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• Title:Creating thinking classrooms : leading educational change for this century / Garfield Gini-Newman, Roland Case ; with contributions by Stefan Stipp and Warren Woytuck.
  
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• Author/Creator:Gini-Newman, Garfield, author.
  
• Other Contributors/Collections:Case, Roland, 1951- author.
  
• Published/Created:Thousand Oaks, California : Corwin, a SAGE Company, [2018]
  

• Holdings

  Holdings Record Display

  • Location:EDUCATION LIBRARY stacksWhere is this?
    
  • Call Number: LB1062 .G47 2018
    
  • Number of Items:1
    
  • Status:Available
    

   
• Library of Congress Subjects:Creative thinking--Study and teaching.
  Thought and thinking--Study and teaching.
  Educational change.
  
• Description:xiv, 285 pages ; 26 cm
  
• Summary:"This is a book for school leaders in a broad sense: anyone in schools who wishes to take a leadership role whether district leaders, principals, curriculum specialists, department heads, or coaches. Anyone who leads and supports teachers. The book focuses on separating the rhetoric of school reform from the reality, analyzing what is actually happening, and offering advice that teachers can use. The reform movement shifts are threefold: 1. Reorient teaching beliefs from a discovery or didactic classroom to that of a thinking classroom 2. Focus attention on more enriched versions of the traditional education goals. Move from fostering knowledge to deep understanding, from skills to real-life competencies, and from attitudes to genuine commitments 3. Align teaching with 5 key principles- engage students, sustain inquiry, nurture self-regulated learners, create assessment rich learning, and enhance learning through digital technology This book is loaded with examples, stories, reflections, and action steps. A key attitude throughout the book is many of the changes that are being called for are already in place but need to be sharpened. There is often a need to renovate rather create a revolution. The proposed changes can be useful for teachers to affirm what they do well, refine their practice, and aspire to more substantial changes in areas that need renovation"-- Provided by publisher.
  
• Notes:Includes bibliographical references and index.
  
• ISBN:9781506398433 paperback ; alkaline paper
  150639843X paperback ; alkaline paper
  
• Contents:Machine generated contents note: pt. I UNDERSTAND THE ISSUES
  ch. 1 Opportunities and Challenges
  Defining the Challenges
  Urgency to Improve
  Many Directions for Change
  Three Potential Pitfalls
  Three Promising Directions
  Concluding Thoughts
  Notes
  pt. II REORIENT THE FOUNDATIONS: WHY THINKING IS AT THE HEART OF MEANINGFUL LEARNING
  ch. 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
  ch. 3 Critical, Creative, and Collaborative Dimensions of Thinking
  Power of an Integrated Approach to Thinking
  Critical Dimension
  Creative Dimension
  Collaborative Dimension
  Concluding Thoughts
  Note
  ch. 4 Framework for Nurturing Thinking Classrooms
  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
  pt. III REFOCUS THE GOALS: WHAT SCHOOLS MUST ACHIEVE TO BETTER PREPARE STUDENTS
  ch. 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
  ch. 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
  ch. 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
  pt. IV ALIGN WITH GUIDING PRINCIPLES: HOW TEACHERS CAN BEST SUPPORT 21ST CENTURY LEARNING
  ch. 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
  ch. 9 Sustain Inquiry
  What Is Sustained Inquiry?
  Why Is It Important to Sustain Inquiry?
  What Practices Promote Sustained Inquiry?
  Concluding Thoughts
  Notes
  ch. 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
  ch. 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
  ch. 12 Enhance Learning Through Digital Technology
  What Is Digitally Enhanced Learning?
  Why Is Digitally Enhanced Learning Important?
  Concluding Thoughts
  Note
  pt. V SUPPORT TEACHER GROWTH
  ch. 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.