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Developing Minds: A Resource Book for Teaching Thinking (3rd Edition) 3rd Revised ed. Edition

4.9 out of 5 stars 8 customer reviews
ISBN-13: 978-0871203793
ISBN-10: 0871203790
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Editorial Reviews

About the Author

Arthur L. Costa, Ed.D., is an Emeritus Professor of Education at California State University, Sacramento. He is Co-Founder of the Institute for Habits of Mind and Co-founder of the Center for Cognitive Coaching. He served as a classroom teacher, a curriculum consultant, and an assistant superintendent for instruction in the Office of the Sacramento County Superintendent of Schools and as the director of educational programs for the National Aeronautics and Space Administration. He has made presentations and conducted workshops in all 50 states as well as on six of the seven continents Active in many professional organizations, Art served as president of the California Association for Supervision and Curriculum Development and was the National President of Association for Supervision and Curriculum Development, from 1988 to 1989. He was the recipient of the prestigious Lifetime Achievement Award from the National Urban Alliance in 2010.
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Product Details

  • Paperback: 592 pages
  • Publisher: Association for Supervision & Curriculum Development; 3rd Revised ed. edition (December 2001)
  • Language: English
  • ISBN-10: 0871203790
  • ISBN-13: 978-0871203793
  • Product Dimensions: 8.4 x 1.2 x 10.9 inches
  • Shipping Weight: 3.1 pounds (View shipping rates and policies)
  • Average Customer Review: 4.9 out of 5 stars  See all reviews (8 customer reviews)
  • Amazon Best Sellers Rank: #94,844 in Books (See Top 100 in Books)

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By Michael T. Gagnon on June 12, 2008
Teaching, in many ways, has become a tightrope walk between creativity and standards. Do we teach students to memorize and study for tests or do we teach them to think? The essays presented in this book should be an essential part of any teacher education program, not to mention on any department bookshelf. What will serve students better - the ability to pass a test or the ability to think themselves through a given situation? In the era of testing, isn't it time to re-consider what we are doing to the next generation of students? Costa gathers insightful essays by various experts in a way that invites discussion and investigation. The book should not be read all at once, but taken piece by piece and used to enhance classroom inquiry for new and old teachers alike.
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The theme of "Developing Minds" is how
to make America smart through the
development of realistic expectations,
honoring accomplishments, meaningful
evaluations, academic rigor, critical
thinking and apprenticeship.

Costa provides a series of small articles
which develop the major themes in the book.
For example, thinking is defined in the
context of identifying, classifying,
establishing relationships, making analogies
and drawing conclusions.

There are a number of very important habits
common to great minds. Examples are persistence,
empathy, flexibility, meta cognition, precision,
questioning, application of past knowledge,
imagination and thinking independently.

Intelligence is defined in a number of classic
contexts. Examples are mathematics, verbal skills,
interpersonal skills, articulation of nature,
musical composition, spatial prowess and mastering
bodily functions.

Costa develops a profile of great teachers. The
profile includes the acceptance of student autonomy,
allowing dialogue, collaborating, coaching and
peer interaction.

Developing Minds is an important teaching tool for
teachers, parents, administrators and students. The
examples are topical and the systems approach is employed
throughout.
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This book, like all of Costa's work, should be required reading for anyone that considers themselves an educator. Of course, it isn't necessary--or advisable--to read this "book" in sequence, as it functions much better as reference material, but it can be approached by any educator at any level, from intern to superintendent. (In fact, if state and national policy makers considered these ideas, and other similar "re-approaches" to education, such as Silver and Strong's "Teaching What Matters Most," standards and assessment of standard mastery would all look much, much different, but that's a discussion for another day.)

The very thorough "Reference" portion at the end of every chapter is worth the price of the book on its own.
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I'm glad I ordered this book. Still reading it, but can see that it will give me a lot of food for thought as I work int he field of curriculum development.
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