{"product_id":"creating-cultures-of-thinking-isbn-9781118974605","title":"Creating Cultures of Thinking","description":"\u003cb\u003eDiscover why and how schools must become places where thinking is valued, visible, and actively promoted\u003c\/b\u003e  \u003cp\u003eAs educators, parents, and citizens, we must settle for nothing less than environments that bring out the best in people, take learning to the next level, allow for great discoveries, and propel both the individual and the group forward into a lifetime of learning. This is something all teachers want and all students deserve. In \u003ci\u003eCreating Cultures of Thinking: The 8 Forces We Must Master to Truly Transform Our Schools,\u003c\/i\u003e Ron Ritchhart, author of \u003ci\u003eMaking Thinking Visible,\u003c\/i\u003e explains how creating a culture of thinking is more important to learning than any particular curriculum and he outlines how any school or teacher can accomplish this by leveraging 8 cultural forces: expectations, language, time, modeling, opportunities, routines, interactions, and environment.\u003c\/p\u003e \u003cp\u003eWith the techniques and rich classroom vignettes throughout this book, Ritchhart shows that creating a culture of thinking is not about just adhering to a particular set of practices or a general expectation that people should be involved in thinking. A culture of thinking produces the feelings, energy, and even joy that can propel learning forward and motivate us to do what at times can be hard and challenging mental work.\u003c\/p\u003e \u003cp\u003eList of Figures ix\u003c\/p\u003e \u003cp\u003eAcknowledgments xi\u003c\/p\u003e \u003cp\u003eAbout the Author xiii\u003c\/p\u003e \u003cp\u003e\u003cb\u003eIntroduction Demystifying Group and Organizational Culture 1\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eA New Standard for Education 5\u003c\/p\u003e \u003cp\u003eThe Forces that Shape Culture 6\u003c\/p\u003e \u003cp\u003eTools for Transformation 10\u003c\/p\u003e \u003cp\u003e\u003cb\u003eOne The Purpose and Promise of Schools 13\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eThinking Differently about Outcomes 16\u003c\/p\u003e \u003cp\u003eTeaching as Enculturation 19\u003c\/p\u003e \u003cp\u003eCulture as the Enactment of a Story 20\u003c\/p\u003e \u003cp\u003eEnacting Our New Story, Realizing Our Vision 34\u003c\/p\u003e \u003cp\u003eUncovering the Story of Your School or Classroom 35\u003c\/p\u003e \u003cp\u003e\u003cb\u003eTwo Expectations: Recognizing How Our Beliefs Shape Our Behavior 37\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eFocusing Students on the Learning vs. the Work 43\u003c\/p\u003e \u003cp\u003eTeaching for Understanding vs. Knowledge 47\u003c\/p\u003e \u003cp\u003eEncouraging Deep vs. Surface Learning Strategies 50\u003c\/p\u003e \u003cp\u003eEncouraging Independence vs. Dependence 54\u003c\/p\u003e \u003cp\u003eDeveloping a Growth vs. a Fixed Mindset 55\u003c\/p\u003e \u003cp\u003eExploring and Developing Expectations 59\u003c\/p\u003e \u003cp\u003e\u003cb\u003eThree Language: Appreciating Its Subtle Yet Profound Power 61\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eThe Language of Thinking 68\u003c\/p\u003e \u003cp\u003eThe Language of Community 71\u003c\/p\u003e \u003cp\u003eThe Language of Identity 74\u003c\/p\u003e \u003cp\u003eThe Language of Initiative 75\u003c\/p\u003e \u003cp\u003eThe Language of Mindfulness 78\u003c\/p\u003e \u003cp\u003eThe Language of Praise and Feedback 81\u003c\/p\u003e \u003cp\u003eThe Language of Listening 82\u003c\/p\u003e \u003cp\u003eLeveraging Language 84\u003c\/p\u003e \u003cp\u003eBecoming Proficient Users of the Languages of the Classroom 85\u003c\/p\u003e \u003cp\u003e\u003cb\u003eFour Time: Learning to Be Its Master Rather Than Its Victim 87\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eRecognizing Time as a Statement of Your Values 96\u003c\/p\u003e \u003cp\u003eLearning to Prioritize and Always Prioritizing Learning 98\u003c\/p\u003e \u003cp\u003eGiving Thinking Time 102\u003c\/p\u003e \u003cp\u003eInvesting Time to Make Time 105\u003c\/p\u003e \u003cp\u003eManaging Energy, Not Time 107\u003c\/p\u003e \u003cp\u003eIt’s Time to Rethink Time 110\u003c\/p\u003e \u003cp\u003eGetting a Better Perspective on Time 112\u003c\/p\u003e \u003cp\u003e\u003cb\u003eFive Modeling: Seeing Ourselves through Our Students’ Eyes 115\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eDispositional Apprenticeship: Being a Role Model of Learning and Thinking 125\u003c\/p\u003e \u003cp\u003eCognitive Apprenticeship: Making Our Thinking Visible 129\u003c\/p\u003e \u003cp\u003eGradual Release of Responsibility: Modeling for Independence 132\u003c\/p\u003e \u003cp\u003eInteractive Modeling: Learning from Examples, Practice, and Reflection 135\u003c\/p\u003e \u003cp\u003eLearning from Models 136\u003c\/p\u003e \u003cp\u003eModeling for the Development of Thinking, Learning, and Independence 138\u003c\/p\u003e \u003cp\u003e\u003cb\u003eSix Opportunities: Crafting the Vehicles for Learning 141\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eConstructing Character: Using Mathematics to Understand Othello’s Iago 144\u003c\/p\u003e \u003cp\u003eVoiceThread: Using Storytelling to Understand Migration 150\u003c\/p\u003e \u003cp\u003eMusic 2 Save Music 154\u003c\/p\u003e \u003cp\u003eCategorizing, Recognizing, and Realizing Learning Opportunities 159\u003c\/p\u003e \u003cp\u003eAnalyzing and Creating Opportunities for Learning 169\u003c\/p\u003e \u003cp\u003e\u003cb\u003eSeven Routines: Supporting and Scaffolding Learning and Thinking 171\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eA Routine Is More Than an Activity 177\u003c\/p\u003e \u003cp\u003eUsing Claim-Support-Question to Delve Into Number Theory in Fifth Grade 179\u003c\/p\u003e \u003cp\u003eMore Than a Game: Differentiating Mathematics in Second Grade 185\u003c\/p\u003e \u003cp\u003eMaking CSQ Fly in Secondary Mathematics 188\u003c\/p\u003e \u003cp\u003eTools, Structures, and Patterns: Establishing Routines in the Classroom 190\u003c\/p\u003e \u003cp\u003eMaking Thinking Routine in Our Classrooms 196\u003c\/p\u003e \u003cp\u003e\u003cb\u003eEight Interactions: Forging Relationships That Empower Learners 199\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eNew Roles for Students: Empowering Disenfranchised Learners 204\u003c\/p\u003e \u003cp\u003eBeyond Sit and Get: Teaching Students to Build on One Another’s Ideas 212\u003c\/p\u003e \u003cp\u003eBuilding Culture through Affect and Actions 218\u003c\/p\u003e \u003cp\u003eShaping Interactions through Roles 220\u003c\/p\u003e \u003cp\u003eAsking “Good” Questions 221\u003c\/p\u003e \u003cp\u003eCreating New Patterns of Discourse 223\u003c\/p\u003e \u003cp\u003ePromoting Interactions That Support Thinking and Learning 225\u003c\/p\u003e \u003cp\u003e\u003cb\u003eNine Environment: Using Space to Support Learning and Thinking 227\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eNew Learning in an Old Container 231\u003c\/p\u003e \u003cp\u003eCurating a Classroom 234\u003c\/p\u003e \u003cp\u003eDesigning for Thinking 242\u003c\/p\u003e \u003cp\u003eCreating Environments to Enhance Learning and Build Culture: Four Fronts 247\u003c\/p\u003e \u003cp\u003eCreating Environments That Bring Out the Best in Learners 259\u003c\/p\u003e \u003cp\u003e\u003cb\u003eTen Moving toward Transformation 261\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eA Close Look at Substantive Change 263\u003c\/p\u003e \u003cp\u003eSupporting Change on a Large Scale 267\u003c\/p\u003e \u003cp\u003eBuilding a Vision across a School District 276\u003c\/p\u003e \u003cp\u003eLearning Together for the Long Haul 281\u003c\/p\u003e \u003cp\u003eCreating Opportunities 287\u003c\/p\u003e \u003cp\u003eBuilding the Capacity of Teachers to Teach One Another 293\u003c\/p\u003e \u003cp\u003eUsing Inquiry-Action Projects to Go Deeper 298\u003c\/p\u003e \u003cp\u003eSameness and Difference in the Journey to a Culture of Thinking 303\u003c\/p\u003e \u003cp\u003eAppendix A My Reflections on the Learning Activities in This Class 307\u003c\/p\u003e \u003cp\u003eAppendix B Ladder of Feedback 309\u003c\/p\u003e \u003cp\u003eAppendix c Success Analysis Protocol 311\u003c\/p\u003e \u003cp\u003eAppendix D Looking At Students’ Thinking (LAST) Protocol 313\u003c\/p\u003e \u003cp\u003eAppendix E Six Key Principles of the Cultures of Thinking Project 315\u003c\/p\u003e \u003cp\u003eAppendix F Laying the Foundation for a Culture of Thinking 317\u003c\/p\u003e \u003cp\u003eAppendix G Leading a Culture of Thinking at My School 319\u003c\/p\u003e \u003cp\u003eAppendix H The Development of a Culture of Thinking in My Classroom 323\u003c\/p\u003e \u003cp\u003eAppendix I Assessment Ladder 327\u003c\/p\u003e \u003cp\u003eReferences 329\u003c\/p\u003e \u003cp\u003eSubject Index 351\u003c\/p\u003e \u003cp\u003eName Index 361\u003c\/p\u003e  \u003cp\u003e\u003cb\u003eRON RITCHHART\u003c\/b\u003e is a senior research associate with Project Zero at the Harvard Graduate School of Education, where he directs the worldwide Cultures of Thinking Project. He is also a fellow at the University of Melbourne, Australia, and a recipient of the Presidential Award for Excellence in Mathematics Teaching.   \u003c\/p\u003e\u003cp\u003eLet's build dynamic learning communities that engage students, promote deep understanding, and sustain a lifetime of inquiry.  \u003c\/p\u003e\u003cp\u003eOnce again we are in the throes of curriculum reforms designed to transform education. However, these efforts generally neglect the vital role classroom and school culture play in promoting learning. Any curriculum, good or bad, will sink or float on the culture of the classroom in which it is enacted. Culture matters not only to realize curricular goals, but also as a shaper of students' development as powerful thinkers and learners.  \u003c\/p\u003e\u003cp\u003e\u003ci\u003eCreating Cultures of Thinking\u003c\/i\u003e, written by leading Harvard University researcher Ron Ritchhart, builds the case for \"enculturation\" as the key to deep learning and the development of the habits of mind and dispositions needed in a changing world. He demystifies the process of creating dynamic learning communities by first identifying and then walking us through the eight forces we must marshal to build strong group culture. Case studies, practical guidelines, self-assessments, and inquiry projects enable teachers and administrators—as well as anyone interested in fostering group learning—to understand and shape powerful learning communities.  \u003c\/p\u003e\u003cp\u003ePraise for \u003ci\u003eCreating Cultures of Thinking\u003c\/i\u003e  \u003c\/p\u003e\u003cp\u003e\"Ron Ritchhart makes a powerful argument that building a 'thinking culture' within our schools is the key to better learning, greater student engagement, and more happiness all around. This book includes not only a thorough discussion of the elements of a successful school culture, but also activities to elicit contributions from students and teachers. And who knows? If the lessons in this book are put into practice, a culture of thinking might escape the classroom walls and spread to the wider world. Wouldn't that be something?\"\u003cbr\u003e \u003cb\u003e—Daniel H. Pink,\u003c\/b\u003e author of \u003ci\u003eDrive\u003c\/i\u003e and \u003ci\u003eTo Sell Is Human\u003c\/i\u003e  \u003c\/p\u003e\u003cp\u003e\"This book builds on the excellence of \u003ci\u003eMaking Thinking Visible\u003c\/i\u003e and gets to the heart of the eight forces that truly make a difference to learning—and in particular, to the mind frames of the teachers, leaders, and students that allow a sustained, contemplative, and powerful impact on learning. . . . If your aim is to go beyond the surface, this is the perfect book. You can 'hear' Ritchhart thinking as you read this \u003ci\u003etour de force.\u003c\/i\u003e\"\u003cbr\u003e \u003cb\u003e—John Hattie,\u003c\/b\u003e director, Melbourne Education Research Institute; author of \u003ci\u003eVisible Learning\u003c\/i\u003e  \u003c\/p\u003e\u003cp\u003e\"Books in education tend to be either presentations of a few big ideas, scholarly reviews of relevant literature, or guidebooks to effective practice. \u003ci\u003eCreating Cultures of Thinking\u003c\/i\u003e is a rarity—a seamless blend of all three genres. Whether you teach kindergarteners or graduate students, you will learn much from this book.\"\u003cbr\u003e \u003cb\u003e—Howard Gardner,\u003c\/b\u003e author of \u003ci\u003eTruth, Beauty, and Goodness Reframed\u003c\/i\u003e\u003c\/p\u003e","brand":"Jossey-Bass","offers":[{"title":"Default Title","offer_id":47989000863973,"sku":"NP9781118974605","price":32.0,"currency_code":"USD","in_stock":false}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/1842\/7735\/files\/9781118974605.jpg?v=1761782382","url":"https:\/\/k12savings.com\/es\/products\/creating-cultures-of-thinking-isbn-9781118974605","provider":"K12savings","version":"1.0","type":"link"}