When and where have you been a part of a culture of thinking? That is, when have you been in a place where the group’s collective thinking as well as each individual’s thinking was valued, visible, and actively promoted as part of the regular day-to-day experience of all group members? Over the years, we’ve asked thousands of people to reflect on the cultures of thinking they have experienced. The qualities that each of these constituencies identify as being effective “shapers” of cultures of thinking are surprisingly similar. In this book, Ron Ritchhart relates the fine-scale details of what happens in classrooms to the high-level goals of education.
"In Creating Cultures of Thinking, Ron Ritchhart explains how creating a culture of thinking is more important to learning than any particular curriculum and he outlines how any school or teacher can accomplish this by leveraging 8 cultural forces.” – Wiley.
"Creating Cultures of Thinking; with my new start at Havergal, it has served as a great reminder of the moral imperative of education.” –Cohort 21
"As Ritchhart explains, his book is about transforming our schools and classrooms into enriched and dynamic learning communities.” – Bob Morris
From seating plans to Shakespeare, Teaching Outside the Box offers practical strategies that will help both new teachers and seasoned veterans create dynamic classroom environments where students enjoy learning and teachers enjoy teaching. This indispensable book is filled with no-nonsense advice, checklists, and handouts as well as a step-by-step plan to
Learning is the process of acquiring new knowledge and skills. Education means organized programs of learning. Training is a type of education that’s focused on learning specific skills. By schools, we don’t mean only the conventional facilities that we are used to for children and teenagers. We mean any community of
Read and learn as James O'Hanlon and Donald Clifton describe how elementary and secondary principals, identified as outstanding, carry out their work. According to the authors, these principals resemble highly effective managers in business in their adherence to the tenets of positive psychology. While the position of principal is highly demanding,
It is no longer enough that we educate only to the standards of the traditional literacies. If students are to survive, let alone thrive, in the 21st-century culture of technology-driven automation, abundance, and access to global labor markets, then independent thinking and its corollary, creative thinking, hold the highest currency. To
Back in the old days, one could only dream to live a better life than that of his or her parents. But today, there’s no limit to what one can do. When our basic needs from food, shelter and security are met, we start to dream bigger. Not only do we
If culture is the key to transformation, then we must understand how group culture is created, sustained, and enhanced.
The expectations that help to shape culture are those that outline and define the learning enterprise itself while signaling the kinds of thinking necessary to its success.
Making a clear distinction between work and learning helps us as teachers to keep our focus and that of our students on the learning.
Understanding goes beyond merely possessing a set of skills or a collection of facts in isolation; rather, understanding requires that our knowledge be woven together in a way that connects one idea to another.
The hidden power of language: its ability to subtly convey messages that shape our thinking, sense of self, and group affinity.
Thinking in terms of energy expenditure, energy gains, and energy renewal can help us think differently about our daily schedules, and indeed our lives.
In a true apprenticeship, complex and important skills are learned contextually and often informally through observation, coaching, and successive approximation.
Routines help minimize confusion, reduce uncertainty, and direct activity along known paths. Ultimately, routines become patterns of behavior for both individuals and the group.
As a culture shaper, interactions form the basis for relationships among teachers and students, students and students, and teachers and teachers.