Creating Thinking Classrooms

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

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 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.