Habits of Mind Across the Curriculum - Practical and Creative Strategies for Teachers
Habits of Mind Across the Curriculum - Practical and Creative Strategies for Teachers (Amazon, $17.40), by Arthur L. Costa and Bena Kallick. It is their second book on the subject, written more toward teaching and practical application in the classroom and beyond. It looks to be another winner, subject of a future post! Even though I have barely creased the spine, this would still be my #2 vote.
Note below the two documents listing the 'habits' (5 Habits, and also the 16 Habits developed by Costa and Kallick).
Note below the two documents listing the 'habits' (5 Habits, and also the 16 Habits developed by Costa and Kallick).
Curriculum 21 by Heidi Hayes Jacobs
1. Heidi Hayes Jacobs' Curriculum 21 is one of the best books I've read in a loooong time, including personal reading - it actually fed my teacher-soul. After reading the foreword and introduction, I told my principal she needed to read it, and that I was going to be marking up this school copy, so I owed someone the cost of the book.
Practical, passionate, and supported by research and a lifetime of experience, Jacobs covers it all. The problem/s, and step by step solutions for recreating curriculum beginning with the end in mind: assessment. A look at content areas and strategies for reframing, rethinking, and integrating.
There was almost an entire chapter on my favorite topic, metacognition. I was not surprised to find further reference to Habits of Mind, which I'd heard about from a faculty report back on this year's brain conference, 5 Habits of Mind, which I quickly began to scout around for.
This time, however, Heidi speaks to 16 of them, developed by Arthur L. Costa and Bena Kallick, which leads into to my next post.
Please help yourself to my notes on Curriculum 21. I just had to write some of it down, to somehow own it more. I invite and encourage your comments on this!
Practical, passionate, and supported by research and a lifetime of experience, Jacobs covers it all. The problem/s, and step by step solutions for recreating curriculum beginning with the end in mind: assessment. A look at content areas and strategies for reframing, rethinking, and integrating.
There was almost an entire chapter on my favorite topic, metacognition. I was not surprised to find further reference to Habits of Mind, which I'd heard about from a faculty report back on this year's brain conference, 5 Habits of Mind, which I quickly began to scout around for.
This time, however, Heidi speaks to 16 of them, developed by Arthur L. Costa and Bena Kallick, which leads into to my next post.
Please help yourself to my notes on Curriculum 21. I just had to write some of it down, to somehow own it more. I invite and encourage your comments on this!
Accessible Mathematics by Steven Leinwand
Loved this book. The curious thing is, the whole last chapter is centered around Singapore Math pedagogy... go figure! The subtitle of the book is: 10 Instructional Shifts that Raise Student Achievement. They are:
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- Incorporate ongoing cumulative review into every day’s lesson.
- Adapt what we know works in our reading programs and apply it to mathematics instruction.
- Use multiple representations of mathematical entities.
- Create language-rich classroom routines.
- Take every available opportunity to support the development of number sense.
- Build from graphs, charts, and tables.
- Tie the math to such questions as How big? How much? How far? to increase the natural use of measurement throughout the cur- riculum.
- Minimize what is no longer important, and teach what is impor- tant when it is appropriate to do so.
- Embed the mathematics in realistic problems and real-world con- texts.
- Make “Why?” “How do you know?” “Can you explain?” classroom mantras.
- Incorporate ongoing cumulative review into every day’s lesson.
Visible Learning for Teachers
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· Notable quotes from Visible Learning:
Passion may be the only natural renewable resource that we have. Doug Reeves The most important single factor influencing learning is what the learner already knows. Ascertain this and teach him accordingly. David Ausubel · On assessment: “When the cook tastes the soup, it is formative; when the guests taste the soup, it is summative.” Bob Stake |