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Creating cultures of thinking : the 8 forces we must master to truly transform our schools /
"Discover why and how schools must become places where thinking is valued, visible, and actively promoted. As educators, parents, and citizens, we must settle for nothing less than environments that bring out the best in people, take learning to the next level, allow for great discoveries, and...
| Clasificación: | Libro Electrónico |
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| Autor principal: | |
| Formato: | Electrónico eBook |
| Idioma: | Inglés |
| Publicado: |
San Francisco :
Jossey-Bass, Wiley,
2015.
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| Edición: | 1. |
| Temas: | |
| Acceso en línea: | Texto completo |
Tabla de Contenidos:
- Creating Cultures of Thinking: The 8 Forces We Must Master to Truly Transform Our Schools; Contents; List of Figures; Acknowledgments; About the Author; Introduction: Demystifying Group and Organizational Culture; A New Standard for Education; The Forces That Shape Culture; Expectations; Language; Time; Modeling; Opportunities; Routines; Interactions; Environment; Tools for Transformation; Chapter 1: The Purpose and Promise of Schools; Thinking Differently about Outcomes; Teaching as Enculturation; Culture as the Enactment of a Story; Uncovering the Old Story.
- Taking a Hard Look at the Current StoryCrafting a Different Story for Schools; 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 CommunityThe 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 Your Values; Learning to Prioritize and Always Prioritizing Learning; Giving Thinking Time; Investing Time to Make Time; Managing Energy, Not Time; It's Time to Rethink Time; Getting a Better Perspective on Time.
- Chapter 5: Modeling: Seeing Ourselves through Our Students' EyesDispositional Apprenticeship: Being a Role Model 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.
- VoiceThread: Using Storytelling to Understand MigrationMusic 2 Save Music; Categorizing, Recognizing, and Realizing Learning Opportunities; Categorizing: What Are the Key Dimensions on Which Opportunities Differ?; Recognizing: What Are the Specific Characteristics of Challenging Opportunities That Promote Learning?; Novel Application; Meaningful Inquiry; Effective Communication; Perceived Worth; Realizing: How Do We Make Challenging Opportunities Work for Teachers and Students?; Analyzing and Creating Opportunities for Learning; Chapter 7: Routines: Crafting the Vehicles for Learning.