9780132698443

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

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  • ISBN13:

    9780132698443

  • ISBN10:

    0132698447

  • Edition: 1st
  • Format: Paperback
  • Copyright: 2/27/2014
  • Publisher: Pearson
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Summary

Teaching 21 Thinking Skills for the 21stCentury: 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.

Author Biography

Carol Robinson-Zañartu (Ph.D., University of Pittsburgh), Professor of Counseling and School Psychology at San Diego State University, has previously served as university lecturer in reading, a school principal, school psychologist, and high school teacher. She has authored or co-authored five scholarly book chapters, and some 50 articles and reviews in professional journals, newsletters, monographs or conference proceedings. Her specializations include culturally appropriate assessment and classroom intervention, and the development of thinking skills. At the university level, she teaches school psychology graduate students dynamic assessment of cognitive skills, and classroom interventions for enhancing student thinking with attention to cultural contexts, standards, and strong content. Professor Robinson-Zañartu partners with public schools to assure that her graduate students provide authentic and effective in-classroom work. She currently serves on the Executive Board of the International Association for Cognitive Education and Psychology, and as a reviewer for NASP/NCATE. She is a former President of the California Association for Mediated Learning, has consulted broadly across school districts and universities, and has made close to 100 presentations to state, national or international professional associations.

 

Patricia Doerr (M.S., California Lutheran University) holds a master’s degree in special education, the CLAD credential, and a Diploma in Education of Handicapped Children (London University, England). She has taught special and general education at elementary, middle and high school levels, and has been a university lecturer in reading. A recipient of the Amgen Award for Teacher Excellence, she has served as Ventura County teacher-on-leave specialist for language arts, curriculum and assessment; as an educational therapist in private practice; and has written numerous manuals in the area of language arts and writing. Patricia Doerr is a South Coast Writing Project Fellow, has been a trainer for the California Reading and Literature Project RESULTS; a Trainer of Trainers for Writing Across the Grade Levels; and a consultant to the MindLadder Project. She has studied a variety of models of thinking skill development (Haywood’s Bright Start, Feuerstein’s LPAD and IE; Jensen’s Mindladder), and has made dozens of professional presentations on their usefulness in the classroom for professional associations, schools and universities.

 

Jacqueline Portman, a National Board Certified bilingual teacher, holds teaching credentials in multiple subjects, bilingual emphasis and Spanish (San Diego State University. She has taught elementary grades 1-6, has served as an ELD/bilingual instructor and specialist for over 25 years, and has been a university lecturer in the mediation of thinking in the classroom. She has provided district-wide staff development programs, modeled lessons, and coached teachers, and has developed language arts assessment tools. Jacqueline Portman has been a Mentor Teacher for international children’s literature in Spanish; initiated Spanish as a Second Language Program; co-authored district curricula in English and Spanish language arts writing; developed a district testing program (Grades 1-6) in English and Spanish language arts; revised and translated district math curriculum; and presented bilingual workshops in Language Arts, and parent mediation of learning in Spanish. She is trained in Essential Elements of Instruction, cooperative learning, Mastery Learning, Mediated Learning Experiences, and writing processes, and has trained and supervised bilingual student teachers. 

Table of Contents

PREFACE

 

PART I:  CONTEXTUAL AND CONCEPTUAL FRAMEWORKS

 

CHAPTER 1.    THE MICOSA MODEL and ITS 21ST CENTURY CONTEXTS 

                   Introducing the MiCOSA Model

                   The Key Components of the MiCOSA Model

                   The Twenty-first Century Contexts

                  

PART II:  CRITICAL COMPONENTS OF THE MICOSA MODEL

 

CHAPTER 2.    PRIOR KNOWLEDGE AND CULTURAL GROUNDING

                    The Power of Personal Narratives

                    Activating and Using Prior Knowledge and Cultural Grounding Motivation, Mediation and Meaning in Diverse

                    Classrooms

                  

CHAPTER 3.   MEDIATING CONVERSATIONS for ENHANCING THINKING

                   The Dynamics of the Mediating Conversations

                   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 (needs new title of section)_

 

CHAPTER 7.    CONTENT, CURRICULUM & 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 to Content Objectives

 

CHAPTER 8.   ASSESSMENT AND FEEDBACK

                   What is Worth Understanding?

                   How Do We Assess Our Students’ Understanding?

                   What Teaching And Learning Experiences Inform Student Progress Toward The Objective: Formative Assessment

                   Pulling Together Assessment Components

 

 

CHAPTER 9     TEACHING FOR TRANSFER OF LEARNING

                   What is Transfer of Learning?

                   Supporting the Development of Transfer in the Classroom

                   The Bridges: Putting Transfer into Action

                   Bridging for Transfer from Classroom Lessons to Life Lessons

                   Bridging for Transfer: Using Thinking Skills to Develop and Transfer                                     Big Ideas

 

CHAPTER 10   LESSON PLANNING: PUTTING IT ALL TOGETHER

                   What is Worth Understanding?

                   How Do we Assess Our Students’ Understanding of That Knowledge?

                   What Teaching and Learning Experiences Inform Student Progress                                      Toward the Objective?

                   Using the Short Form of the MiCOSA lesson Planning Guide

                   Level II and Level III Lesson Planning

 

 

PART IV:  ENRICHING TOMORROW’S LEARNING (needs good title)

 

 

CHAPTER 11   SETTING EXPECTATIONS FOR SUCCESS (WORKING title)

 

                   Mediating Resilience in the Classroom

                   Parents as Collaborators: Re-Thinking Parent Involvement

                   Colleagues as Collaborators: School-Wide Collaboration    

 

APPENDICES

 

A        Teacher Interview/Questionnaire

B        Student Survey of Thinking Skills

C        Student Graphic Pattern ..... thinking Skills (name ??)

D        Lesson Plan Level I:  Robots_Cause and Effect

E        Lesson Plan Level III Segment:  Themes in Literature and Life    

 

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