Originally published in 1989 the purpose of this title was to provide information and ideas for: Staff Developers and Teacher Educators; Teachers; Curriculum Developers; Administrators. Although written some time ago the information is still valid today.
The authors present educators with strategies for designing diverse ways of gathering, organizing, and reporting evidence of self-directed learning.
Examines why educators need to integrate explicit thinking instruction into daily lessons and illustrates what thinking—and the teaching of thinking—looks and sounds like.
Guides readers through an understanding of how to create and sustain school cultures that value dispositional learning; ideally suited for use with Common Core implementation initiatives at school and district level.
In this greatly expanded and extensively updated edition of a widely popular resource you see how teachers' individual and collective capacities for continuing self-improvement are strengthened over time through Cognitive Coaching.
Examines why educators need to integrate explicit thinking instruction into daily lessons and illustrates what thinking—and the teaching of thinking—looks and sounds like.
Originally published in 1989 the purpose of this title was to provide information and ideas for: Staff Developers and Teacher Educators; Teachers; Curriculum Developers; Administrators. Although written some time ago the information is still valid today.
This book is an updated, reinvigorated look at Cognitive Coaching for the modern era, implementing every learning style to reach maximum understanding – not only in the classroom, but elsewhere in life as well.
This book is an updated, reinvigorated look at Cognitive Coaching for the modern era, implementing every learning style to reach maximum understanding – not only in the classroom, but elsewhere in life as well.