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
Language: Thinking Language Learners
Language: Thinking Language Learners
Editors' Introduction
It is intriguing to note that in the last chapter the animating questions that Donna J. DeSiato and Judy Morgan offered us drove to the center of classroom practice in the 21st century: What is learning? What is thinking? Are these two dimensions of education the same? In this chapter, Estee Lopez and Larry Alper engage us in a spirited exploration of two equally important questions: What is language? What is thinking? This leads the authors to look closely at the rich interface of these two foundations for learning. These may be more philosophical questions for some, but the reality on the ground is charged in every classroom. It is clear that most of our ...
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