Creating Thinking Classrooms
Leading Educational Change for This Century
- Garfield Gini-Newman - OISE, Canada
- Roland Case - Simon Fraser University, Canada
Administration & Leadership | School Change, Reform, & Restructuring | School Culture & Climate
Reinvigorating today’s schools with Critical, Creative and Collaborative thinking
Critical, creative and collaborative thinking should be at the centre of all 21st century teaching and learning. Creating Thinking Classrooms is loaded with examples, stories and strategies for reinvigorating schools with this quality thinking. Written for leaders who support teachers, this guide treats educational change as a process of renovation, rather than process of revolution, and emphasizes building upon, refining and sustaining the many good things happening in today’s schools. Practical and user-friendly, it emphasizes five key principles for learning and teaching:
- Engaging students
- Sustaining inquiry
- Nurturing self-regulated learners
- Creating assessment-rich learning
- Enhancing learning through digital technology
As a balanced and reasoned response to the challenges and opportunities facing schools, this book separates the rhetoric of school reform from reality by analyzing what’s actually happening and offering a plan educators can use. Recapture the fundamentals of classroom learning with a practical and powerful roadmap charting the way forward.
As a principal and community superintendent, I observed firsthand how transformational the work of Garfield Gini-Newman and Roland Case is in the school community, and on a systemic level, in the school community, and on a systemic level. Creating Thinking Classrooms takes theory and research and places it directly into the hands of practitioners by offering thoughtful and immediately-useful strategies. Not only does this work transform engagement and achievement, but it also transforms thinking for both teachers and their students. Teaching and learning go from passive acquisition of information to active, purposeful, and deliberate interaction with the curriculum. It is a must-read!
Ursula A. Hermann, Ph.D, retired principal and community superintendent
Montgomery County Public Schools
What impresses me most about Creating Thinking Classrooms is the notion of framing the retooling of schools as renovation or reinvigoration rather than as revolution. Too many seem to ignore that there are many good things worth preserving in our schools and others that need to be reframed or recast to give them greater currency. This book builds on what has worked and makes it better. The message – being purposeful and patiently focused on long-term success – is a powerful one that needs to be heard above the din.
David Chojnacki, Executive Director
Near East South Asia Council of Overseas Schools
I loved the book and highly recommend it. This book can help school leaders, teachers, and professional developers understand and appreciate what it means and what it takes to promote a thinking classroom. It is substantive, practical, well grounded in theory and practice. A must read.
My work with Garfield Gini-Newman and Roland Case spans almost two decades. As a principal and community superintendent, I observed firsthand how transformational their work is in the classroom, in the school community, and on a systemic level. Creating Thinking Classrooms takes theory and research and places it directly into the hands of practitioners by offering thoughtful and immediately-useful strategies. Not only does this work transform student engagement and achievement, but it also transforms thinking for both teachers and their students. Teaching and learning go from passive acquisition of information to active, purposeful, and deliberate interaction with the curriculum. It is a must-read!
What impresses me most about Creating Thinking Classrooms is the notion of framing the retooling of schools as renovation or reinvigoration rather than as revolution. Too many seem to ignore that there are many good things worth preserving in our schools and others that need to be reframed or recast to give them greater currency. This book builds on what has worked and makes it better. The message – being purposeful and patiently focused on long-term success – is a powerful one that needs to be heard above the din.
Creating Thinking Classrooms is an outstanding resource for educational leaders. The plethora of charts and examples illustrate in practical detail how some concepts can show up or be implemented. Very practical, very user-friendly.
Creating Thinking Classrooms is a must-read for all instructional leaders wanting to use a new lens on sustained school improvement. This book helps educators establish a thinking orientation, provides enriching goals, and lays out invigorating practices. Too often there is a focus to abandon practices rather than strengthen them in educational reform. However, Roland Case and Garfield-Gini Newman challenge such thinking by suggesting a renovation mindset. Through such a mindset, a renewal takes place in classrooms that is transformational, actionable, and meaningful.
Creating Thinking Classrooms offered our faculty practical and powerful ways to nurture creative, critical, and collaborative thinking throughout our school. Our teachers found the ideas clear, concise, and relevant. The book offers ways to “make little tweaks to the good things we are already doing” that will “enhance learning substantially.” Our application of the book’s student-centered approach and clear criteria has had a significant impact on our school.
