Description

Book Synopsis
Makes the case that now is a timely moment to reimagine schools and put the intellectual and social-emotional health of students and teachers at the centre of the educational process. This book will help administrators and teachers to structure their settings in ways that maximize the likelihood of meaningful and enduring student learning.

Table of Contents
  • Contents
  • Foreword Michael Fullan  ix
  • Preface xi
  • Acknowledgments xv
  • Part I: Making the Case for Constructivist Schools
  • 1. Imagining Schools as...3
  • A Simple Proposition 3
  • Implications for Schooling 5
  • Paradigm Shift 7
  • Information or Knowledge? 8
  • Meaningful Work 11
  • Tracking Worthy Outcomes 11
  • At a Crossroad 13
  • Every Classroom a Journey 14
  • 2. Transforming Schools From the Inside Out 17
  • Preschoolers Take a Nature Walk 17
  • Elementary School Students Simulate an Oil Spill Cleanup 20
  • Middle Schoolers Respond to a Global Challenge 22
  • High Schoolers Become Stewards of Water Quality 25
  • Undergraduates Include Social Justice in Studies of the Changing Earth 27
  • Teachers Transform Their Practice 28
  • 3. Searching for Meaning 31
  • Making Sense of Things 31
  • Our Personal Pantheon 33
  • Wiring and Firing 42
  • Opening New Doors to Self-Regulation 44
  • Images of Learners 46
  • Part II: Guiding Principles
  • 4. Tying the Learning Frameworks Together 51
  • Math: What Boats and Medicines Can Teach Us 52
  • Science: What Ants Can Teach Us 54
  • Social Studies: What Huckleberries Can Teach Us 56
  • Literacy: What Artifacts Can Teach Us 58
  • The Arts: What Windy Days Can Teach Us 60
  • Language, Libraries, Health: What Rocks and Water Can Teach Us 61
  • Embedding the “What,” Guiding the “How,” Providing a “Why” 65
  • 5. Framing Curricula and Teaching Around Big Ideas 69
  • Big Ideas and Points of View 70
  • Negotiating Curricula 72
  • Just-in-Time Teaching 73
  • Content–Process Dynamic 74
  • Posing Problems of Emerging Relevance 79
  • 6. Fostering the Development of Reasoning With Design Thinking 83
  • Models of Design Thinking 83
  • Failing Forward 85
  • Innovating With Design Thinking 86
  • Design Challenges 89
  • Teaching With Design Challenges 91
  • 7. Deepening Reasoning With Transdisciplinary Strategies 97
  • 1. Ordering Learning Experiences 98
  • 2. Hearing the Questions Students Hear 100
  • 3. Offering Time to Think 101
  • 4. Seeking Elaboration 102
  • 5. Facilitating the Search for Patterns 103
  • 6. Valuing Evidence 104
  • 7. Connecting Students With Each Other 106
  • 8. Posing Targeted Questions 107
  • 9. Appreciating Context 108
  • 10. Cultivating a Sense of Place 109
  • 11. Supporting Student Agency 110
  • 12. Navigating Error 111
  • 8. Responsibly Assessing Student Learning 115
  • The Perils of Grading 116
  • Data Versus Evidence 117
  • Connecting Teaching to Assessing 118
  • Assessment That Generates Student Thinking 120
  • Performance Assessment 123
  • Responsible Assessment 124
  • Changing the Narrative 126
  • Part III: Stepping up and Speaking Out
  • 9. Shifting Norms and Structures 131
  • Visioning and Valuing 131
  • Establishing a Culture of Learning 133
  • Aligning Curricula 134
  • Collaborating With Parents 135
  • Differentiating for Equity 136
  • Considering Space and Time and Technology 138
  • School as a Concept 140
  • 10. Moving to the Next Level of Work 143
  • Why 144
  • How 146
  • For Whom 147
  • References 151
  • Index 163
  • About the Authors 173

Schools Reimagined Unifying the Science of

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    A Hardback by Jacqueline Grennon Brooks, Martin G. Brooks, Michael Fullan

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      Publisher: Teachers' College Press
      Publication Date: Publication Date: 28/02/2021
      ISBN13: 9780807764978, 978-0807764978
      ISBN10: 0807764973
      Also in:
      Curriculum planning and development Philosophy and theory of education

      Description

      Book Synopsis
      Makes the case that now is a timely moment to reimagine schools and put the intellectual and social-emotional health of students and teachers at the centre of the educational process. This book will help administrators and teachers to structure their settings in ways that maximize the likelihood of meaningful and enduring student learning.

      Table of Contents
      • Contents
      • Foreword Michael Fullan  ix
      • Preface xi
      • Acknowledgments xv
      • Part I: Making the Case for Constructivist Schools
      • 1. Imagining Schools as...3
      • A Simple Proposition 3
      • Implications for Schooling 5
      • Paradigm Shift 7
      • Information or Knowledge? 8
      • Meaningful Work 11
      • Tracking Worthy Outcomes 11
      • At a Crossroad 13
      • Every Classroom a Journey 14
      • 2. Transforming Schools From the Inside Out 17
      • Preschoolers Take a Nature Walk 17
      • Elementary School Students Simulate an Oil Spill Cleanup 20
      • Middle Schoolers Respond to a Global Challenge 22
      • High Schoolers Become Stewards of Water Quality 25
      • Undergraduates Include Social Justice in Studies of the Changing Earth 27
      • Teachers Transform Their Practice 28
      • 3. Searching for Meaning 31
      • Making Sense of Things 31
      • Our Personal Pantheon 33
      • Wiring and Firing 42
      • Opening New Doors to Self-Regulation 44
      • Images of Learners 46
      • Part II: Guiding Principles
      • 4. Tying the Learning Frameworks Together 51
      • Math: What Boats and Medicines Can Teach Us 52
      • Science: What Ants Can Teach Us 54
      • Social Studies: What Huckleberries Can Teach Us 56
      • Literacy: What Artifacts Can Teach Us 58
      • The Arts: What Windy Days Can Teach Us 60
      • Language, Libraries, Health: What Rocks and Water Can Teach Us 61
      • Embedding the “What,” Guiding the “How,” Providing a “Why” 65
      • 5. Framing Curricula and Teaching Around Big Ideas 69
      • Big Ideas and Points of View 70
      • Negotiating Curricula 72
      • Just-in-Time Teaching 73
      • Content–Process Dynamic 74
      • Posing Problems of Emerging Relevance 79
      • 6. Fostering the Development of Reasoning With Design Thinking 83
      • Models of Design Thinking 83
      • Failing Forward 85
      • Innovating With Design Thinking 86
      • Design Challenges 89
      • Teaching With Design Challenges 91
      • 7. Deepening Reasoning With Transdisciplinary Strategies 97
      • 1. Ordering Learning Experiences 98
      • 2. Hearing the Questions Students Hear 100
      • 3. Offering Time to Think 101
      • 4. Seeking Elaboration 102
      • 5. Facilitating the Search for Patterns 103
      • 6. Valuing Evidence 104
      • 7. Connecting Students With Each Other 106
      • 8. Posing Targeted Questions 107
      • 9. Appreciating Context 108
      • 10. Cultivating a Sense of Place 109
      • 11. Supporting Student Agency 110
      • 12. Navigating Error 111
      • 8. Responsibly Assessing Student Learning 115
      • The Perils of Grading 116
      • Data Versus Evidence 117
      • Connecting Teaching to Assessing 118
      • Assessment That Generates Student Thinking 120
      • Performance Assessment 123
      • Responsible Assessment 124
      • Changing the Narrative 126
      • Part III: Stepping up and Speaking Out
      • 9. Shifting Norms and Structures 131
      • Visioning and Valuing 131
      • Establishing a Culture of Learning 133
      • Aligning Curricula 134
      • Collaborating With Parents 135
      • Differentiating for Equity 136
      • Considering Space and Time and Technology 138
      • School as a Concept 140
      • 10. Moving to the Next Level of Work 143
      • Why 144
      • How 146
      • For Whom 147
      • References 151
      • Index 163
      • About the Authors 173

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