000			03682cam a2200541 i 4500
001			u14609
003			SA-PMU
005			20210418124947.0
008			160512s2016 mdua b 000 0 eng
010			_a 2016013459
040			_aDLC _beng _erda _cDLC _dYDX _dBTCTA _dBDX _dOCLCF _dCLE _dYDXCP _dVLB _dOCLCQ _dEEK
020			_a9781475828672 _q(hardcover _qalkaline paper)
020			_a1475828675 _q(hardcover _qalkaline paper)
020			_a9781475828689 _q(paperback)
020			_a1475828683 _q(paperback)
035			_a(OCoLC)944086711
042			_apcc
050	0	0	_aLB1590.3 _b.K6554 2016
082	0	0	_a370.15/2 _223
100	1		_aKolis, Mickey, _d1954- _eauthor.
245	1	0	_aThinking diagrams : _bprocessing and connecting experiences, facts, and ideas / _cMickey Kolis and Benjamin H. Kolis.
264		1	_aLanham, Maryland : _bRowman & Littlefield, _c2016.
300			_aviii, 140 pages : _billustrations ; _c24 cm
336			_atext _btxt _2rdacontent
337			_aunmediated _bn _2rdamedia
338			_avolume _bnc _2rdacarrier
504			_aIncludes bibliographical references.
505	0		_apt. I. Why thinking questions? Rachel's story: questions of dispositions ; Jack's story: questions of knowledge ; Sarah's story: questions of skills ; Ramone's story: questions of relevance -- pt. II. Where thinking questions begin: experience(s). Senses ; Processing ; Mental models and the power of emotion ; Induction and the need for multiple experiences ; Thinking is messy: circular thinking and the re-concept -- pt. III. "Past" thinking questions. Analysis ; Analysis continued: same/different ; Insight ; Appraisal ; Summary ; Evaluation -- pt. IV. Future thinking questions. Creativity ; Critical thinking ; Action: plan and do (like an expert) -- pt. V. Making art. Planning for thinking questions ; Creating art with thinking questions -- Appendices : A. Answers to the analysis questions ; B. Meeting of the minds ; C. Idea evaluator ; D. Central concepts.
520			_a"Higher-order thinking questions (and their answers) are considered by many to be the holy grail of teaching. Teachers know when students "get it", but the question remains "How do you teach students to think explicitly and intentionally?" This book uses a series of diagrams to make thinking explicit by using students' personal experiences as the foundation for their thinking. Thinking Diagrams will help the reader move beyond understanding what metacognition is to teaching students how to understand their thinking in visual form. This book is filled with contemporary and practical insights regarding helping teachers of all levels foster classrooms rich in student thinking, creativity, and learning."--Book description, Amazon.com.
650		0	_aThought and thinking _xStudy and teaching.
650		0	_aCritical thinking _xStudy and teaching.
650		0	_aMetacognition.
650		7	_aCritical thinking _xStudy and teaching. _2fast _0(OCoLC)fst00883699
650		7	_aMetacognition. _2fast _0(OCoLC)fst01017513
650		7	_aThought and thinking _xStudy and teaching. _2fast _0(OCoLC)fst01150265
700	1		_aKolis, Benjamin H., _eauthor.
776	0	8	_iOnline version: _aKolis, Mickey, 1954- _tThinking diagrams. _dLanham, Maryland : Rowman & Littlefield, 2016 _z9781475828696 _w(DLC) 2016025323
938			_aBrodart _bBROD _n115104054
938			_aBaker and Taylor _bBTCP _nBK0018495603
938			_aYBP Library Services _bYANK _n12870481
938			_aYBP Library Services _bYANK _n12870480
029	1		_aAU@ _b000057551812
029	1		_aGBVCP _b86021365X
942			_cBOOK
994			_aZ0 _bSUPMU
948			_hNO HOLDINGS IN SUPMU - 75 OTHER HOLDINGS
596			_a1 2
999			_c10616 _d10616