33,95 €*
Versandkostenfrei per Post / DHL
Lieferzeit 1-2 Wochen
Praise for Cultures of Thinking in Action
"How do we empower and support adults in deep learning so that they will create the same conditions for students in their classrooms? In Cultures of Thinking in Action, Ron Ritchhart provides the roadmap to help move us beyond one-off performative 'thinking' strategies toward transformative habits of mind and practice for both teachers and students that create the conditions for deep learning."
-Zaretta Hammond, Author, Culturally Responsive Teaching and the Brain: Promoting Authentic Engagement and Rigor Among Culturally and Linguistically Diverse Students
"Internationally renowned leader of Making Thinking Visible and Teaching for Understanding work, Ron Ritchhart begins this book by reminding us that there is no quick fix to promote thinking and understanding-we must cultivate school cultures that empower teachers and students to think and work deeply together. Thankfully, he then provides hundreds of concrete practices, routines, structures, and questions to guide us in creating classroom and school cultures of deeper thinking and learning."
-Ron Berger, Senior Advisor for Teaching & Learning at EL Education, and Co-author, Leaders of Their Own Learning
"As of this writing, I have been a professional educator for 51 ¿ years, and a long-time advocate for the cultivation of thinking. Cultures of Thinking in Action is one of the finest books on this topic I have read. If you value a thoughtful education, you'll savor this book."
-Jay McTighe, Educational Consultant and Co-author of the Understanding by Design series
Building on the framework presented in the bestselling Creating Cultures of Thinking, this new book helps educators understand how a culture of thinking looks and feels, and how to nurture its development. Much more than a simple "how-to" resource, Cultures of Thinking in Action dives deep into the why, how, and what of creating a culture of thinking. It's perfect for any educator seeking to maximize the impact they can have.
Praise for Cultures of Thinking in Action
"How do we empower and support adults in deep learning so that they will create the same conditions for students in their classrooms? In Cultures of Thinking in Action, Ron Ritchhart provides the roadmap to help move us beyond one-off performative 'thinking' strategies toward transformative habits of mind and practice for both teachers and students that create the conditions for deep learning."
-Zaretta Hammond, Author, Culturally Responsive Teaching and the Brain: Promoting Authentic Engagement and Rigor Among Culturally and Linguistically Diverse Students
"Internationally renowned leader of Making Thinking Visible and Teaching for Understanding work, Ron Ritchhart begins this book by reminding us that there is no quick fix to promote thinking and understanding-we must cultivate school cultures that empower teachers and students to think and work deeply together. Thankfully, he then provides hundreds of concrete practices, routines, structures, and questions to guide us in creating classroom and school cultures of deeper thinking and learning."
-Ron Berger, Senior Advisor for Teaching & Learning at EL Education, and Co-author, Leaders of Their Own Learning
"As of this writing, I have been a professional educator for 51 ¿ years, and a long-time advocate for the cultivation of thinking. Cultures of Thinking in Action is one of the finest books on this topic I have read. If you value a thoughtful education, you'll savor this book."
-Jay McTighe, Educational Consultant and Co-author of the Understanding by Design series
Building on the framework presented in the bestselling Creating Cultures of Thinking, this new book helps educators understand how a culture of thinking looks and feels, and how to nurture its development. Much more than a simple "how-to" resource, Cultures of Thinking in Action dives deep into the why, how, and what of creating a culture of thinking. It's perfect for any educator seeking to maximize the impact they can have.
Ron Ritchhart is an award-winning, retired Senior Research Associate at Harvard Project Zero and current Fellow at the University of Melbourne, Australia. His research is focused on developing intellectual character, making thinking visible, and enhancing school and classroom culture to promote deep learning. He is the author of the bestselling Making Thinking Visible, The Power of Making Thinking Visible, and Creating Cultures of Thinking.
List of Figures
Dedication
Acknowledgments
About the Author
Introduction
Mindset 1: For Classrooms to Be Cultures of Thinking for Students, Schools Must Be Cultures of Thinking for Teachers
What the Research Says: Why Does It Matter?
Transformative Power of Inquiry
Institutional Mirroring
Visions and Reflections: How Might It Look?
Constructing Our Vision
Contemplating Pictures of Practice
Reflecting on Current Practice
Data, Principles, and Practices: What Actions Can We Take?
Collecting Street Data
Stating the Mindset as Principles for Action
Possible Actions
Fitting New Actions with Current Realities
Conclusion: Our Theory of Action
Mindset 2: We Can't Directly Teach Dispositions; We Must Enculturate Them
What the Research Says: Why Does It Matter?
The Case for Curiosity
The Case for Metacognition
Developing Dispositions
Visions and Reflections: How Might It Look?
Constructing Our Vision
Contemplating Pictures of Practice
Reflecting on Current Practice
Data, Principles, and Practices: What Actions Can We Take?
Collecting Street Data
Stating the Mindset as Principles for Action
Possible Actions
Fitting New Actions with Current Realities
Conclusion: Our Theory of Action
Mindset 3: To Create a New Story of Learning, We Must Change the Role of the Student and the Teacher
What the Research Says: Why Does It Matter?
On Supporting Agency
On Teacher and Student Talk
On Initiative and Reliance
On Identity
Visions and Reflections: How Might It Look?
Constructing Our Vision
Contemplating Pictures of Practice
Reflecting on Current Practice
Data, Principles, and Practices: What Actions Can We Take?
Collecting Street Data
Stating the Mindset as Principles for Action
Possible Actions
Fitting New Actions with Current Realities
Conclusion: Our Theory of Action
Mindset 4: Students Learn Best When They Feel Known, Valued, and Respected by Both the Adults in the School and Their Peers
What the Research Says: Why Does It Matter?
Belonging
Relationships
Value, Fairness, and Respect
Visions and Reflections: How Might It Look?
Constructing Our Vision
Contemplating Pictures of Practice
Reflecting on Current Practice
Data, Principles, and Practices: What Actions Can We Take?
Collecting Street Data
Stating the Belief as Principles for Action
Possible Actions
Fitting New Actions with Current Realities
Conclusion: Our Theory of Action
Mindset 5: Learning Is a Consequence of Thinking
What the Research Says: Why Does It Matter?
Beware the Fluency Trap
Identifying Types of Thinking
Visions and Reflections: How Might It Look?
Constructing Our Vision
Contemplating Pictures of Practice
Reflecting on Current Practice
Data, Principles, and Practices: What Actions Can We Take?
Collecting Street Data
Stating the Mindset as Principles for Action
Possible Actions
Fitting New Actions with Current Realities
Conclusion: Our Theory of Action
Mindset 6: Learning and Thinking Are as Much a Collective Enterprise as They Are an Individual Endeavor
What the Research Says: Why Does It Matter?
Intellectual Development
Social Development
Academic Development
Professional Learning
Visions and Reflections: How Might It Look?
Constructing Our Vision
Contemplating Pictures of Practice
Reflecting on Current Practice
Data, Principles, and Practices: What Actions Can We Take?
Collecting Street Data
Stating the Belief as Principles for Action
Possible Actions
Fitting New Actions with Current Realities
Conclusion: Our Theory of Action
Mindset 7: Learning Occurs at the Point of Challenge
What the Research Says: Why Does It Matter?
Productive Struggle and Failure
Desirable Difficulties
Growth Mindset
Desire for Challenge
Visions and Reflections: How Might It Look?
Constructing Our Vision
Contemplating Pictures of Practice
Reflecting on Current Practice
Data, Principles, and Practices: What Actions Can We Take?
Collecting Street Data
Stating the Mindset as Principles for Action
Possible Actions
Fitting New Actions with Current Realities
Conclusion: Our Theory of Action
Mindset 8: Questions Drive Thinking and Learning
What the Research Says: Why Does It Matter?
Student Questions
Listening
Visions and Reflections: How Might It Look?
Constructing Our Vision
Contemplating Pictures of Practice
Reflecting on Current Practice
Data, Principles, and Practices: What Actions Can We Take?
Collecting Street Data
Stating the Belief as Principles for Action
Possible Actions
Fitting New Actions with Current Realities
Conclusion: Our Theory of Action
Mindset 9: The Opportunities We Create for Our Students Matter to Their Engagement, Empowerment, and Learning
What the Research Says: Why Does It Matter?
Qualities of Powerful Learning Opportunities
Engagement
Empowerment
Visions and Reflections: How Might It Look?
Constructing Our Vision
Contemplating Pictures of Practice
Reflecting on Current Practice
Data, Principles, and Practices: What Actions Can We Take?
Collecting Street Data
Stating the Mindset as Principles for Action
Possible Actions
Fitting New Actions with Current Realities
Conclusion: Our Theory of Action
Mindset 10: We Make Thinking and Learning Visible to Demystify, Inform, and Illuminate These Processes
What the Research Says: Why Does It Matter?
Developing Effective Learners
Enhancing Expertise and Deeper Learning
Academic Achievement
Principles and Practices: How Might It Look?
Constructing Our Vision
Contemplating Pictures of Practice
Reflecting on Current Practice
Data, Principles, and Practices: What Actions Can We Take?
Collecting Street Data
Stating the Belief as Principles for Action
Possible Actions
Fitting New Actions with Current Realities
Conclusion: Our Theory of Action
Epilogue
Appendix A
Appendix B
Appendix C
Appendix D
Appendix E
Appendix F
Appendix G
Appendix H
Appendix I
Endnotes
References
| Erscheinungsjahr: | 2023 |
|---|---|
| Fachbereich: | Unterricht |
| Genre: | Erziehung & Bildung, Importe |
| Rubrik: | Sozialwissenschaften |
| Medium: | Taschenbuch |
| Inhalt: | 272 S. |
| ISBN-13: | 9781119901068 |
| ISBN-10: | 1119901065 |
| Sprache: | Englisch |
| Einband: | Kartoniert / Broschiert |
| Autor: | Ritchhart, Ron |
| Hersteller: | John Wiley & Sons Inc |
| Verantwortliche Person für die EU: | Wiley-VCH GmbH, Boschstr. 12, D-69469 Weinheim, product-safety@wiley.com |
| Maße: | 187 x 236 x 21 mm |
| Von/Mit: | Ron Ritchhart |
| Erscheinungsdatum: | 29.06.2023 |
| Gewicht: | 0,688 kg |
Ron Ritchhart is an award-winning, retired Senior Research Associate at Harvard Project Zero and current Fellow at the University of Melbourne, Australia. His research is focused on developing intellectual character, making thinking visible, and enhancing school and classroom culture to promote deep learning. He is the author of the bestselling Making Thinking Visible, The Power of Making Thinking Visible, and Creating Cultures of Thinking.
List of Figures
Dedication
Acknowledgments
About the Author
Introduction
Mindset 1: For Classrooms to Be Cultures of Thinking for Students, Schools Must Be Cultures of Thinking for Teachers
What the Research Says: Why Does It Matter?
Transformative Power of Inquiry
Institutional Mirroring
Visions and Reflections: How Might It Look?
Constructing Our Vision
Contemplating Pictures of Practice
Reflecting on Current Practice
Data, Principles, and Practices: What Actions Can We Take?
Collecting Street Data
Stating the Mindset as Principles for Action
Possible Actions
Fitting New Actions with Current Realities
Conclusion: Our Theory of Action
Mindset 2: We Can't Directly Teach Dispositions; We Must Enculturate Them
What the Research Says: Why Does It Matter?
The Case for Curiosity
The Case for Metacognition
Developing Dispositions
Visions and Reflections: How Might It Look?
Constructing Our Vision
Contemplating Pictures of Practice
Reflecting on Current Practice
Data, Principles, and Practices: What Actions Can We Take?
Collecting Street Data
Stating the Mindset as Principles for Action
Possible Actions
Fitting New Actions with Current Realities
Conclusion: Our Theory of Action
Mindset 3: To Create a New Story of Learning, We Must Change the Role of the Student and the Teacher
What the Research Says: Why Does It Matter?
On Supporting Agency
On Teacher and Student Talk
On Initiative and Reliance
On Identity
Visions and Reflections: How Might It Look?
Constructing Our Vision
Contemplating Pictures of Practice
Reflecting on Current Practice
Data, Principles, and Practices: What Actions Can We Take?
Collecting Street Data
Stating the Mindset as Principles for Action
Possible Actions
Fitting New Actions with Current Realities
Conclusion: Our Theory of Action
Mindset 4: Students Learn Best When They Feel Known, Valued, and Respected by Both the Adults in the School and Their Peers
What the Research Says: Why Does It Matter?
Belonging
Relationships
Value, Fairness, and Respect
Visions and Reflections: How Might It Look?
Constructing Our Vision
Contemplating Pictures of Practice
Reflecting on Current Practice
Data, Principles, and Practices: What Actions Can We Take?
Collecting Street Data
Stating the Belief as Principles for Action
Possible Actions
Fitting New Actions with Current Realities
Conclusion: Our Theory of Action
Mindset 5: Learning Is a Consequence of Thinking
What the Research Says: Why Does It Matter?
Beware the Fluency Trap
Identifying Types of Thinking
Visions and Reflections: How Might It Look?
Constructing Our Vision
Contemplating Pictures of Practice
Reflecting on Current Practice
Data, Principles, and Practices: What Actions Can We Take?
Collecting Street Data
Stating the Mindset as Principles for Action
Possible Actions
Fitting New Actions with Current Realities
Conclusion: Our Theory of Action
Mindset 6: Learning and Thinking Are as Much a Collective Enterprise as They Are an Individual Endeavor
What the Research Says: Why Does It Matter?
Intellectual Development
Social Development
Academic Development
Professional Learning
Visions and Reflections: How Might It Look?
Constructing Our Vision
Contemplating Pictures of Practice
Reflecting on Current Practice
Data, Principles, and Practices: What Actions Can We Take?
Collecting Street Data
Stating the Belief as Principles for Action
Possible Actions
Fitting New Actions with Current Realities
Conclusion: Our Theory of Action
Mindset 7: Learning Occurs at the Point of Challenge
What the Research Says: Why Does It Matter?
Productive Struggle and Failure
Desirable Difficulties
Growth Mindset
Desire for Challenge
Visions and Reflections: How Might It Look?
Constructing Our Vision
Contemplating Pictures of Practice
Reflecting on Current Practice
Data, Principles, and Practices: What Actions Can We Take?
Collecting Street Data
Stating the Mindset as Principles for Action
Possible Actions
Fitting New Actions with Current Realities
Conclusion: Our Theory of Action
Mindset 8: Questions Drive Thinking and Learning
What the Research Says: Why Does It Matter?
Student Questions
Listening
Visions and Reflections: How Might It Look?
Constructing Our Vision
Contemplating Pictures of Practice
Reflecting on Current Practice
Data, Principles, and Practices: What Actions Can We Take?
Collecting Street Data
Stating the Belief as Principles for Action
Possible Actions
Fitting New Actions with Current Realities
Conclusion: Our Theory of Action
Mindset 9: The Opportunities We Create for Our Students Matter to Their Engagement, Empowerment, and Learning
What the Research Says: Why Does It Matter?
Qualities of Powerful Learning Opportunities
Engagement
Empowerment
Visions and Reflections: How Might It Look?
Constructing Our Vision
Contemplating Pictures of Practice
Reflecting on Current Practice
Data, Principles, and Practices: What Actions Can We Take?
Collecting Street Data
Stating the Mindset as Principles for Action
Possible Actions
Fitting New Actions with Current Realities
Conclusion: Our Theory of Action
Mindset 10: We Make Thinking and Learning Visible to Demystify, Inform, and Illuminate These Processes
What the Research Says: Why Does It Matter?
Developing Effective Learners
Enhancing Expertise and Deeper Learning
Academic Achievement
Principles and Practices: How Might It Look?
Constructing Our Vision
Contemplating Pictures of Practice
Reflecting on Current Practice
Data, Principles, and Practices: What Actions Can We Take?
Collecting Street Data
Stating the Belief as Principles for Action
Possible Actions
Fitting New Actions with Current Realities
Conclusion: Our Theory of Action
Epilogue
Appendix A
Appendix B
Appendix C
Appendix D
Appendix E
Appendix F
Appendix G
Appendix H
Appendix I
Endnotes
References
| Erscheinungsjahr: | 2023 |
|---|---|
| Fachbereich: | Unterricht |
| Genre: | Erziehung & Bildung, Importe |
| Rubrik: | Sozialwissenschaften |
| Medium: | Taschenbuch |
| Inhalt: | 272 S. |
| ISBN-13: | 9781119901068 |
| ISBN-10: | 1119901065 |
| Sprache: | Englisch |
| Einband: | Kartoniert / Broschiert |
| Autor: | Ritchhart, Ron |
| Hersteller: | John Wiley & Sons Inc |
| Verantwortliche Person für die EU: | Wiley-VCH GmbH, Boschstr. 12, D-69469 Weinheim, product-safety@wiley.com |
| Maße: | 187 x 236 x 21 mm |
| Von/Mit: | Ron Ritchhart |
| Erscheinungsdatum: | 29.06.2023 |
| Gewicht: | 0,688 kg |
Ähnliche Produkte
Aktuell nicht verfügbar
Lieferzeit 2-4 Werktage
Lieferzeit 1-2 Werktage
Lieferzeit 1-2 Wochen
Lieferzeit 1-2 Werktage
Lieferzeit 2-4 Werktage
Lieferzeit 4-7 Werktage