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
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.
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