List of Figures
Dedication
Acknowledgments
About the Author
Introduction
Mindset 1: For Classrooms to Be Cultures of Thinking for Students, Schools Must Be Cultures of Thinking for Teachers
What the Research Says: Why Does It Matter?
Transformative Power of Inquiry
Institutional Mirroring
Visions and Reflections: How Might It Look?
Constructing Our Vision
Contemplating Pictures of Practice
Reflecting on Current Practice
Data, Principles, and Practices: What Actions Can We Take?
Collecting Street Data
Stating the Mindset as Principles for Action
Possible Actions
Fitting New Actions with Current Realities
Conclusion: Our Theory of Action
Mindset 2: We Can’t Directly Teach Dispositions; We Must Enculturate Them
What the Research Says: Why Does It Matter?
The Case for Curiosity
The Case for Metacognition
Developing Dispositions
Visions and Reflections: How Might It Look?
Constructing Our Vision
Contemplating Pictures of Practice
Reflecting on Current Practice
Data, Principles, and Practices: What Actions Can We Take?
Collecting Street Data
Stating the Mindset as Principles for Action
Possible Actions
Fitting New Actions with Current Realities
Conclusion: Our Theory of Action
Mindset 3: To Create a New Story of Learning, We Must Change the Role of the Student and the Teacher
What the Research Says: Why Does It Matter?
On Supporting Agency
On Teacher and Student Talk
On Initiative and Reliance
On Identity
Visions and Reflections: How Might It Look?
Constructing Our Vision
Contemplating Pictures of Practice
Reflecting on Current Practice
Data, Principles, and Practices: What Actions Can We Take?
Collecting Street Data
Stating the Mindset as Principles for Action
Possible Actions
Fitting New Actions with Current Realities
Conclusion: Our Theory of Action
Mindset 4: Students Learn Best When They Feel Known, Valued, and Respected by Both the Adults in the School and Their Peers
What the Research Says: Why Does It Matter?
Belonging
Relationships
Value, Fairness, and Respect
Visions and Reflections: How Might It Look?
Constructing Our Vision
Contemplating Pictures of Practice
Reflecting on Current Practice
Data, Principles, and Practices: What Actions Can We Take?
Collecting Street Data
Stating the Belief as Principles for Action
Possible Actions
Fitting New Actions with Current Realities
Conclusion: Our Theory of Action
Mindset 5: Learning Is a Consequence of Thinking
What the Research Says: Why Does It Matter?
Beware the Fluency Trap
Identifying Types of Thinking
Visions and Reflections: How Might It Look?
Constructing Our Vision
Contemplating Pictures of Practice
Reflecting on Current Practice
Data, Principles, and Practices: What Actions Can We Take?
Collecting Street Data
Stating the Mindset as Principles for Action
Possible Actions
Fitting New Actions with Current Realities
Conclusion: Our Theory of Action
Mindset 6: Learning and Thinking Are as Much a Collective Enterprise as They Are an Individual Endeavor
What the Research Says: Why Does It Matter?
Intellectual Development
Social Development
Academic Development
Professional Learning
Visions and Reflections: How Might It Look?
Constructing Our Vision
Contemplating Pictures of Practice
Reflecting on Current Practice
Data, Principles, and Practices: What Actions Can We Take?
Collecting Street Data
Stating the Belief as Principles for Action
Possible Actions
Fitting New Actions with Current Realities
Conclusion: Our Theory of Action
Mindset 7: Learning Occurs at the Point of Challenge
What the Research Says: Why Does It Matter?
Productive Struggle and Failure
Desirable Difficulties
Growth Mindset
Desire for Challenge
Visions and Reflections: How Might It Look?
Constructing Our Vision
Contemplating Pictures of Practice
Reflecting on Current Practice
Data, Principles, and Practices: What Actions Can We Take?
Collecting Street Data
Stating the Mindset as Principles for Action
Possible Actions
Fitting New Actions with Current Realities
Conclusion: Our Theory of Action
Mindset 8: Questions Drive Thinking and Learning
What the Research Says: Why Does It Matter?
Student Questions
Listening
Visions and Reflections: How Might It Look?
Constructing Our Vision
Contemplating Pictures of Practice
Reflecting on Current Practice
Data, Principles, and Practices: What Actions Can We Take?
Collecting Street Data
Stating the Belief as Principles for Action
Possible Actions
Fitting New Actions with Current Realities
Conclusion: Our Theory of Action
Mindset 9: The Opportunities We Create for Our Students Matter to Their Engagement, Empowerment, and Learning
What the Research Says: Why Does It Matter?
Qualities of Powerful Learning Opportunities
Engagement
Empowerment
Visions and Reflections: How Might It Look?
Constructing Our Vision
Contemplating Pictures of Practice
Reflecting on Current Practice
Data, Principles, and Practices: What Actions Can We Take?
Collecting Street Data
Stating the Mindset as Principles for Action
Possible Actions
Fitting New Actions with Current Realities
Conclusion: Our Theory of Action
Mindset 10: We Make Thinking and Learning Visible to Demystify, Inform, and Illuminate These Processes
What the Research Says: Why Does It Matter?
Developing Effective Learners
Enhancing Expertise and Deeper Learning
Academic Achievement
Principles and Practices: How Might It Look?
Constructing Our Vision
Contemplating Pictures of Practice
Reflecting on Current Practice
Data, Principles, and Practices: What Actions Can We Take?
Collecting Street Data
Stating the Belief as Principles for Action
Possible Actions
Fitting New Actions with Current Realities
Conclusion: Our Theory of Action
Epilogue
Appendix A
Appendix B
Appendix C
Appendix D
Appendix E
Appendix F
Appendix G
Appendix H
Appendix I
Endnotes
References
