Teaching 21 Thinking Skills for the 21st Century: The MiCOSA Model

Teaching 21 Thinking Skills for the 21st Century: The MiCOSA Model

By: Carol Robinson-Zanartu (author), Jacqueline Portman (author), Patricia Doerr (author)Mixed Media

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Description

Teaching 21 Thinking Skills for the 21st Century: The MiCOSA Model, gives K-12 teachers, administrators, staff development coordinators, and school psychologists practical, hands-on help for developing students' thinking skills across the curriculum and shows educators how to help students use the information they gain to solve problems and innovate new solutions in today's diverse and challenging classrooms and world. The book details 21 essential and critical thinking skills, using case examples from real classroom and multiple video clips to illustrate the concepts, and includes over 100 classroom strategies to augment and support the examples of the mediation presented in the MiCOSA Model.

About Author

Carol Robinson-Zanartu (Ph.D., University of Pittsburgh) has authored or co-authored over 50 professional publications largely devoted to issues of educational equity. She has written and directed over $11 million in federal grants to prepare graduate students to work with underserved students, especially Native American and bilingual Spanish- speaking youth. She has worked as a teacher, school psychologist, school principal, and university professor. Until recently, she served as chair of the Department of Counseling and School Psychology at San Diego State University. She has trained both teachers and school psychologists to assess for and create interventions in the classroom to help students develop thinking skills while considering their cultural background as well as content standards. Active in multiple professional associations, she currently serves on the Executive Board of the International Association for Cognitive Education and Psychology, and as a lead reviewer for NASP/NCATE. She is a former president of the California Association for Mediated Learning; consulted broadly across school districts and universities, and made close to 100 presentations to state, national, or international professional associations. At the university level, she teaches graduate courses in the dynamic assessment of cognitive skills and in developing classroom interventions to enhance student thinking. Patricia (Trish) Doerr (M.S., California Lutheran University) holds her master's degree in special education and a Diploma in Education of Handicapped Children (London University). She has taught special and general education from elementary through secondary levels both in England and the United States, and was a university lecturer in reading. She has served as a district mentor in both special education and language arts, a county teacher-on-leave specialist in language arts, curriculum, and assessment; served as an educational therapist in private practice; and written numerous manuals in the area of language arts. She received the Amgen Award for Teacher Excellence. She has been a trainer for the California Reading and Literature Projects RESULTS and A Focused Approach to Frontloading EL Instruction; a presenter for and fellow of the South Coast Writing Project; a district level Trainer of Trainers for writing across the grade levels; and a consultant to the MindLadder Project. She was a member of the Board of the California Association for Mediated Learning, has studied a variety of models of thinking skill development, and has made numerous professional presentations on their usefulness in the classroom for professional associations, schools, and universities. Jacqueline (Jackie) Portman (BA Spanish, Nazareth College of Rochester) is a former National Board Certified bilingual teacher, and holds teaching credentials in multiple subjects with a bilingual emphasis in Spanish (San Diego State University). She has taught elementary grades 1-6, ELD/bilingual, and been a university lecturer in the mediation of thinking in the classroom. She has served as a district elementary curriculum specialist, providing district-wide staff development and coaching. She was a mentor teacher for international children's literature in Spanish; initiated a Spanish as a Second Language Program; co-authored district writing curricula in English and Spanish; revised and translated district math curriculum; and presented bilingual workshops in language arts. She served as a consultant to the MindLadder Project, and as a member of the Board of the California Association for Mediated Learning. Over the past 15 years, she has made presentations on classroom and parent applications of cognitive education programs to state and national conferences and school districts. She currently teaches fifth grade and works at the district level to help integrate technology and assessment into the Common Core Standards. For the last decade, her classroom has become a practical laboratory for graduate students at San Diego State University to practice and apply their knowledge of the thinking skills.

Contents

&> PART I: CONTEXTUAL AND CONCEPTUAL FRAMEWORKS CHAPTER 1. THE MiCOSA MODEL and ITS 21ST CENTURY CONTEXTS 21st Century Contexts Introducing the MiCOSA Model Core Components of the MiCOSA Model PART II: CRITICAL COMPONENTS OF THE MiCOSA MODEL CHAPTER 2. PRIOR KNOWLEDGE and CULTURAL GROUNDING The Power of Personal Narrative Activating and Using Prior Knowledge and Cultural Grounding Motivation, Mediation, and Meaning in Diverse Classrooms Supporting the Development of Your Own Story CHAPTER 3. MEDIATING CONVERSATIONS for ENHANCED THINKING Intent and Reciprocity Mediating Meaning Bridging Thinking Guiding Self-Regulation Building Competence CHAPTER 4. THINKING SKILLS for GATHERING INFORMATION Systematic Search Focus and Attention Labels, Words, and Concepts Multiple Sources Position in Space Position in Time Precision and Accuracy CHAPTER 5. THINKING SKILLS for TRANSFORMING INFORMATION Goal Setting Planning Comparing Ordering, Grouping, and Categorizing Finding Connections and Relationships Visualizing Inferring Cause and Effect -- Hypothesizing Summarizing CHAPTER 6. THINKING SKILLS for COMMUNICATING INFORMATION Labels, Words, and Concepts Precision and Accuracy Appropriate Pragmatics Feedback for Self-Regulation Collaboration PART III: IMPLEMENTING MiCOSA CHAPTER 7. CONTENT, CURRICULUM, and STANDARDS: FINDING the THINKING SKILLS and WRITING OBJECTIVES Locating Explicit Thinking Skills Locating Implicit Thinking Skills Thinking Skills Underlying Common Terms in Standards Finding Patterns in Standards From Standards to Thinking Skills and Content Objectives CHAPTER 8. TEACHING for TRANSFER: GETTING to the BIG IDEAS Differentiating Near and Far Transfer of Learning Understanding and Using Big Ideas Teaching for Transfer with MiCosa CHAPTER 9 THE POWER of ASSESSMENT What Assessments Inform Student Understanding? Supporting Student Involvement in Assessment Using Feedback in Formative Assessment A Synthesis of the Assessment Components CHAPTER 10 LESSON PLANNING: PULLING IT ALL TOGETHER MiCOSA'S Teacher's Guide to Planning Instruction MiCOSA Lesson Planning Formats Self-Evaluation PART IV: MOTIVATING TOMORROW'S LEARNING CHAPTER 11 ENGAGING EXPECTATIONS and PROMOTING RESILIENCE Teacher Expectations and Student Resilience Raising Student Self-Expectations Expectations of Parents: Re-Thinking Parent Involvement APPENDIX A LIST OF STRATEGIES THAT SUPPORT the MiCOSA MODEL APPENDIX B MiCOSA STUDENT THINKING SKILLS SURVEY APPENDIX C STUDENT THINKING SKILLS ORGANIZER APPENDIX D PARENT/TEACHER THINKING SKILLS INTERVIEW/QUESTIONNAIRE

Product Details

  • ISBN13: 9780132698443
  • Format: Mixed Media
  • Number Of Pages: 320
  • ID: 9780132698443
  • weight: 100
  • ISBN10: 0132698447

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