by
Lipman, Matthew.
Call Number
371.3 22
Publication Date
2003
Format:
Electronic Resources
Relevance:
6.0689
by
Ashman, A. F. (Adrian F.)
Call Number
370.15 21
Publication Date
2002
Format:
Electronic Resources
Relevance:
5.9122
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by
Costa, Arthur L.
Call Number
370.1524 22
Publication Date
2008
Summary
Encompasses immediate and practical considerations that promote using the Habits of Mind in classrooms and schools every day. Also, addresses the concern for creating a learning culture that considers the Habits of Mind as central to building a thoughtful community and world.
Format:
Electronic Resources
Relevance:
5.7492
by
Costa, Arthur L.
Call Number
370.152 22
Publication Date
2009
Summary
Real-life experiences from K-12 teachers provide readers with insight and model lessons for weaving the development of strong habits of mind into daily instruction in language arts, music, physical education, social studies, math, foreign language, and other content areas.
Format:
Electronic Resources
Relevance:
5.6448
by
Burden, Robert L.
Call Number
370.152 21
Publication Date
2002
Format:
Electronic Resources
Relevance:
5.3396
by
Brookhart, Susan M.
Call Number
371.271 22
Publication Date
2010
Summary
Educators know it's important to get students to engage in "higher-order thinking." But what does higher-order thinking actually look like? And how can K-12 classroom teachers assess it across the disciplines? Author, consultant, and former classroom teacher Susan M. Brookhart answers these questions and more in this straightforward, practical guide to assessment that can help teachers determine if students are actually displaying the kind of complex thinking that current content standards emphasize. Brookhart begins by laying out principles for assessment in general and for assessment of higher-order thinking in particular. She then defines and describes aspects of higher-order thinking according to the categories established in leading taxonomies, giving specific guidance on how to assess students in the following areas: Analysis, evaluation, and creation, Logic and reasoning, Judgment, Problem solving, Creativity and creative thinking. Examples drawn from the National Assessment of Educational Progress and from actual classroom teachers include multiple-choice items, constructed-response (essay) items, and performance assessment tasks. Readers will learn how to use formative assessment to improve student work and then use summative assessment for grading or scoring. Aimed at elementary, middle, and high school teachers in all subject areas, How to Assess Higher-Order Thinking Skills in Your Classroom provides essential background, sound advice, and thoughtful insight into an area of increasing importance for the success of students in the classroom--and in life.
Format:
Electronic Resources
Relevance:
5.2751
by
Adams, Marilee.
Call Number
370.152 23
Publication Date
2013
Summary
"Building on the success of her classic, bestselling book, Change Your Questions, Change Your Life (over 100,000 copies sold), Marilee Adams shows in this new book how teachers and other education professionals can change their own and their students' lives by developing an active, inquiring mindset and igniting a lifelong love of learning"--
Format:
Electronic Resources
Relevance:
5.0931
by
Brooks, Jacqueline Grennon.
Call Number
370.1523 21
Publication Date
2002
Summary
Too many students experience school as a place to put in time ... and view their lives within school walls as distinctly different from their lives at home and in their community. Too many educators seem to share that point of view and focus more on lists of standards than the students they are supposed to serve. This book is about how we might blur the distinctions between "school life" and "real life," between learning and teaching, between learning well and living well. It's for anyone who has ever asked . When did we decide test scores were more important than understanding? . When did we accept the image of teachers as mere implementers of state curricula? . When did we accept the idea that schools are places where no one has to think too hard? This book is a rallying cry to our true educational mission. It's an assertion that we can have the schools we really want if we're bold enough to look beyond the myths of what a good school is, and instead, work to facilitate intellectual, ethical, and aesthetic growth in our students and ourselves. Author Jacqueline Grennon Brooks goes inside the classroom to share the experiences of teachers, parents, and students and to present contrasting examples of schooling that honors the complexity of learning and life and schooling that ignores it. It's a journey that will inspire the reexamination of practices and the revitalization of schools.
Format:
Electronic Resources
Relevance:
4.9622
by
Brookhart, Susan M.
Call Number
371.271 BRO
Publication Date
2010
Summary
This straightforward, practical guide describes what higher-order thinking looks like and shows how K-12 classroom teachers can assess it across the disciplines.
Format:
Electronic Resources
Relevance:
4.2309
by
Sternberg, Robert J.
Call Number
371.102 22
Publication Date
2009
Summary
Provides instructional and assessment guidelines for strengthening students' higher-order thinking and reasoning skills.
Format:
Electronic Resources
Relevance:
4.0984
by
Marzano, Robert J.
Call Number
371.102 23
Publication Date
1997
Format:
Electronic Resources
Relevance:
3.9205
by
Adey, Philip.
Call Number
371.3 20
Publication Date
1994
Format:
Electronic Resources
Relevance:
3.8949
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