Primary / Elementary School

Why Teach Habits of Mind

Why teach habits of mind?

Intelligence Reframed: Multiple Intelligences for the 21st Century

In this book, Howard Gardner describes how the theory of multiple intelligences has evolved and been revised since its introduction in 1983. He introduces here the possibility of three new intelligences and argues that the concept of intelligence should be broadened, but not so much that it includes every human faculty or encompasses specific value systems. As well as responding to some of the critiques of the theory, he offers practical guidance on its educational uses in schools and museums and speculates about the relationship between multiple intelligences and the future world of work. ISBN-13: 978-0465026111

Investigating the Educational Impact & Potential of The MoMA's Visual Thinking Curriculum

Between October of 1998 and August of 1999, researchers at Harvard Project Zero at the Harvard Graduate School of Education conducted an intensive investigation of the Visual Thinking Curriculum (VTC), a school-based curriculum that was being used at the time by The Museum of Modern Art in 5^th and 6^th grade classrooms in New York City. Drawing on both quantitative and qualitative research methods, the purpose of the research was to better understand the outcomes, strengths and weaknesses of the VTC.

The Project Zero Classroom: Views on Understanding

What do Project Zero's ideas look like in practice? This book offers perspectives by teachers and researchers, including Howard Gardner and David Perkins, on several strands of Project Zero's research. Approaching the instructional goal of teaching for understanding, this volume is filled with examples that practitioners seek to help close the idea/action gap. Any of the articles provides a basis for reflective conversations among teachers and administrators working toward using Project Zero's ideas in their own schools. ASIN: B004S69940

The Teaching for Understanding Guide

The Teaching for Understanding Guide: What does it mean to understand something? How do students develop understanding? How can teachers know how well they understand and support the development of understanding? Teaching for Understanding describes an approach to teaching that requires students to think, analyze, problem solve, and make meaning of what they have learned. Teaching for Understanding: Linking Research with Practice introduced the approach and the research that supports it. Now this companion workbook shows teachers how to use the four critical components of the Teaching for Understanding Framework.

Based on extensive research conducted by Project Zero and the Harvard Graduate School of Education, The Teaching for Understanding Guide offers teachers a practical way to apply the concepts of the Teaching for Understanding framework—both in the classroom and in curriculum planning. Using classroom examples from science, mathematics, language arts and social sciences, and reflecting the input of practicing teachers, the workbook shows how teachers can:

• Choose topics that engage student interest and connect readily to other subjects.
• Set coherent unit and course goals.
• Create activities that develop an demonstrate students' understanding.
• Improve student performance by providing continual feedback.

Brief case studies of teachers using this approach illustrate the process in action. Simple planning sheets and teaching units make this guide a useful resource for developing curriculum. Reflection sections at the end of each chapter suggest related activities, issues, and questions to facilitate further exploration of the chapter's ideas. The challenging process of rethinking classroom practice can lead to a new level of student understanding and learning. This how-to guide gives teachers the practical tools for making understanding more achievable in the classroom. ISBN-13: 978-0787909932