Holdings Information
Creating thinking classrooms : leading educational change for this century / Garfield Gini-Newman, Roland Case ; with contributions by Stefan Stipp and Warren Woytuck.
Bibliographic Record Display
-
Title:Creating thinking classrooms : leading educational change for this century / Garfield Gini-Newman, Roland Case ; with contributions by Stefan Stipp and Warren Woytuck.
-
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
-
Location:EDUCATION LIBRARY stacksWhere is this?
-
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.