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
Journey: Journey Toward Becoming a Thinking School
Journey: Journey Toward Becoming a Thinking School
Editors' Introduction
In his chapter above, which focused on the background, evolution, definition, and criteria of Thinking Schools, Bob Burden noted that there was one school that was an early exemplar for him for what is possible when educators come together over time to focus on thinking as central to the value system of their learning community. Here is the story of that school, detailing the long journey toward becoming a Thinking School.
The story told by Gill Hubble, one of the key leaders of St Cuthbert's College in New Zealand, begins all the way back in 1992 and takes us through to early 2003. What may be surprising about this decade-long transformational process ...
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