Summary
Contents
Subject index
Give students the essential thinking skills they need to thrive.
Content-focused teaching may yield marginal improvements in test scores, but leaves students without the cognitive skills and dispositions for success in an information-overloaded world that requires deep thinking, collaborative problem solving, and emotional intelligence.
David Hyerle has brought exciting models for enabling students to drive their own thinking and learning to schools in every corner of the world, with outstanding results. In this book, Hyerle presents case studies of schools and educators who have applied these models, in some cases system-wide, to ensure every student can thrive in an increasingly complex future. Among his powerful concepts for short and long-term improvement are: Visual Tools for Thinking—The nonlinguistic tools that have made Hyerle's famous “Thinking Maps” model so successful; Dispositions for Mindfulness—a language for students to improve their intellectual-emotional behaviors as they learn; Questioning for Inquiry—A system for developing students' abilities to ask questions in the context of a developing Community of Inquiry, including the use of Bloom's revised Taxonomy and the Six Hats Thinking® model
Ultimately, Pathways to Thinking Schools synthesizes the potential of smart content-based teaching with the powerful thinking skills and dispositions that supercharge the educational experience.
“In a global community, countries recognize reciprocal interests and the need and benefit of interdependence. Therefore, this new paradigm of a global community calls for Thinking Schools internationally.”
—Yvette Jackson, Chief Executive Officer
National Urban Alliance
Criteria: Criteria for a Thinking Schools Approach
Criteria: Criteria for a Thinking Schools Approach
Editors' Introduction
In the last two chapters, Lisa Dellamora and Kim Williams offered a challenging “ripple effects” view of future schooling if we continue to pursue a vision of learning based primarily on the teaching and testing of knowledge in the isolated silos we call content areas while disregarding what we now know about 21st-century learning needs and neuroscience research. Many of the innovations that surface to shift from this antiquated view seem as isolated: Bring in a “new” program, more supervision and evaluation of teachers, reduced class size and/or school size, promote technology use by student, privatize schools for more competition and innovation, apply isolated “brain-based” research to practice, focus on “best ...
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