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teachers can then wrap their instruction around these middle school explorers and grow more independent and engaged, and dare I say, thought-full learners.
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The above article largely summarizes Chapter 1, “Unpacking Thinking,” in Making Thinking Visible: How to Promote Engagement, Understanding, and Independence for All Learners; Jossey-Bass (2011), of which Mark Church is co-author together with Dr. Ron Ritchhart and Karin Morrison.
Ritchhart, R., Church, M. & Morrison, K. (2011). Making thinking visible. Hoboken, NJ: Jossey-Bass.
Other Useful References
Kellough, R. D., & Kellough, N. G. (2008). Teaching young adolescents: Methods and resources for middle grades teaching (5th ed.). Upper Saddle River, NJ: Pearson Merrill Prentice Hall.
Ritchhart, R. (2002). Intellectual Character: What it is, why it matters, and how to get it. San Francisco: Jossey-Bass.
Ritchhart, R., & Perkins, D. N. (2000). Life in the Mindful Classroom: Nurturing the disposition of mindfulness. Journal of Social Issues, 56(1), 27–47.
Ritchhart, R., Palmer, P., Church, M. & Tishman, S. (2006). Thinking Routines: Establishing Patterns of Thinking in the Classroom. AERA Conference.
Stevenson, C. (2002). Teaching ten to fourteen year olds (3rd ed.). Boston: Allyn & Bacon.
Tishman, S., Perkins, D. N., & Jay, E. (1993). Teaching thinking dispositions: From transmission to enculturation. Theory into Practice, 3, 147–153.