.-- supporting change on a large scale.-- Building a vision across a school district.-- Learning together for the long haul.-- Creating opportunities.-- Building the capacity of teachers to teach one another.—Using inquiry-action projects to go deeper.-- Deeper sameness and difference in the journey to a culture of thinking. • Appendix A. My reflections on the learning activities in this class • Appendix B. Ladder of feedback • Appendix C. Success analysis protocol • Appendix D. Looking at students' thinking protocol • Appendix E. Six key principles of the cultures of thinking project • Appendix F. Laying the foundation for a culture of thinking • Appendix G. Leading a culture of thinking at my school: self-assessment • Appendix H. The development of a culture of thinking in my classroom: self-assessment • Appendix I. Assessment ladder: reasoning with evidence.
Summary: Let’s build dynamic learning communities that engage students, promote deep understanding, and sustain a lifetime of inquiry.
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Book Non Fiction Book Non Fiction Middle School Library

Γυμνάσιο 'Χασιώτη', εντός του χώρου της Αμερικανικής Γεωργικής Σχολής.

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Middle School Library

Γυμνάσιο 'Χασιώτη', εντός του χώρου της Αμερικανικής Γεωργικής Σχολής.

Book Non Fiction Γ 370.152 Rit (Browse shelf) Available 13021392

Includes bibliographical references and indexes.

• Chapter 1. The purpose and promise of schools : Thinking differently about outcomes.-- Teaching as acculturation.-- Culture as the enactment of a story.-- Enacting our new story, realizing our vision.-- Uncovering the story of your school or classroom.
• Chapter 2. Expectations: Recognizing how our beliefs shape, our behavior.-- Focusing students on the learning vs. the work.-- Teaching for understanding vs. knowledge.-- Encouraging deep vs. surface learning strategies.-- Encouraging independence vs. dependence.-- Developing a growth vs. a fixed mindset.-- Exploring and developing expectations.
• Chapter 3. Language: appreciating its subtle yet profound power.-- The language of thinking.-- The language of community.-- The language of identity.-- The language of initiative.-- The language of mindfulness.-- The language of praise and feedback.-- The language of listening.—Leveraging language.— Becoming proficient users of the languages of the classroom.
• Chapter 4. Time: learning to be its master rather than its victim.-- Recognizing time as a statement of values.—Learning to prioritize and always prioritize learning.-- Giving thinking time.-- Invest time to make time.-- Manage energy not time.-- It's time to rethink time.-- Rethinking time.
• Chapter 5. Modeling: seeing ourselves through our students' eyes.-- Dispositional apprenticeship: being role models of learning and thinking.-- Cognitive apprenticeship: making our thinking visible.-- Gradual release of responsibility: modeling for independence.-- Interactive modeling: learning from examples, practice, and reflection.-- Learning from models.-- Modeling for the development of thinking, learning, and independence.
• Chapter 6. Opportunities: crafting the vehicles for learning.-- Constructing character: using mathematics to understand Othello's Iago.-- Voice-thread: using story telling to understand migration.-- Music 2 save music.-- Categorizing, recognizing, and realizing learning opportunities.-- Analyzing and creating opportunities for learning.
• Chapter 7. Routines: supporting and scaffolding learning and thinking.-- A routine is more than an activity.-- Using claim-support-question to delve into number theory in fifth grade.-- More than a game: differentiating mathematics in second grade.-- Making CSQ fly in secondary mathematics.-- Tools, structures, and patterns: establishing routines in the classroom.-- Making thinking routine in our classrooms.
• Chapter 8. Interactions: forging relationships that empower learners.-- New roles for students: empowering disenfranchised learners.-- Beyond sit and get: teaching students to build on one another's ideas.-- Building culture through affect and actions.-- Shaping interactions through roles.-- Asking "Good" questions.-- Creating new patterns of discourse.-- Promoting interactions that support thinking and learning
• Chapter 9. Environment: using space to support learning and thinking.-- New learning in an old container.-- Curating a classroom.-- Designing for thinking.-- Creating environments to enhance learning and build culture: four fronts.-- Creating environments that bring out the best in learners.
• Chapter 10. Moving toward transformation.—A close look at substantive change.-- supporting change on a large scale.-- Building a vision across a school district.-- Learning together for the long haul.-- Creating opportunities.-- Building the capacity of teachers to teach one another.—Using inquiry-action projects to go deeper.-- Deeper sameness and difference in the journey to a culture of thinking.
• Appendix A. My reflections on the learning activities in this class
• Appendix B. Ladder of feedback
• Appendix C. Success analysis protocol
• Appendix D. Looking at students' thinking protocol
• Appendix E. Six key principles of the cultures of thinking project
• Appendix F. Laying the foundation for a culture of thinking
• Appendix G. Leading a culture of thinking at my school: self-assessment
• Appendix H. The development of a culture of thinking in my classroom: self-assessment
• Appendix I. Assessment ladder: reasoning with evidence.

Let’s build dynamic learning communities that engage students, promote deep understanding, and sustain a lifetime of inquiry.

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