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Developing Minds: A Resource Book for Teaching Thinking, 3rd Edition

Edited by Arthur L. Costa



  • Forewordby Ron Brandt

  • Preface to the 3rd Edition

  • Acknowledgments

  • Introduction: The Visionby Arthur L. Costa

  • Section I. The Need to Teach Thinking


  • Chapter 1. Making America Smarter: The Real Goal of School Reformby Lauren B. Resnick

  • Chapter 2. Thinking Skills for the Information Ageby LeRoy Hay

  • Chapter 3. Thinking in Context: Teaching for Open-Mindedness and Critical Understandingby Sheldon Berman

  • Chapter 4. Five Human Passions: The Origins of Effective Thinkingby Arthur L. Costa and Robert J. Garmston

  • Chapter 5. Learning and Thinking in the Workplaceby John Edwards

  • Chapter 6. Standards-Based Thinking and Reasoning Skillsby Robert J. Marzano and Jane E. Pollock

  • Chapter 7. Teaching Thinking Skills—Defining the Problemby Barry K. Beyer

  • Section II. Thinking: Building Common Understandings


  • Chapter 8. Goals for a Critical Thinking Curriculum and Its Assessmentby Robert H. Ennis

  • Chapter 9. Thinking Skills: Meanings and Models Revisitedby Barbara Z. Presseisen

  • Chapter 10. What Is Problem Solving?by Jack Lochhead and Aletta Zietsman

  • Chapter 11. Thinking About Decisionsby Robert J. Swartz

  • Chapter 12. Creative Thinking: An Essential Life Skillby Gerard J. Puccio and Mary C. Murdock

  • Chapter 13. Added Value: A Dispositional Perspective on Thinkingby Shari Tishman

  • Chapter 14. Actively Open-Minded Thinkingby Jonathan Baron

  • Chapter 15. Habits of Mindby Arthur L. Costa

  • Chapter 16. What Philosophy Offers to the Teaching of Thinkingby Barry K. Beyer

  • Section III. Creating Thought-Full Environments


  • Chapter 17. Capitalizing on the Invisible Dimension of Organizational Learningby Geoffrey Caine and Renate Nummela Caine

  • Chapter 18. Thoughtful Parentingby Dee Dickinson

  • Chapter 19. Designing the Invitational Environmentby John Barell

  • Chapter 20. Preparing Teachers of Thinkingby David S. Martin and Nicholas M. Michelli

  • Chapter 21. From Staff Development to Professional Development: Supporting Thoughtful Adults for Thinking Schoolsby Laura Lipton and Bruce Wellman

  • Chapter 22. For Administrators: Keeping the Focusby David S. Martin

  • Chapter 23. Building a Thoughtful High Schoolby William C. Martin

  • Chapter 24. Managing for Reflection: A Superintendent's Dilemmaby Sherry P. King

  • Chapter 25. Mediative Environmentsby Arthur L. Costa

  • Section IV. Our Changing Perspectives on Thinking


  • Chapter 26. Our Changing Perspective of Intelligence: Master Architects of the Intellectby Robin Fogarty

  • Chapter 27. Becoming a Constructivist Teacherby Jacqueline Grennon Brooks and Martin G. Brooks

  • Chapter 28. The Social Side of Thinkingby David Perkins

  • Chapter 29. In the Grips of Emotionby Robert J. Swartz

  • Chapter 30. On Teaching Brains to Think: A Conversation with Robert Sylwesterby Ron Brandt

  • Chapter 31. The Biological Basis for Thinkingby Lawrence F. Lowery

  • Chapter 32. A New Taxonomy of Educational Objectivesby Robert J. Marzano

  • Section V. Human Variability and Thinking


  • Chapter 33. A Survey of Thinking and Learning Stylesby Armando Lozano

  • Chapter 34. Thinking Stylesby Robert J. Sternberg

  • Chapter 35. Teaching For, With, and About Multiple Intelligencesby David G. Lazear

  • Chapter 36. Thinking and the Special-Needs Learnerby David S. Martin

  • Chapter 37. Cultural Influences on Critical Thinking and Problem Solvingby Douglas F. Brenner and Sandra Parks

  • Chapter 38. Reversing Underachievement in Urban Students: Pedagogy of Confidenceby Yvette Jackson

  • Chapter 39. Thinking in a Culture of Povertyby Ruby K. Payne

  • Chapter 40. The Biological Basis for Learningby Lawrence F. Lowery

  • Section VI. Thinking Across the Curriculum


  • Chapter 41. Developing a Scope and Sequence for Thinking Skills Instructionby Barry K. Beyer

  • Chapter 42. Teacher as “Thought-Full” Designerby Bena Kallick and Marian Leibowitz

  • Chapter 43. Big Rocks and Powerful Kingdoms: Problem-Based Learning in Science and Social Studiesby John Barell, Cheryl Hopper and Ann White

  • Chapter 44. Resetting the Table: A Balanced Diet of Thought-Filled Integrationby Burton Cohen and Peter Hilts

  • Chapter 45. Infusing Critical and Creative Thinking into Content Instructionby Robert J. Swartz

  • Chapter 46. What Research Says About Teaching Thinking Skillsby Barry K. Beyer

  • Section VII. Thinking in School Subjects


  • Chapter 47. Mathematics: The Thinking Arena for Problem Solvingby Marcy Cook

  • Chapter 48. Improving Thinking Abilities Through Reading Instructionby Cathy Collins Block

  • Chapter 49. What Is Write for Thinking?by Arthur Whimbey, Jack Lochhead, Myra J. Linden and Carol Welsh

  • Chapter 50. Teaching Thinking in Scienceby Robert J. Swartz and Stephen David Fischer

  • Chapter 51. The Role of the Arts in Cognition and Curriculumby Elliot W. Eisner

  • Chapter 52. Infusing Thinking in History and the Social Sciencesby Barry K. Beyer

  • Chapter 53. A View from the Foxhole: Elevating Foreign Language Classroomsby Virginia Pauline Rojas

  • Chapter 54. Music and Skillful Thinkingby Ruth M. Loring

  • Chapter 55. Developing a Lifetime of Literacyby Rebecca Reagan

  • Chapter 56. Developing Thinking Skills in Physical Educationby Daniel M. Landers, William Maxwell, Jessica Butler and Lex Fagen

  • Section VIII. Techniques for Teaching Thinking


  • Chapter 57. Teaching For, Of, and About Thinkingby Arthur L. Costa

  • Chapter 58. Teachers Behaviors That Enable Student Thinkingby Arthur L. Costa

  • Chapter 59. Teaching for Transferby David Perkins and Gavriel Salomon

  • Chapter 60. Teaching the Language of Thinkingby Arthur L. Costa and Robert J. Marzano

  • Chapter 61. Cueing Thinking in the Classroom: The Promise of Theory-Embedded Toolsby Jay McTighe and Frank T. Lyman Jr.

  • Chapter 62. Practical Strategies for Direct Instruction in Thinking Skillsby Barry K. Beyer

  • Chapter 63. Visual Tools for Mapping Mindsby David Hyerle

  • Chapter 64. Mediating the Metacognitiveby Arthur L. Costa

  • Chapter 65. Making Sense of Thinkingby Jack Lochhead

  • Chapter 66. Putting It All Together to Improve Student Thinkingby Barry K. Beyer

  • Section IX. Strategies for Teaching Thinking


  • Chapter 67. Dialogical and Dialectical Thinkingby Richard W. Paul

  • Chapter 68. Concept Developmentby Sydelle Seiger-Ehrenberg

  • Chapter 69. Teaching for Creative Learning and Problem Solvingby Donald J. Treffinger and Scott G. Isaksen

  • Chapter 70. Thinking for Understandingby David Perkins

  • Chapter 71. Teaching Problem Solving as a Way of Lifeby Robert J. Sternberg

  • Chapter 72. Cooperation and Conflict: Effects on Cognition and Metacognitionby David W. Johnson and Roger T. Johnson

  • Chapter 73. The Art and Craft of “Gently Socratic” Inquiryby Thomas E. Jackson

  • Chapter 74. Teaching Cognitive Strategies for Reading, Writing, and Problem Solvingby Michael Pressley and Karen R. Harris

  • Section X. Teaching Thinking Through Technology


  • Chapter 75. Technology and Thinking: The Evolving Relationshipby James M. Wilson III

  • Chapter 76. Thinking in the Information Ageby Gary R. Morrison and Deborah L. Lowther

  • Chapter 77. Learning in a Digital Worldby John Richards

  • Chapter 78. Integrating Research, Thinking, and Technologyby Joanne Marien, Elaine Vislocky and Linda Chapman

  • Section XI. Assessing Growth in Thinking Abilities


  • Chapter 79. To Think or Not to Think: Thinking as Measured on State and National Assessmentsby Elliot Asp

  • Chapter 80. State Exams Flunk Test of Quality Thinkingby Monty Neill

  • Chapter 81. Building a System for Assessing Thinkingby Arthur L. Costa and Bena Kallick

  • Chapter 82. How Teachers Can Assess the Thinking Skills They Are Teachingby Robert Stone

  • Chapter 83. Performances to Assess Standards and Intellectual Growthby Kay Burke

  • Chapter 84. A Format for Assessing Thinking Skillsby Barry K. Beyer

  • Chapter 85. Assessing Thinking Skillsby Alec Fisher

  • Appendixes and Resources


  • Glossary of Thinking Termsby Barry K. Beyer, Arthur L. Costa and Barbara Z. Presseisen

  • Appendix A. Self-Reflection on Our Own Models of Teachingby John Barell

  • Appendix B. Classroom Observation Checklistby Lee Winocur Field

  • Appendix C. How Thoughtful Is Your School?by Arthur L. Costa3

  • Appendix D. Checklist for Thinking Skills Programsby Barry K. Beyer

  • Recommended Resources

  • About the Authors

  • Related ASCD Resources for Developing Minds: A Resource Book for Teaching Thinking, 3rd Edition

  • Buy This Book!
    Buy this Book!


     

    Copyright © 2001 by the Association for Supervision and Curriculum Development (ASCD). All rights reserved. No part of this publication may be reproduced or transmitted in any form or by any means, electronic or mechanical, including photocopy, recording, or any information storage and retrieval system, without permission from ASCD.

    Because ASCD does not hold copyright to the following chapters, they may not be reproduced in any form without the consent of the authors, their publishers, or the agents listed in the copyright notice on the first page of each chapter: 1, 4, 7, 11, 13, 16, 17, 21, Section IV Introduction, 26, 28, 29, 31, 39, 40, 41, 45, 46, 50, 52, 62, 63, 66, 67, 70, 74, 80, 83, 84

     



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