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Creating Thinking Classrooms

Leading Educational Change for This Century

First Edition
By: Garfield Gini-Newman, Roland Case

Recapture the fundamentals of classroom learning with a practical and powerful roadmap school leaders can use to chart the way forward.

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Product Details

Grade Level: PreK-12
ISBN: 9781506398433
Published By: Corwin
Year: 2018
Page Count: 304
Publication date: March 22, 2018

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Description

Reinvigorating today’s schools with Critical, Creative and Collaborative thinking

Critical, creative and collaborative thinking should be at the centre of all 21st century teaching and learning. Creating Thinking Classrooms is loaded with examples, stories and strategies for reinvigorating schools with this quality thinking. Written for leaders who support teachers, this guide treats educational change as a process of renovation, rather than process of revolution, and emphasizes building upon, refining and sustaining the many good things happening in today’s schools. Practical and user-friendly, it emphasizes five key principles for learning and teaching:

Engaging students
Sustaining inquiry
Nurturing self-regulated learners
Creating assessment-rich learning
Enhancing learning through digital technology

As a balanced and reasoned response to the challenges and opportunities facing schools, this book separates the rhetoric of school reform from reality by analyzing what’s actually happening and offering a plan educators can use. Recapture the fundamentals of classroom learning with a practical and powerful roadmap charting the way forward.

As a principal and community superintendent, I observed firsthand how transformational the work of Garfield Gini-Newman and Roland Case is in the school community, and on a systemic level, in the school community, and on a systemic level. Creating Thinking Classrooms takes theory and research and places it directly into the hands of practitioners by offering thoughtful and immediately-useful strategies. Not only does this work transform engagement and achievement, but it also transforms thinking for both teachers and their students. Teaching and learning go from passive acquisition of information to active, purposeful, and deliberate interaction with the curriculum. It is a must-read!
Ursula A. Hermann, Ph.D, retired principal and community superintendent
Montgomery County Public Schools

What impresses me most about Creating Thinking Classrooms is the notion of framing the retooling of schools as renovation or reinvigoration rather than as revolution. Too many seem to ignore that there are many good things worth preserving in our schools and others that need to be reframed or recast to give them greater currency. This book builds on what has worked and makes it better. The message – being purposeful and patiently focused on long-term success – is a powerful one that needs to be heard above the din.
David Chojnacki, Executive Director
Near East South Asia Council of Overseas Schools

Author(s)

Garfield Gini-Newman

Garfield Gini-Newman blends humor with a deep understanding of effective curriculum design centered on the infusion of critical thinking for all. As an associate professor at OISE/University of Toronto and a senior national consultant with The Critical Thinking Consortium, Garfield has worked with thousands of teachers across grades and subjects, helping them to frame learning around engaging and provocative activities and authentic assessments. Requests for Garfield’s services have taken him from Asia to the Middle East, Europe, the Caribbean, and across North America. His interest in effective teaching and learning has led him to actively explore the challenges and opportunities presented by teaching and learning in the digital age. Garfield has spoken across Canada and internationally on critical thinking, brain compatible classrooms, curriculum design and effective assessment practice, and nurturing 21st century skills in a digital world. In addition to his work at the University of Toronto and delivering workshops, Garfield has also authored several articles, chapters in books, and seven textbooks and has taught in the faculties of education at York University and the University of British Columbia. His most recent book co-authored with Roland Case, Creating Thinking Classrooms has received widespread praise from leading educators across Canada and internationally.

Roland Case

Roland Case is currently on leave from his position of Professor of Curriculum and Social Studies at Simon Fraser University. He is a co-founder of TC2-The Critical Thinking Consortium—an association of 35 school districts, post-secondary institutions, and teacher organizations working to support critical thinking from kindergarten to graduate school. Over the last ten years, Roland has worked with over 15,000 educators to embed critical thinking into their teaching practices. Roland is co-editor of the Canadian Anthology of Social Studies and of the Critical Challenges Across the Curriculum, an award winning series of 20 teaching resources for critical thinking.

Table of Contents

Preface

About the Authors

PART I. UNDERSTAND THE ISSUES

Chapter 1. Opportunities and Challenges

Defining the Challenges

The Urgency to Improve

The Many Directions for Change

Three Potential Pitfalls

Three Promising Directions

Concluding Thoughts

Notes

PART II. REORIENT THE FOUNDATIONS: WHY THINKING IS AT THE HEART OF MEANINGFUL LEARNING

Chapter 2. Thinking Is the Key

Basic Orientations to Teaching and Learning

Alternative Sources of Curriculum Content

Differing Views of Student Learning

Contrasting Roles for Teachers

Implications for an Inquiry Unit

Concluding Thoughts

Notes

Chapter 3. Critical, Creative, and Collaborative Dimensions of Thinking

The Power of an Integrated Approach to Thinking

The Critical Dimension

The Creative Dimension

The Collaborative Dimension

Concluding Thoughts

Note

Chapter 4. A Framework for Nurturing Thinking Classrooms

A Comprehensive Approach to Implementation

Shape Climate to Support Thinking

Create Opportunities for Thinking

Build Capacity for Thinking

Provide Guidance That Informs Thinking

Concluding Thoughts

Note

PART III. REFOCUS THE GOALS: WHAT SCHOOLS MUST ACHIEVE TO BETTER PREPARE STUDENTS

Chapter 5. From Knowledge to Deep Understanding

What Does It Mean to Understand Deeply?

Why Do We Have This Problem?

Why Is Teaching for Deep Understanding Important?

What Practices Nurture Deep Understanding?

Concluding Thoughts

Note

Chapter 6. From Skill to Real-Life Competency

What Is Meant by Real-Life Competencies?

Why Are Students Not Better Prepared?

What Practices Nurture Real-Life Competence?

Concluding Thoughts

Notes

Chapter 7. From Attitude to Genuine Commitment

What Do We Mean by Genuine Commitment?

Why Is Teaching for Genuine Commitment Important?

What Practices Nurture Genuine Commitment?

Concluding Thoughts

Notes

PART IV. ALIGN WITH GUIDING PRINCIPLES: HOW TEACHERS CAN BEST SUPPORT 21ST CENTURY LEARNING

Chapter 8. Engage Students

What Does Engaging Students Mean?

Why Is It Important to Engage Students Beyond Compliance and Mere Interest?

What Practices Support Educational Engagement?

Concluding Thoughts

Notes

Chapter 9. Sustain Inquiry

What Is Sustained Inquiry?

Why Is It Important to Sustain Inquiry?

What Practices Promote Sustained Inquiry?

Concluding Thoughts

Notes

Chapter 10. Nurture Self-Regulated Learners

What Is Self-Regulated Learning?

Why Is Self-Regulated Learning Important?

What Practices Nurture Self-Regulated Learners?

Concluding Thoughts

Notes

Chapter 11. Create Assessment-Rich Learning

What’s Wrong With the Current Assessment Landscape?

What Is Assessment-Rich Learning?

Why Is Assessment-Rich Learning Important?

What Practices Support Assessment-Rich Learning?

Concluding Thoughts

Chapter 12. Enhance Learning Through Digital Technology

What Is Digitally Enhanced Learning?

Why Is Digitally Enhanced Learning Important?

Concluding Thoughts

Note

PART V. SUPPORT TEACHER GROWTH

Chapter 13. Leading a Renovation, Not a Revolution

Why Think Renovation?

How to Lead an Educational Renovation

What Practices Support Coherent, Comprehensive, and Continuous Professional Inquiry?

Concluding Thoughts

Notes

References

Index

Reviews

I loved the book and highly recommend it. This book can help school leaders, teachers, and professional developers understand and appreciate what it means and what it takes to promote a thinking classroom. It is substantive, practical, well grounded in theory and practice. A must read.

Giselle O. Martin-Kniep, President, Learner-Centered Initiatives
Learner-Centered Initiatives

My work with Garfield Gini-Newman and Roland Case spans almost two decades. As a principal and community superintendent, I observed firsthand how transformational their work is in the classroom, in the school community, and on a systemic level. Creating Thinking Classrooms takes theory and research and places it directly into the hands of practitioners by offering thoughtful and immediately-useful strategies. Not only does this work transform student engagement and achievement, but it also transforms thinking for both teachers and their students. Teaching and learning go from passive acquisition of information to active, purposeful, and deliberate interaction with the curriculum. It is a must-read!

Ursula A. Hermann, Ph.D, retired principal and community superintendent
Montgomery County Public Schools

What impresses me most about Creating Thinking Classrooms is the notion of framing the retooling of schools as renovation or reinvigoration rather than as revolution. Too many seem to ignore that there are many good things worth preserving in our schools and others that need to be reframed or recast to give them greater currency. This book builds on what has worked and makes it better. The message – being purposeful and patiently focused on long-term success – is a powerful one that needs to be heard above the din.

Creating Thinking Classrooms is an outstanding resource for educational leaders. The plethora of charts and examples illustrate in practical detail how some concepts can show up or be implemented. Very practical, very user-friendly.

David Chojnacki, Executive Director
Near East South Asia Council of Overseas Schools

Creating Thinking Classrooms is a must-read for all instructional leaders wanting to use a new lens on sustained school improvement. This book helps educators establish a thinking orientation, provides enriching goals, and lays out invigorating practices. Too often there is a focus to abandon practices rather than strengthen them in educational reform. However, Roland Case and Garfield-Gini Newman challenge such thinking by suggesting a renovation mindset. Through such a mindset, a renewal takes place in classrooms that is transformational, actionable, and meaningful.

Barbara Woodward, Principal
Hallie Wells Middle School

Creating Thinking Classrooms offered our faculty practical and powerful ways to nurture creative, critical, and collaborative thinking throughout our school. Our teachers found the ideas clear, concise, and relevant. The book offers ways to “make little tweaks to the good things we are already doing” that will “enhance learning substantially.” Our application of the book’s student-centered approach and clear criteria has had a significant impact on our school.

Teresa Belisle, Director of Learning Research and Development
International School of Prague

Other Titles in: Administration & Leadership | School Change, Reform, & Restructuring | School Culture & Climate

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