图书简介
Creating Thinking Classrooms is loaded with examples, stories and strategies for reinvigorating schools through quality thinking and reasoning.
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
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