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Currently, Shari is Principal Investigator of Artful Thinking, a program in development by Harvard Project Zero in collaboration with the Traverse City, Michigan Area Public Schools (TCAPS). The project is one component of a larger TCAPS grant from the US Department of Education to develop a model approach to integrating art into regular classroom instruction. The goal of the Artful Thinking project is to develop a research-based approach to helping teachers regularly use works of visual art and music in their curriculum in ways that strengthen student thinking and learning. Shari is also a Principal Investigator of the Innovating with Intelligence project, along with colleaguesDavid Perkins and Ron Ritchhart. Funded by the Carpe Vitam Trust of Sweden, the project focuses on the development of a research-based program to cultivate students' thinking dispositions. Called "Visible Thinking," the instructional program currently under development is an integrated approach to the teaching of thinking that takes into account students' conceptual and attitudinal development in key areas of thinking, and introduces developmentally appropriate concepts, attitudes, and practices that teachers can expand upon and extend to fit the needs and context of their classes. Recent projects of note include a project with the Museum of Modern Art in New York that evaluatedMoMA's Visual Thinking Curriculum (VTC). The VTC is an inquiry-based method of exploring art and other visual images that aims to develop teachers' and students' thinking skills by looking at and discussing art. The project involved an assessment and revision of the VTC, targeting written materials, museum practices, classroom practices, and teacher workshops. Special attention was given to the VTC's potential to develop learners' critical thinking skills and attitudes, especially in the area of reasoning. Shari also recently completed the ArtWorks for Schools project, along with co-principal investigator Tina Grotzer. Funded in part by the Massachusetts Cultural Council, the Art Works for Schools project was a collaboration between Project Zero, the DeCordova Museum and Sculpture Park, Underground Railway Theater, and local schools in Cambridge and Lincoln, Massachusetts. The purpose of the project was to help teachers use the high-level thinking that is a natural part of making and appreciating art as a starting place for developing students' critical and creative thinking skills--skills which can be transferred to subjects across the curriculum. Curriculum materials are currently available from DeCordova and Project Zero. The curriculum focuses on four areas of thinking in and through the arts: perspective-taking, reasoning, problem-finding, and metaphor-making. A past project that continues to inspire Shari's work is the Patterns of Thinking project. Funded by the John D. and Catherine T. MacArthur Foundation, the Patterns of Thinking project was a major multi-year investigation into the dispositional side of high-level cognition. The focus of the project was "thinking dispositions"--patterns of high-level intellectual behavior that include attitude and affect as well as cognitive ability. At the core of the project is the view that thinking dispositions comprise three elements, all of which coalesce to activate thinking-dispositional behavior: (1) sensitivity: the perception of the appropriateness of a particular intellectual behavior; (2) inclination: the impetus or drive towards the behavior; and (3) ability: the basic capacity to follow through with the behavior. The separability and measurability of these three psychological components are empirically supported by the empirical research of the project. This research has formed the basis of much of Shari's ongoing work, including the current Innovating with Intelligence project. Shari serves as an educational advisor to a variety of organizations and institutions concerned with thinking-centered practices and programs. She has authored and co-authored several articles, books, and curriculum materials about high-level thinking and its development. She is a member of the Faculty of the Whole at Harvard Graduate School of Education. Articles and Books Tishman, S. The quest for reflective explanation. (in press). Consejo Nacional para la Cultura y las Artes (CONACULTA): Mexico. Grotzer, T., Howick, L. Tishman, S. & Wise, D. (2002). Art works for schools: A curriculum for teaching thinking in and through the arts. DeCordova Museum and Sculpture Park: Lincoln, MA:. Tishman, S. (2001). Added value: A dispositional perspective on thinking. In A.L. Costa (Ed.), Developing minds, 3rd Edition (pp. 72-75). Alexandria, VA: ASCD. Perkins, D., Tishman, S., Ritchhart, R., Donis, K. & Andrade, A. (2000). Intelligence in the wild: A dispositional view of intellectual traits. Educational Psychology Review, 12(3), 269-293. Tishman, S. (2000). Why teach habits of mind? In Costa, A. & Kallick, B. (Eds.), Discovering and Exploring Habits of Mind (pp. 41-52). Alexandria, VA: ASCD. Tishman, S. & Wise, D. (1999). Thinking through the arts. In L. Hetland & S. Veenema (Eds.), The Project Zero classroom: Views on understanding. Cambridge, MA: Project Zero, Harvard Graduate School of Education. Tishman, S., & Perkins, D. (1997). The language of thinking. Kappan, 78(5), 368-374. Tishman, S. (1997) Thinking dispositions and museum learning. Journal of Education in Museums, 18, 8-9. Tishman, S., & Andrade, A. (1997). Critical squares: Games of critical thinking and understanding. Englewood, CO: Libraries Unlimited/Teacher Idea Press. Tishman, S. (1995, October). High-level thinking, ethics, and intellectual character. Think: The magazine on critical and creative thinking. 6 (1), 9-14. Tishman, S. (1995). Acquired ignorance: An intellectual virtue revisited. Teaching and learning: The Journal of Natural Inquiry, 9 (2), 5-10. Tishman, S., & Perkins, D. (1995, August). Critical thinking and physical education. Journal of Physical Education and Recreational Dance. 66 (6), 24-30. Tishman, S., Perkins, D., & Jay, E. (1995). The Thinking Classroom: Teaching and learning in a culture of thinking. Needham, MA: Allyn & amp; Bacon. Tishman, S. (1994, December). What makes a good thinker? A look at thinking dispositions. Harvard Graduate School of Education Alumni Bulletin. 39 (1), 7-9. Perkins, D., Jay, E., & Tishman, S. (1994). Assessing thinking: A framework for measuring critical thinking and problem solving at the college level. In A. Greenwood (Ed.), The national assessment of college student learning: Identification of the skills to be taught, learned, and assessed (pp. 65-112). Washington, DC: The US Government Printing Office. Perkins, D., Jay, E., & Tishman, S. (1993). Teaching thinking: From ontology to education. Educational Psychologist, 28 (1), 67-85. Perkins, D., Jay, E. & Tishman, S. (Guest editors, Special Issue of Educational Psychologist). (1993). New Directions in the teaching of thinking, 28 (1), 1-6. Tishman, S., Jay, E. & Perkins, D. (1993, summer). Teaching thinking dispositions: From transmission to enculturation. Theory into Practice, 32(3), 147-153. Perkins, D., Jay, E. & Tishman, S. (1993, January). Beyond abilities: A dispositional theory of thinking. Merrill-Palmer Quarterly, 39(1), 1-21. Tishman, S. (1991) Connections. In A. Costa (Ed.), Developing minds: A resource book for teaching thinking. Association for Supervision and Curriculum Development (ASCD), revised edition, Vol. 2, 69-72. Tishman, S., Goodrich, H., & Mirman Owen, J. (1990). Four Thought. Teaching Thinking and Problem Solving, 12 (4), 1-11. Perkins, D., Simmons, R. & Tishman, S. (1990). Teaching cognitive and metacognitive strategies. Journal of Structural Learning, 10(4), 285-303. Mirman J., & Tishman, S. (1988). Infusing Thinking Through "Connections." Educational Leadership, 45 (7), 64-65. Tishman, S. (1986). Philosophy and children: Encouraging critical and creative thinking. Massachusetts Association for Supervision and Curriculum Development (MASCD) Yearbook, 21-25. Tishman, S. (1985). Teaching critical and creative thinking: An introduction to programs and practices. Massachusetts Department of Education, Office for Gifted and Talented. Quincy, Massachusetts. Curriculum Materials Art Works for Schools (in press). A curriculum for upper-elementary students that teaches thinking in and through the arts (with co-authors Laura Howick, Tina Grotzer & Debra Wise). Keys to Thinking (1995). A thinking skills course for use in Township primary school settings in South Africa (With several co-authors). Stellenbosch, South Africa: The UPTTRAIL Trust. Translated and currently in use in Venezuela. Thinking Connections (1994). A program that blends recent findings in cognitive psychology with educational practice to help teachers reshape instruction to integrate the teaching of thinking strategies into the regular curriculum. Menlo Park, CA: Addison-Wesley. (Co-Developers: David Perkins, Jill Mirman, and Heidi Goodrich) Get Maths! (1993). A set of supplementary materials for late primary and secondary understanding of algebra and geometry, for use in non-white settings in South Africa. (With several co-authors). "Behind the Scenes": The thinking teacher's guide to the visual arts (1992). A series of curriculum guides to accompany five nationally broadcast educational videos on various aspects of the visual arts. Lincoln, Nebraska: GPN/University of Nebraska. (Co-developer: Abby Remer). |
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