• Summary
  • Contents
  • Subject index

Build every student’s ability and opportunity to achieve! We’ve all heard the stories of extraordinary teachers that reach struggling students and set them on a new path. Now in its third edition, this powerful book features timely new content from innovative schools and teachers, showing how to raise student achievement by upholding high expectations, while teaching with cultural responsiveness. The authors are guided by one fundamental principle: Every child has a birthright to an equitable education, one that prepares him or her for 21st century career and college readiness. This guide illuminates how to  • Lead all students to deeper learning, grounded in critical thinking, creative problem solving, communication, collaboration–and the “5th C,” cultural awareness  • Support the latest standards for college and career readiness and English Language Proficiency/Development  • Incorporate technology into teaching and learning in innovative ways, adaptable to varying resource levels.  • Use today’s current brain research to help students’ reach their full cognitive potential  • Implement lesson plans designed for elementary, middle, and secondary levels that support individualized, project-based learning, developed through a lens of cultural responsiveness Turn to the resource that has helped thousands of educators teach successfully in today’s diverse K-12 classrooms, and discover new strategies that will empower you and your students. “The authors are passionate advocates for all learners and the latest edition of this book provides a thoughtful, practical, and engaging exploration of how to ensure every learner’s experience is one that thrives on the 5Cs and makes 21st century learning come alive.” Tatyana Warrick, Communications Manager, P21, The Partnership for 21st Century Learning

Finding My Way
Finding My Way

Knowledge which is acquired under compulsion obtains no hold on the mind.

—Plato

This tenth focus point for mediation—self-directed change—is like the final rush of energy and effort at the end of a marathon. All the other mediations are built on the assumption that the mediator’s essential responsibility is to mediate and increase students’ desires to change and to change how they learn throughout life. Students’ recognition, acceptance, valuing, and monitoring of change within themselves, however, is what leads them to the finish line of independent and autonomous learning.

Reuven Feuerstein argues that the ability to change is the most stable characteristic of human beings. Whether a person wants to acknowledge that change is occurring all around and within, change is always ...

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