The Astonishing Power of Storytelling
- 240pages
- 9 heures de lecture
Featuring current cognitive neuroscience research and updated references, this guidebook shows how to leverage the power of storytelling to engage and persuade any audience.
Arthur L. Costa Livres
Arthur L. Costa est professeur émérite en éducation à la California State University, Sacramento. Sa vaste expérience comprend des rôles d'enseignant, de consultant en curriculum et de surintendant adjoint pour l'instruction. Costa a également dirigé des programmes éducatifs pour la National Aeronautics and Space Administration. Ses travaux se concentrent principalement sur la pédagogie et le développement de stratégies éducatives efficaces.
The School as a Home for the Mind
Creating Mindful Curriculum, Instruction, and Dialogue
- 274pages
- 10 heures de lecture
Focusing on the necessity of integrating explicit thinking instruction into education, this book explores the nature of thinking and its teaching. It provides practical illustrations of how thinking can be incorporated into daily lessons, highlighting effective strategies and techniques for educators to enhance their students' cognitive skills. The text emphasizes the importance of fostering critical thinking in the classroom to improve learning outcomes.
Lemons to Lemonade
- 200pages
- 7 heures de lecture
Prevent meetings from descending into aimless rambling or counterproductive conflicts that end up wasting everybody's valuable time. This resource gives you a playbook to help anyone confidently lead group discussions so that problems get solved, not created.
Cognitive Coaching enhances teachers' abilities for ongoing self-improvement by fostering both individual and collective growth. This updated edition serves as a comprehensive resource, illustrating how educators can develop their skills and capacities over time. It emphasizes the importance of reflective practices and collaborative learning, providing strategies that empower teachers to become more effective in their professional journeys.
Originally published in 1989 the purpose of this title was to provide information and ideas for: Staff Developers and Teacher Educators, as they consider program content to prepare teachers to teach thinking skills. Teachers, as they assess their own abilities to create classroom conditions for thinking and their readiness to implement a curriculum for developing thinking skills. Curriculum Developers, as they decide how the curriculum should be organized and sequenced according to children¿s developmental levels. Administrators, as they assess and provide leadership for improving the conditions in their schools and classrooms, which allows the stimulating teaching of thinking. Although written some time ago the information is still valid today.