Activating & engaging habits of mind. (Book Reviews).Costa, A. L., & Kallick, B. (Eds.) (2000). Activating & engaging habits of mind. Alexandria, VA: Association for Supervision and Curriculum Development The Association for Supervision and Curriculum Development, or ASCD, is a membership-based nonprofit organization founded in 1943. It has more than 175,000 members in 135 countries, including superintendents, supervisors, principals, teachers, professors of education, and (168 pp., $22.95 pb, ISBN ISBN abbr. International Standard Book Number ISBN International Standard Book Number ISBN n abbr (= International Standard Book Number) → ISBN m 0-87120-369-3). This book is the second of a series of four focused on fostering intelligent behavior or "habits of mind." In their first book, Discovering and Exploring Habits of Mind, the authors introduced 16 intelligent behaviors: persisting; managing impulsivity; listening with understanding and empathy empathy Ability to imagine oneself in another's place and understand the other's feelings, desires, ideas, and actions. The empathic actor or singer is one who genuinely feels the part he or she is performing. ; thinking flexibly; metacognition Metacognition refers to thinking about cognition (memory, perception, calculation, association, etc.) itself or to think/reason about one's own thinking. Types of knowledge ; striving for accuracy; questioning and posing problems; applying past knowledge to new situations; thinking and communicating with clarity and precision; gathering data through all senses; creating, imagining, and innovating; responding with wonderment and awe; taking responsible risks; finding humor humor, according to ancient theory, any of four bodily fluids that determined man's health and temperament. Hippocrates postulated that an imbalance among the humors (blood, phlegm, black bile, and yellow bile) resulted in pain and disease, and that good health was ; thinking interdependently; and remaining open to continuous learning. The second volume in the series provides a wealth of information on how to foster these habits of mind in the classroom. The book clearly meets its objective of linking theory and practice by providing classroom-tested applications of habits of mind. Both editors of this book are very well qualified to assemble a book that focuses on the teaching of habits of mind. Both Arthur Costa and Bena Kallick have impressive records as educators and thoughtful educational innovators innovators people who will try new things. early innovators important figures in the farming or client community because they are the leaders in the introduction of new techniques and management systems. . Other contributors to the book share depth and breadth of educational background and practice, creativity, and leadership. This is an inspiring and practical volume. Best of all, it "walks the talk." The book is a respectful resource for educators; it directly reflects the philosophy underpinning un·der·pin·ning n. 1. Material or masonry used to support a structure, such as a wall. 2. A support or foundation. Often used in the plural. 3. Informal The human legs. Often used in the plural. it. Educators at all levels would benefit from this book. It could easily stand alone as a valuable teaching resource. However, the ideas are so important that having the four volumes in one's library would be an advantage. (Volumes three and four are in preparation and will cover assessment of habits of mind and descriptions of how habits of mind have been incorporated into school communities.) Arthur Costa's principle of "School as a Home for the Mind" underpins the approaches offered in this book. This powerful metaphor evokes the excitement that happens when students and teachers are truly engaged in learning. Students' and teachers' comments on habits of mind and their effect on their learning and teaching make the approach come alive. The book offers clear and realistic suggestions for the use of mindful mind·ful adj. Attentive; heedful: always mindful of family responsibilities. See Synonyms at careful. mind language; questioning dos and don'ts; implementation of the inquiry process, including how to support students through the process; techniques for helping students make their thinking explicit; strategies for teachers to "provide data, not solutions" in fostering habits of mind; and unit designs for a variety of disciplines. The 16 habits of mind are critical to successful learning and adjustment in today's complex world. The editors' intentions in producing the series are, at the first level, to promote habits of mind in schools and, at the second level, to facilitate a learning culture with habits of mind as the centerpiece of a thoughtful community (p. xiv). The implications for gifted individuals are important. A central premise of the book is that what counts is not "how much" one knows but how one behaves when one doesn't know and how one acts on knowledge that counts. Gifted individuals will be both excited and challenged by the sorts of conditions that foster intelligent behavior - "dichotomies, dilemmas, paradoxes, ambiguities, and enigmas - that demand strategic reasoning, insightfulness, perseverance Perseverance See also Determination. Ainsworth redid dictionary manuscript burnt in fire. [Br. Hist.: Brewer Handbook, 752] Call of the Wild, The dogs trail steadfastly through Alaska’s tundra. [Am. Lit. , creativity and craftmanship to resolve them" (p. xv). Teaching gifted individuals habits of mind has the potential to channel their knowledge in ways that will cross boundaries and forge new directions. Moreover, the habits of mind include interpersonal abilities identified as critical to success in today's complex communities (e.g., Bruner, 1996). The book offers timely and significant directions for education across the life span. REFERENCE Bruner, J. (1996). The culture of education. Cambridge, MA: Harvard University Press The Harvard University Press is a publishing house, a division of Harvard University, that is highly respected in academic publishing. It was established on January 13, 1913. In 2005, it published 220 new titles. . Marion Porath is a Professor in the Department of Educational and Counselling Psychology Counseling psychology as a psychological specialty facilitates personal and interpersonal functioning across the life span with a focus on emotional, social, vocational, educational, health-related, developmental, and organizational concerns. , and Special Education at The University of British Columbia Locations Vancouver The Vancouver campus is located at Point Grey, a twenty-minute drive from downtown Vancouver. It is near several beaches and has views of the North Shore mountains. The 7. , Vancouver, Canada. |
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