Creating Cultures of Thinking : The 8 Forces We Must Master to Truly Transform Our Schools.

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 Story -- Crafting 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 Community -- The 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' Eyes -- Dispositional 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 Migration -- Music 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 -- A Routine Is More Than an Activity -- Using Claim-Support-Question to Delve into Number Theory in Fifth Grade -- More Than a Game: Differentiating Mathematics in Second Grade -- Making CSQ Fly in Secondary Mathematics -- Tools, Structures, and Patterns: Establishing Routines in the Classroom -- Making Thinking Routine in Our Classrooms -- Chapter 8: Interactions: Forging Relationships That Empower Learners -- New Roles for Students: Empowering Disenfranchised Learners -- Beyond Sit and Get: Teaching Students to Build on One Another's Ideas -- Building Culture through Affect and Actions -- Shaping Interactions through Roles -- Asking "Good" Questions.

Creating New Patterns of Discourse -- Promoting Interactions That Support Thinking and Learning -- Chapter 9: Environment: Using Space to Support Learning and Thinking -- New Learning in an Old Container -- Curating a Classroom -- Designing for Thinking -- Creating Environments to Enhance Learning and Build Culture: Four Fronts -- Visibility -- Flexibility -- Comfort -- Invitational Quality -- Creating Environments That Bring Out the Best in Learners -- Chapter 10: Moving toward Transformation -- A Close Look at Substantive Change -- Supporting Change on a Large Scale -- Cultivating The Soil -- Nurturing Early Growth -- Building Deep Roots -- CoT School Tours -- CoT Teacher Labs -- Tending The Garden for A Long Life -- CoT Dialogue Circles -- CoT Design Studio -- Reflections of A Gardener -- Building a Vision across a School District -- Learning Together for the Long Haul -- Learning Together -- Moving Out of Our Comfort Zone -- The Residuals -- Creating Opportunities -- First Steps -- Going Deeper -- Deeper Still -- The Journey Continues -- Building the Capacity of Teachers to Teach One Another -- Using Inquiry-Action Projects to Go Deeper -- Establishing The Inquiry-Action Project Groups -- The Importance of Ongoing Facilitation of The Learning -- Celebrating The Learning -- Sameness and Difference in the Journey to a Culture of Thinking -- Appendixes -- Appendix A. My Reflections on the Learning Activities in This Class -- Appendix B. Ladder of Feedback -- Appendix C. Success Analysis Protocol: Powerful Learning Opportunities -- Appendix D. Looking At Students' Thinking (LAST) Protocol -- Appendix E. Six Key Principles of the Cultures of Thinking Project -- Appendix F. Laying the Foundation for a Culture of Thinking -- Appendix G. Leading a Culture of Thinking at My School: Self-Assessment.

Appendix H. The Development of a Culture of Thinking in My Classroom: Self-Assessment -- Appendix I. Assessment Ladder: Reasoning with Evidence -- References -- Subject Index -- Name Index -- End User License Agreement.

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Electronic reproduction. Ann Arbor, Michigan : ProQuest Ebook Central, 2024. Available via World Wide Web. Access may be limited to ProQuest Ebook Central affiliated libraries.