LEADER 05508nam 2200697 a 450 001 9910480227003321 005 20170822113508.0 010 $a1-4522-8420-2 010 $a1-4522-7932-2 010 $a1-4833-8777-1 035 $a(CKB)3710000000333594 035 $a(EBL)1107898 035 $a(OCoLC)865102737 035 $a(SSID)ssj0001342621 035 $a(PQKBManifestationID)11951727 035 $a(PQKBTitleCode)TC0001342621 035 $a(PQKBWorkID)11305837 035 $a(PQKB)11229937 035 $a(SSID)ssj0001400461 035 $a(PQKBManifestationID)12629044 035 $a(PQKBTitleCode)TC0001400461 035 $a(PQKBWorkID)11337906 035 $a(PQKB)11452095 035 $a(MiAaPQ)EBC1107898 035 $a(StDuBDS)EDZ0000996530 035 $a(EXLCZ)993710000000333594 100 $a20141202d2012 fy| 0 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt 182 $cc 183 $acr 200 10$aDeveloping mindful students, skillful thinkers, thoughtful schools$b[electronic resource] /$f[Martin Buoncristiani, Patricia Buoncristiani ; foreword by Arthur L. Costa] 210 $aThousand Oaks, Calif. $cCorwin$d2012 215 $a1 online resource (193 p.) 300 $aDescription based upon print version of record. 311 $a1-4522-2014-X 320 $aIncludes bibliographical references and index. 327 $aFRONT COVER; DEVELOPING MINDFUL STUDENTS, SKILLFUL THINKERS, THOUGHTFUL SCHOOLS; CONTENTS; FOREWORD; PREFACE: TO BECOME A NATION OF SKILLFUL THINKERS; Our Rationale for Writing This Book; The Focus of the Book Is on Thinking About Thinking; A Personal Perspective on How We Came to Write This Book; ACKNOWLEDGMENTS; ABOUT THE AUTHORS; CHAPTER 1: SOME GAME CHANGERS: THE BRAIN, INTELLIGENCE, AND THE ROLE OF METACOGNITION; Implications of the New View of Intelligence; Endnotes; CHAPTER 2: HOW PEOPLE LEARN; Summary; CHAPTER 3: DECONSTRUCTING METACOGNITION; Why Metacognition Is Important 327 $aWhat Is Cognition?What is Metacognition?; What Are the Objects of Metacognition?; The Content of Thought (What am I thinking about?); The Cognitive Skill Being Used (How should I think about it?); Personal Behavior Supporting Thinking (What dispositions should I adopt while thinking?); Strategies for Incorporating Metacognition Into Practice; Understanding Metacognition; Looking for Opportunities; Using the Language; Teaching the Skills; Integrating Metacognition in the Planning; Kindergarten to University; Summary; CHAPTER 4: BEHAVING METACOGNITIVELY: HABITS OF MIND; Personal Traits 327 $aPersistingManaging Impulsivity; Striving for Accuracy and Precision; Finding Humor; Acquiring Information; Gathering Data Through All Senses; Listening to Others With Understanding and Empathy; Questioning and Posing Problems; Remaining Open to Continuous Learning; Thinking Tools; Thinking Flexibly; Thinking and Communicating With Clarity and Precision; Thinking Interdependently; Applying Past Knowledge to New Situations; Personal Responses to Thought; Creating, Imagining, Innovating; Responding With Wonderment and Awe; Thinking About Thinking (Metacognition); Taking Responsible Risks 327 $aSummaryEndnotes; CHAPTER 5: THE WRIGHT BROTHERS: AN EXAMPLE OF SKILLFUL THINKING; Personal Traits; Persisting; Managing Impulsivity; Striving for Accuracy; Finding Humor; Acquiring Information; Gathering Data Through All Senses; Listening With Understanding and Empathy; Questioning and Posing Problems; Remaining Open to Continuous Learning; Thinking Tools; Thinking Flexibly; Thinking and Communicating With Clarity and Precision; Thinking Interdependently; Applying Past Knowledge to New Situations; Personal Responses to Thought; Creating, Imagining, Innovating 327 $aResponding With Wonderment and AweThinking About Thinking (Metacognition); Taking Responsible Risks; Summary; CHAPTER 6: THE LANGUAGE OF THINKING: HOW CAN I KNOW WHAT I THINK UNTIL I HEAR WHAT I SAY?; Language and Society; Language, Thinking, and Metacognition; Language and Metacognition; Understanding the Problem; What We Can Do; Time, Time, Time; Reassessing Priorities; Summary; CHAPTER 7: CREATIVE PROBLEM SOLVING; A Procedure for Approaching Problems; Understanding the Problem; Devising a Plan; Carrying Out the Plan; Examining the Solution Obtained 327 $aRole of the Subconscious in Problem Solving 330 8 $aThe ability to memorise facts is not enough to equip students to solve problems or navigate an evolving world. If we educate young people to become flexible, metacognitive thinkers - and model that behaviour for them - they will understand how to adapt their learning and successfully find their way in new territory. This book shows school leaders how to build a thinking culture within the entire learning community. 606 $aThought and thinking$xStudy and teaching 606 $aMetacognition in children 606 $aSchool improvement programs 608 $aElectronic books. 615 0$aThought and thinking$xStudy and teaching. 615 0$aMetacognition in children. 615 0$aSchool improvement programs. 676 $a370.152 700 $aBuoncristiani$b Martin$01038584 701 $aBuoncristiani$b Patricia$01038585 801 0$bStDuBDS 801 1$bStDuBDS 906 $aBOOK 912 $a9910480227003321 996 $aDeveloping mindful students, skillful thinkers, thoughtful schools$92460280 997 $aUNINA