Examines why educators need to integrate explicit thinking instruction into daily lessons and illustrates what thinking-and the teaching of thinking-looks and sounds like.
Examines why educators need to integrate explicit thinking instruction into daily lessons and illustrates what thinking-and the teaching of thinking-looks and sounds like.
Arthur L. Costa, Ed.D., is an Emeritus Professor of Education at California State University, Sacramento. He is Co-Founder of the Institute for Habits of Mind and Co-founder of the Center for Cognitive Coaching. He served as a classroom teacher, a curriculum consultant, and an assistant superintendent for instruction in the Office of the Sacramento County Superintendent of Schools and as the director of educational programs for the National Aeronautics and Space Administration. He has made presentations and conducted workshops in all 50 states as well as on six of the seven continents Active in many professional organizations, Art served as president of the California Association for Supervision and Curriculum Development and was the National President of Association for Supervision and Curriculum Development, from 1988 to 1989. He was the recipient of the prestigious Lifetime Achievement Award from the National Urban Alliance in 2010.
Inhaltsangabe
Foreword by Robin Fogarty Acknowledgments About the Author Part I. The School as a Home for the Mind: A Vision of Mindfulness 1. The School as a Home for the Mind 2. Aesthetics: Where Thinking Originates 3. Habits of Mind: Learnings That Last 4. Launching Self-Directed Learners, With Bena Kallick Part II. The Mind-Full Curriculum 5. Maturing Outcomes, With Robert J. Garmston 6. Mapping Forward 7. Changing Curriculum Means Changing Your Mind 8. Teaching for, of, and About Thinking 9. Five Thoughts for a More Though-Full Curriculum Part III. Mindful Dialogue 10. Through the Lens of a Critical Friend, With Bena Kallick 11. Cognitive Coaching: Conversations That Mediate Self-Directedness, With Robert J. Garmston 12. Norms of Collaboration: Attaining Communicative Competence, With William Baker and Stanley Shalit 13. Getting Into the Habit of Reflection, With Bena Kallick Part IV. Toward Mindful Instruction 14. What Goes on in Your Head When You Teach? 15. Do You Speak Cogitare? 16. Teacher Behaviors That Enable Student Thinking 17. Mediating the Metacognitive Part V. The Mindful School: A Re-Vision 18. Creating a Culture of Mindfulness 19. Mind Workers Unite! Index
Foreword by Robin Fogarty Acknowledgments About the Author Part I. The School as a Home for the Mind: A Vision of Mindfulness 1. The School as a Home for the Mind 2. Aesthetics: Where Thinking Originates 3. Habits of Mind: Learnings That Last 4. Launching Self-Directed Learners, With Bena Kallick Part II. The Mind-Full Curriculum 5. Maturing Outcomes, With Robert J. Garmston 6. Mapping Forward 7. Changing Curriculum Means Changing Your Mind 8. Teaching for, of, and About Thinking 9. Five Thoughts for a More Though-Full Curriculum Part III. Mindful Dialogue 10. Through the Lens of a Critical Friend, With Bena Kallick 11. Cognitive Coaching: Conversations That Mediate Self-Directedness, With Robert J. Garmston 12. Norms of Collaboration: Attaining Communicative Competence, With William Baker and Stanley Shalit 13. Getting Into the Habit of Reflection, With Bena Kallick Part IV. Toward Mindful Instruction 14. What Goes on in Your Head When You Teach? 15. Do You Speak Cogitare? 16. Teacher Behaviors That Enable Student Thinking 17. Mediating the Metacognitive Part V. The Mindful School: A Re-Vision 18. Creating a Culture of Mindfulness 19. Mind Workers Unite! Index
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