Teaching 21 Thinking Skills for the 21st Century: The MiCOSA Model - Brossura

Robinson-zanartu, Carol; Doerr, Patricia; Portman, Jacqueline

9780132698443: Teaching 21 Thinking Skills for the 21st Century: The MiCOSA Model

Brossura

ISBN 10: 0132698447 ISBN 13: 9780132698443

Casa editrice: Prentice Hall, 2014

Teaching 21 Thinking Skills for the 21st Century: 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.

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Recensione:

A rare balance of cultural education, critical thinking skills, and 21st century skills.

I appreciate the expertise in this book. It is clear that the authors are authorities in their fields and know exactly what they are talking about.

The thinking strategies in this book are excellent. There are many great examples that teachers could implement immediately.

Ian McCoog, K-12 Technology Integration Specialist/ Technology, Southern Columbia Area School District, Catawissa, PA

L'autore:

Carol Robinson-Za�artu (Ph.D., University of Pittsburgh) has authored or co-authored
over 50 professional publications largely devoted to issues of educational equity. She
has written and directed over $11 million in federal grants to prepare graduate students
to work with underserved students, especially Native American and bilingual Spanish-
speaking youth. She has worked as a teacher, school psychologist, school principal, and
university professor. Until recently, she served as chair of the Department of Counseling
and School Psychology at San Diego State University. She has trained both teachers
and school psychologists to assess for and create interventions in the classroom to help
students develop thinking skills while considering their cultural background as well
as content standards. Active in multiple professional associations, she currently serves
on the Executive Board of the International Association for Cognitive Education and
Psychology, and as a lead reviewer for NASP/NCATE. She is a former president of the
California Association for Mediated Learning; consulted broadly across school districts
and universities, and made close to 100 presentations to state, national, or international
professional associations. At the university level, she teaches graduate courses in the
dynamic assessment of cognitive skills and in developing classroom interventions to
enhance student thinking.
Patricia (Trish) Doerr (M.S., California Lutheran University) holds her master’s degree
in special education and a Diploma in Education of Handicapped Children (London
University). She has taught special and general education from elementary through
secondary levels both in England and the United States, and was a university lecturer in
reading. She has served as a district mentor in both special education and language arts,
a county teacher-on-leave specialist in language arts, curriculum, and assessment; served
as an educational therapist in private practice; and written numerous manuals in the area
of language arts. She received the Amgen Award for Teacher Excellence. She has been
a trainer for the California Reading and Literature Projects RESULTS and A Focused
Approach to Frontloading EL Instruction; a presenter for and fellow of the South Coast
Writing Project; a district level Trainer of Trainers for writing across the grade levels; and
a consultant to the MindLadder Project. She was a member of the Board of the California
Association for Mediated Learning, has studied a variety of models of thinking skill
development, and has made numerous professional presentations on their usefulness in
the classroom for professional associations, schools, and universities.
Jacqueline (Jackie) Portman (BA Spanish, Nazareth College of Rochester) is a former
National Board Certified bilingual teacher, and holds teaching credentials in multiple
subjects with a bilingual emphasis in Spanish (San Diego State University). She has taught
elementary grades 1–6, ELD/bilingual, and been a university lecturer in the mediation of
thinking in the classroom. She has served as a district elementary curriculum specialist,
providing district-wide staff development and coaching. She was a mentor teacher for
international children’s literature in Spanish; initiated a Spanish as a Second Language
Program; co-authored district writing curricula in English and Spanish; revised and
translated district math curriculum; and presented bilingual workshops in language arts.
She served as a consultant to the MindLadder Project, and as a member of the Board of
the California Association for Mediated Learning. Over the past 15 years, she has made
presentations on classroom and parent applications of cognitive education programs to
state and national conferences and school districts. She currently teaches fifth grade and
works at the district level to help integrate technology and assessment into the Common
Core Standards. For the last decade, her classroom has become a practical laboratory for
graduate students at San Diego State University to practice and apply their knowledge of
the thinking skills.