Readings from Educational Leadership: Teaching Thinking

Education & Teaching

Brandt, Ronald S.

Schools & Teaching

Assn for Supervision & Curriculum

Readings on Research from Educational Leadership

Readings from Educational Leadership : Students at Risk

Readings from Educational Leadership: Students at Risk

Cooperative learning. OBE. Goals 2000. Magnet schools. What on earth are they? Educators and government officials use these terms and many others every day. Each relates to an important aspect of the education of U.S. schoolchildren, yet parents and other concerned adults frequently do not know what they mean. The Language of Learning examines more than 200 terms used in K-12 education in the United States. The entries in this practical guide, from ability grouping to year-round schooling, include definitions, background information and, in many cases, additional references and resources. Education has a language of its own. This glossary can help everyone--classroom teachers, school administrators, parents, and anyone interested in education--to understand it. A good tool for parent involvement.

The Language of Learning: A Guide to Education Terms

McBrien, J. Lynn

The premise of Dimensions of Learning--an instructional framework founded on the best of what researchers and theorists know about learning--is that five types, or dimensions, of thinking are essential to successful learning. These are (1) positive attitudes and perceptions about learning, (2) thinking involved in acquiring and integrating knowledge, (3) thinking involved in extending and refining knowledge, (4) thinking involved in using knowledge meaningfully, and (5) productive habits of mind. Dimensions of Learning is a valuable tool for reorganizing curriculum, instruction, and assessment. 
The authors discuss each of the five dimensions in detail and describe hundreds of teaching strategies that support them--for example, how to help students construct meaning for declarative knowledge, internalize procedural knowledge, and see the relevance of what they are expected to learn. The authors provide many examples at the elementary and secondary classroom levels. Teachers of grades K-12 can use this information to improve teaching and learning in any content area. 
Educators consistently say that the most powerful reason for using Dimensions of Learning is that no matter what goal they are pursuing, the model helps them maintain a focus on learning. 
Anyone familiar with the first edition of the Teacher's Manual will notice a number of changes in the format of the second edition. The most notable is the addition of "marginalia." When appropriate, the text of the manual is supplemented with information in the margins, including references for books, articles, additional readings, or classroom materials relevant to the topic; quotes from teachers who have been using Dimensions of Learning in their classrooms; brief descriptions of schoolwide or districtwide efforts to implement various aspects of the model; relevant "quotable quotes" from well-known people; and visual representations of important information explained in the text. 
Heavy-duty tabs divide six sections of the manual, and an index makes it easy to find information on particular topics.

Dimensions of Learning Teacher's Manual, 2nd edition

Pollock, Jane E.

Marzano, Robert J.

Pickering, Debra J.

Moffett, Cerylle A.

Whisler, Jo Sue

Paynter, Diane E.

Arredondo, Daisy E.

Blackburn, Guy J.

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