A new volume for the Experts In Assessment series focusing on assessing students' abilities as self-directed learners. Self-directed learners are defined as self-managing, self-monitoring, and self-modifying. These three dispositions need to be assessed to determine if they are being internalized and habituated over time. Arthur L Costa and Bena ......
Are your students poised for success? Need a clear roadmap for achieving the college and career readiness goals of the Common Core and 21st century learning? Grounded in Costa and Kallick's groundbreaking habits of mind work, and informed by current research, this book helps educators: Build consensus around what attributes and abilities all students should possess by the time they graduate Develop a common language around these dispositions so that students will encounter them daily Integrate these dispositions into curriculum design, instruction, and assessment Create school cultures that value dispositional learning
This innovative book on school reform addresses directly the curriculum needs for the twenty-first century. The contributors share a new vision for schools that fosters a desire to learn about self, others and the world and to view life as an intellectual and personal quest for knowledge and meaning. The book presents a strong case for teaching process - including critical thinking, problem-solving, information-processing and life-long learning skills - which evidence shows can be more effective than the teaching of specific disciplines.
This innovative book on school reform addresses directly the curriculum needs for the twenty-first century. The contributors share a new vision for schools that fosters a desire to learn about self, others and the world and to view life as an intellectual and personal quest for knowledge and meaning. The book presents a strong case for teaching process - including critical thinking, problem-solving, information-processing and life-long learning skills - which evidence shows can be more effective than the teaching of specific disciplines.
The revision of the curriculum to meet the needs of the twenty-first century is the theme of this book. It puts forward a powerful case for making the learning process the major focus of the curriculum, and describes how traditional ways of developing curriculum, instruction, parental involvement, decision-making, assessment, teaching and teacher education would be different in a process-oriented learning organization.
Teaching for Intelligence II brings together the top minds in education to discuss the issues surrounding intelligence. Taken directly from the 1999 Teaching for Intelligence Conference, experts discuss such topics as: Unleashing the Power of Perceptual Change Learning and Transfer Constructivist Assessment in Early Childhood Education Learning to Learn An invaluable resource for educators, Teaching for Intelligence II provides immediate access to these leading thinkers and their theories at the turn of a page.
School reform efforts in the United States during the last decade have tended to concentrate on issues including professionalizing teaching, site-based decision-making, increasing the school day and academic year, and national assessments. The curriculum has been only peripherally addressed. This book focuses on the curriculum, detailing steps that need to be taken to move from a traditional school system to a true learning organization.
School reform efforts in the United States during the last decade have tended to concentrate on issues including professionalizing teaching, site-based decision-making, increasing the school day and academic year, and national assessments. The curriculum has been only peripherally addressed. This book focuses on the curriculum, detailing steps that need to be taken to move from a traditional school system to a true learning organization.
Creating Mindful Curriculum, Instruction, and Dialogue
"Within this robust collection, the reader is soon privy to a noble and notable vision of schooling in which mindfulness permeates the metaphorical walls of the school and all of its structural components: the curriculum, the instruction, and the reflective practices of those immersed in the vision." -From the Foreword by Robin Fogarty "What is the next best thing to having the opportunity to be in one of Art Costa's presentations? It is clearly the opportunity to read and reread his work. He has a knack for making the theoretical understandable and the practical 'practice-able.'" -Bena Kallick, Educational Consultant "Art Costa has done more than anyone I can think of to advance the practical cause of more thoughtful education." -David Perkins, Professor of Education Harvard University Create a culture where the process of thinking is the content of instruction! This unique guide reflects the author's best and most recent research, theory, and practice for the teaching of thinking. Arthur L. Costa explains why educators need to integrate explicit thinking instruction into daily lessons, illustrates what the instruction of thinking looks like in the classroom, and identifies the curricular changes that can have the most positive impact. The text also examines: Curriculum mapping efforts that support the teaching of thinking Specific teaching behaviors that foster students' thinking processes Cognitive coaching that encourages a high level of performance Metacognitive mediations that connect immediate lessons to lifelong learning
