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Critical Thinking and Education

Critical Thinking and Education

The skills of ‘critical thinking’ occupy a contentious place in debates on education. It is of course widely recognised that education must consist of more than an unreasoning accumulation of facts and skills and that modern society demands a highly-developed critical awareness to cope with its ever-increasing complexities. Yet the very term ‘critical thinking’ threatens to become a vague and unexamined slogan displayed more in party tricks than in useful knowledge. In this book first published in 1981 Professor McPeck offers a critique of the major ideas and important work in the field including those of Ennis and de Bono while at the same time presenting his own rigorous ideas on the proper place in critical thinking in the philosophy of education. The book aims to establish a sound basis on which the role of critical thinking in schools can be evaluated and the author makes a strong case for the contribution it can make to resolving current dilemmas of the curriculum. | Critical Thinking and Education

GBP 38.99
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Slow Looking The Art and Practice of Learning Through Observation

Slow Looking The Art and Practice of Learning Through Observation

Slow Looking provides a robust argument for the importance of slow looking in learning environments both general and specialized formal and informal and its connection to major concepts in teaching learning and knowledge. A museum-originated practice increasingly seen as holding wide educational benefits slow looking contends that patient immersive attention to content can produce active cognitive opportunities for meaning-making and critical thinking that may not be possible though high-speed means of information delivery. Addressing the multi-disciplinary applications of this purposeful behavioral practice this book draws examples from the visual arts literature science and everyday life using original real-world scenarios to illustrate the complexities and rewards of slow looking. | Slow Looking The Art and Practice of Learning Through Observation

GBP 34.99
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Critical Thinking

Critical Thinking

Critical Thinking provides language teachers with a dynamic framework for encouraging critical thinking skills in explicit systematic ways during their lessons. With the proliferation of fallacious arguments fake news and untrustworthy sources in today's multimedia landscape critical thinking skills are vital not only in one’s native language but also when engaged in the task of language learning. Written with the language teacher in mind this book provides a springboard for teaching critical thinking skills in multicultural multilingual classrooms. Suitable for graduate students in-training teachers and language curriculum developers interested in purposeful applications of critical thinking pedagogy for the second-language classroom this volume presents classroom activities suggestions for lesson planning and ideas for researching the impact of critical thinking activities with second-language learners. This book is ideal as an invaluable resource for teacher-directed classroom investigations as well as graduate dissertation projects.

GBP 34.99
1

Thinking Like a Scientist Lessons That Develop Habits of Mind and Thinking Skills for Young Scientists in Grade 5

Thinking Like a Scientist Lessons That Develop Habits of Mind and Thinking Skills for Young Scientists in Grade 5

Thinking Like a Scientist focuses on high-interest career-related topics in the elementary curriculum related to science. Students will explore interdisciplinary content foster creativity and develop higher order thinking skills with activities aligned to relevant content area standards. Through inquiry-based investigations students will explore what scientists do engage in critical thinking learn about scientific tools and research and examine careers in scientific fields. Thinking Like a Scientist reflects key emphases of curricula from the Center for Gifted Education at William & Mary including the development of process skills in various content areas and the enhancement of discipline-specific thinking and habits of mind through hands-on activities. Grade 5 | Thinking Like a Scientist Lessons That Develop Habits of Mind and Thinking Skills for Young Scientists in Grade 5

GBP 29.99
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Thinking about the Teaching of Thinking The Feuerstein Approach

Thinking about the Teaching of Thinking The Feuerstein Approach

Thinking about the Teaching of Thinking provides an accessible and comprehensive introduction to Feuerstein’s theory of Mediated Learning Experience and its related tools and programmes. It details up-to-date international and New Zealand research on the Feuerstein approach which reflects the current issues in the teaching of thinking. The book begins by defining what is meant by the teaching of thinking and provides an easy to understand explanation of the Feuerstein method and its value for children with learning challenges. It champions a ‘whole school’ approach to the teaching of thinking and details the practical tools and programmes developed by Feuerstein – such as Instrumental Enrichment and the Learning Propensity Assessment Device – to aid in its implementation. It also recognises the key importance of cultural factors in the teaching of thinking bringing together the author’s considerable research experience using the Feuerstein method in the multicultural New Zealand context with her extensive knowledge of international Feuerstein research. This book provides a user-friendly and unique coverage of the Feuerstein method for researchers and postgraduate students researching and working in educational psychology. It will also be of great value for teachers and parents looking to understand and decide on implementation of the Feuerstein approach in their schools. | Thinking about the Teaching of Thinking The Feuerstein Approach

GBP 36.99
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Thinking Like a Mathematician Lessons That Develop Habits of Mind and Thinking Skills for Young Mathematicians in Grade 3

Thinking Like a Mathematician Lessons That Develop Habits of Mind and Thinking Skills for Young Mathematicians in Grade 3

Thinking Like a Mathematician focuses on high-interest career-related topics in the elementary curriculum related to mathematics. Students will explore interdisciplinary content foster creativity and develop higher order thinking skills with activities aligned to relevant content area standards. Students will engage in exploration activities complete mathematical challenges and then apply what they have learned by making real-world connections. Thinking Like a Mathematician reflects key emphases of curricula from the Center for Gifted Education at William & Mary including the development of process skills in various content areas and the enhancement of discipline-specific thinking and habits of mind through hands-on activities. Grade 3 | Thinking Like a Mathematician Lessons That Develop Habits of Mind and Thinking Skills for Young Mathematicians in Grade 3

GBP 29.99
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Thinking Like an Engineer Lessons That Develop Habits of Mind and Thinking Skills for Young Engineers in Grade 4

Thinking Like an Engineer Lessons That Develop Habits of Mind and Thinking Skills for Young Engineers in Grade 4

Thinking Like an Engineer focuses on high-interest career-related topics in the elementary curriculum related to engineering. Students will explore interdisciplinary content foster creativity and develop higher order thinking skills with activities aligned to relevant content area standards. Students will complete design challenges visit with an engineer and investigate real-world problems to plan feasible engineering solutions. Thinking Like an Engineer reflects key emphases of curricula from the Center for Gifted Education at William & Mary including the development of process skills in various content areas and the enhancement of discipline-specific thinking and habits of mind through hands-on activities. Grade 4 | Thinking Like an Engineer Lessons That Develop Habits of Mind and Thinking Skills for Young Engineers in Grade 4

GBP 29.99
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Slow Knowledge and the Unhurried Child Time for Slow Pedagogies in Early Childhood Education

Slow Knowledge and the Unhurried Child Time for Slow Pedagogies in Early Childhood Education

This book explores the relationship with time in early childhood by arguing for the valuing of slow pedagogies and slow knowledge. Alison Clark points to alternative practices in Early Childhood Education and Care that enable a different pace and rhythm against the backdrop of the acceleration in early childhood and the proliferation of testing and measurement. Diverse approaches are explored to enable an ‘unhurried child’ and less hurried adults. Slow Knowledge and the Unhurried Child is divided in three parts. Part 1 Reasons to be slow looks at the pressures in Early Childhood Education and Care to speed up and for children to be ‘readied’ for the next stage. The book then explores different relationships with time for young children and educators. Part 2 Slow pedagogies and practices explore some of the forms slow practices can take including outdoors in the studio in everyday routines through stories in pedagogical documentation and in ‘slow’ research. Part 3 Moving forward shows what a ‘timefull’ approach to ECEC can look like whilst debating the challenges and possibilities that exist. The book serves as a catalyst for urgent discussion about the need to slow down in early childhood education and teacher education and explores case studies of where slow early childhood education are already happening. It will be a key reading for researchers practitioners and policy-makers about the relationship with time in early childhood and the importance of taking a longer view. | Slow Knowledge and the Unhurried Child Time for Slow Pedagogies in Early Childhood Education

GBP 29.99
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Techniques for Teaching Thinking

Techniques for Teaching Thinking

Originally published in 1989 the purpose of this title was to provide information and ideas for: Staff Developers and Teacher Educators as they consider program content to prepare teachers to teach thinking skills. Teachers as they assess their own abilities to create classroom conditions for thinking and their readiness to implement a curriculum for developing thinking skills. Curriculum Developers as they decide how the curriculum should be organized and sequenced according to children’s developmental levels. Administrators as they assess and provide leadership for improving the conditions in their schools and classrooms which allows the stimulating teaching of thinking. Although written some time ago the information is still valid today. | Techniques for Teaching Thinking

GBP 34.99
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Thinking About Victimization Context and Consequences

Thinking About Victimization Context and Consequences

Bringing together cutting-edge theory and research that bridges academic disciplines from criminology and criminal justice to developmental psychology sociology and political science Thinking About Victimization offers an authoritative and refreshingly accessible overview of scholarship on the nature sources and consequences of victimization. This book integrates empirical research and victimization theory and is written in a lively style with sharp storytelling and an appreciation of international research on victimization. Rooted in a healthy respect for criminological history and the important foundational works in victimization studies it provides a detailed account of how different data sources can influence our understanding of victimization; of how the sources of victimization - individual situational and contextual - are complicated and varied; and of how the consequences of victimization - personal social and political - are just as complex. Thinking About Victimization also engages with contemporary issues such as sexual victimization and intimate partner violence victimization in schools cybervictimization and prison victimization as well as terrorism and state-sponsored violence. The second edition reflects new research developments in victimology including updated discussions on the COVID-19 pandemic police brutality increases in crime and school shootings. Thinking About Victimization is essential reading for advanced courses in victimization offered in criminology criminal justice sociology health and social work departments. With its unapologetic reliance on theory and research combined with its easy readability undergraduate and graduate students alike will find much to learn in these pages. | Thinking About Victimization Context and Consequences

GBP 34.99
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The Need for Critical Thinking and the Scientific Method

The Need for Critical Thinking and the Scientific Method

The book exposes many of the misunderstandings about the scientific method and its application to critical thinking. It argues for a better understanding of the scientific method and for nurturing critical thinking in the community. This knowledge helps the reader to analyze issues more objectively and warns about the dangers of bias and propaganda. The principles are illustrated by considering several issues that are currently being debated. These include anthropogenic global warming (often loosely referred to as climate change) dangers to preservation of the Great Barrier Reef and the expansion of the gluten-free food market and genetic engineering. | The Need for Critical Thinking and the Scientific Method

GBP 42.99
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Re-Thinking Eating Disorders Language Emotion and the Brain

Re-Thinking Eating Disorders Language Emotion and the Brain

In Re-Thinking Eating Disorders: Language Emotion and the Brain Barbara Pearlman integrates ideas from psychoanalysis developmental psychology and cutting-edge neuroscience to produce a model of neural emotional processing which may underpin the development of an eating disorder. Based on clinical observations over 30 years this book explores how state change from symbolic to concrete thinking may be a key event that precedes an eating disorder episode. The book introduces this theory and offers clinicians working with these challenging clients an entirely new model for treatment: internal language enhancement therapy (ILET). This easily teachable therapy is explored throughout the book with case studies and detailed descriptions of therapeutic techniques. Re-Thinking Eating Disorders will appeal to students and practitioners working with this clinical group who are seeking an up-to-date and integrative approach to therapy. | Re-Thinking Eating Disorders Language Emotion and the Brain

GBP 35.99
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Hydrofeminist Thinking With Oceans Political and Scholarly Possibilities

Hydrofeminist Thinking With Oceans Political and Scholarly Possibilities

Hydrofeminist Thinking with Oceans brings together authors who are thinking in with and through the spaces of ocean/s and beaches in South African contexts to make alternative knowledges towards a justice-to-come and flourishing at a planetary level. Primary scholarly locations for this work include feminist new materialist and post-humanist thinking and specifically locates itself within hydrofeminist thinking. Together with a foreword by Astrida Neimanis the chapters in this book explore both land and water with oceans as powerfully political spaces globally and locally entangled in the violences of settler colonialism land dispossession slavery transnational labour exploitation extractivism and omnicides. South Africa is a productive space to engage in such scholarship. While there is a growing body of literature that works within and across disciplines on the sea and bodies of water to think critically about the damages of centuries of colonisation and continued extractivist capitalism there remains little work that explores this burgeoning thinking in global Southern and more particularly South African contexts. South African histories of colonisation slavery and more recently apartheid which are saturated in the oceans are only recently being explored through oceanic logics. This volume offers valuable Southern contributions and rich situated narratives to such hydrofeminist thinking. It also brings diverse and more marginal knowledges to bear on the project of generating imaginative alternatives to hegemonic colonial and patriarchal logics in the academy and elsewhere. While primarily located in a South African context the volume speaks well to globalised concerns for justice and environmental challenges both in human societies and in relation to other species and planetary crises. The chapters which will be of interest to scholars activists and other civil society stakeholders share inspiring rich examples of diverse scholarship activism and art in these contexts extending international scholarship that thinks in/on/with ocean/s littoral zones and bodies of water. The book offers ethico-political perspectives on the role of research in ocean governance policy development and collective decision-making for ecological justice. This book is suitable for students and scholars of post-qualitative feminist new materialist embodied arts-based and hydrofeminist methods in education environmental humanities and the social sciences. | Hydrofeminist Thinking With Oceans Political and Scholarly Possibilities

GBP 35.99
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Mathematizing Student Thinking Connecting Problem Solving to Everyday Life and Building Capable and Confident Math Learners

Mathematizing Student Thinking Connecting Problem Solving to Everyday Life and Building Capable and Confident Math Learners

How can you broaden student thinking and help them develop their independence and confidence as problem solvers? Real-life problems are a remarkable tool to stretch student thinking and help them develop a deeper understanding of mathematics and its role in everyday life. Rather than using textbook exercises the book argues that solving real-world problems promotes flexibility and encourages students to adjust and grow their thinking. It inspires them to consider alternatives and apply math in authentic contexts. You will find practical ways to engage students in critical thinking develop their independence and make connections with the world. | Mathematizing Student Thinking Connecting Problem Solving to Everyday Life and Building Capable and Confident Math Learners

GBP 29.99
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Critical Thinking: The Basics

Critical Thinking: The Basics

Critical Thinking: The Basics is an accessible and engaging introduction to the field of critical thinking drawing on philosophy communication and psychology. Emphasising its relevance both to academic literacy and to decision-making in a range of contexts this book introduces and explains the knowledge methods and skills needed to identify and avoid poor reasoning reconstruct and evaluate arguments and engage constructively in dialogues. Topics covered include: The relationship between critical thinking emotions and the psychology of persuasion The role of character dispositions such as open-mindedness courage and self-knowledge Argument identification and reconstruction Fallacies and argument evaluation. This second edition has been revised and updated throughout and includes an additional chapter on the relationship between critical thinking and emotions. There are also new sections on concepts such as the ‘experiential mind’ and ‘need for cognitive closure’ and contemporary examples drawn from issues including conspiracy theories the pandemic and misuses of social media. With updated and expanded discussion questions/exercises and suggestions for further reading at the end of each main chapter this book is an essential read for students approaching the field of critical thinking for the first time and for the general reader wanting to improving their thinking skills and decision-making abilities.

GBP 18.99
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Creative Historical Thinking

Creative Historical Thinking

Creative Historical Thinking offers innovative approaches to thinking and writing about history. Author Michael J. Douma makes the case that history should be recognized as a subject intimately related to individual experience and positions its practice as an inherently creative endeavor. Douma describes the nature of creativity in historical thought illustrates his points with case studies and examples. He asserts history’s position as a collective and community-building exercise and argues for the importance of metaphor and other creative tools in communicating about history with people who may view the past in fundamentally different ways. A practical guide and an inspiring affirmation of the personal and communal value of history Creative Historical Thinking has much to offer to both current and aspiring historians.

GBP 24.99
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Literature Social Wisdom and Global Justice Developing Systems Thinking through Literary Study

Literature Social Wisdom and Global Justice Developing Systems Thinking through Literary Study

This book responds to the pressing and increasingly recognized need to cultivate social wisdom for addressing major problems confronting humanity. Connecting literary studies with some of the biggest questions confronted by researchers and students today the book provides a practical approach to thinking through and potentially solving global problems such as poverty inequality crime war racism classism environmental decline and climate change. Bracher argues that solving such problems requires “systems thinking” and that literary study is an excellent way to develop the four key cognitive functions of which systems thinking is composed which are causal analysis prospection/strategic planning social cognition and metacognition. Drawing on evidence-based learning theory as well as the latest research on systems thinking and its four cognitive functions the book provides a comprehensive and detailed explanation of how these advanced thinking skills can be developed through literary study illustrating the process with numerous examples from major works of literature. In explaining the nature and importance of these thinking skills and the ability of literary study to develop them this book will be of value to literature teachers and students from introductory to advanced levels and to anyone looking to develop better problem-solving and decision-making skills. | Literature Social Wisdom and Global Justice Developing Systems Thinking through Literary Study

GBP 35.99
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Computational Thinking in Education A Pedagogical Perspective

Computational Thinking in Education A Pedagogical Perspective

Computational Thinking in Education explores the relevance of computational thinking in primary and secondary education. As today’s school-aged students prepare to live and work in a thoroughly digitized world computer science is providing a wealth of new learning concepts and opportunities across domains. This book offers a comprehensive overview of computational thinking its history implications for equity and inclusion analyses of competencies in practice and integration into learning instruction and assessment through scaffolded teacher education. Computer science education faculty and pre- and in-service educators will find a fresh pedagogical approach to computational thinking in primary and secondary classrooms. | Computational Thinking in Education A Pedagogical Perspective

GBP 38.99
1

Design Thinking in Student Affairs A Primer

Design Thinking in Student Affairs A Primer

Design thinking is an innovative problem-solving framework. This introduction is the first book to apply its methodology to student affairs and in doing so points the way to its potentially wider value to higher education as a whole. With its focus on empathy which is the need to thoroughly understand users’ experiences design thinking is user-centered similar to how student affairs is student-centered. Because the focus of design thinking is to design with users not for users it aligns well with student affairs practice. In addition its focus on empathy makes design thinking a more equitable approach to problem-solving than other methods because all users’ experiences—not just the experiences of majority or “average” student—need to be understood. Centering empathy in problem-solving processes can be a tool to disrupt higher education systems and practices. Design thinking is a framework to foster innovation and by its nature innovation is about responding to change factors with creativity. In an organization design thinking is inherently connected to organizational change and culture because the process is really about changing people to help them rally around a disruptive idea. Implementing design thinking on a campus may in itself be disruptive and require a change management process. The beauty of using design thinking is that it can also act as a framework to support organizational culture change. Design thinking approaches with their focus on stakeholder needs (as opposed to systemic norms) collaborative solutions building and structured empathy activities can offer a concrete tool to disrupt harmful systems of power and oppression. Design thinking as a process is not a magic solution to equity problems though it can be a powerful tool to approach the development of solutions that can address inequity. Design thinking is data-driven and considers both qualitative and quantitative data as necessary to gain most complete picture of an issue and its possible solutions whether a product program or service. Design thinking has numerous benefits to afford students affairs. Chapter 1 outlines a case for design thinking in student affairs. Chapter 2 discusses a brief history of design thinking noting its germination and evolution to current practice. Chapter 3 provides a detailed description of each step of the design thinking model with pertinent examples to make the steps clearer. Chapter 4 explains the intersection of equity and design thinking while chapter 5 explores the use of design thinking for organizational change. Chapter 6 presents a new model for design thinking assessment. Chapter 7 addresses the challenges and limitations of the process. Chapter 8 concludes the book by discussing the alignment of design thinking and student affairs and outlining next steps. Design thinking is an innovative process that can change the way higher education and student affairs operates realizing the potential it offers. | Design Thinking in Student Affairs A Primer

GBP 31.99
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Examples and Their Role in Our Thinking

Examples and Their Role in Our Thinking

This book investigates the role and significance that examples play in shaping arguments and thought both in philosophy and in everyday life. It addresses questions about how our moral thinking is informed by our conceptual practices especially in ways related to the relationship between ethics and literature post-Wittgensteinian ethics or meta-philosophical concerns about the style of philosophical writing. Written in an accessible and non-technical style the book uses examples from real-life events or pieces of well-known fictional stories to introduce its discussions. In doing so it demonstrates the complex way examples rather than exemplifying philosophical points inform and condition how we approach the points for which we want to argue. The author shows how examples guide or block our understanding in certain directions how they do this by stressing morally relevant aspects or dimensions of the terms and how the sense of moral seriousness allows us to learn from examples. The final chapter explores whether these kinds of engagement with examples can be understood as thinking primarily through examples. Examples and Their Role in Our Thinking will be of interest to scholars and graduate students working in ethics and moral philosophy philosophy of language and philosophy of literature.

GBP 38.99
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Hypothetical Thinking Dual Processes in Reasoning and Judgement

Hypothetical Thinking Dual Processes in Reasoning and Judgement

Hypothetical thought involves the imagination of possibilities and the exploration of their consequences by a process of mental simulation. In this Classic Edition Jonathan St B. T. Evans presents his pioneering hypothetical thinking theory; an integrated theoretical account of a wide range of psychological studies on hypothesis testing reasoning judgement and decision making. Hypothetical thinking theory is built on three key principles and implemented in a version of Evans' well-known heuristic–analytic theory of reasoning. The central claim of this book is that this theory can provide an integrated account of apparently diverse phenomena including confirmation bias in hypothesis testing acceptance of fallacies in deductive reasoning belief biases in reasoning and judgement biases of statistical judgement and numerous characteristic findings in the study of decision making. Featuring a reflective and insightful new introduction to the book this Classic Edition discusses contemporary theory on cognitive biases human rationality and dual-process theories of higher cognition. It will be of great interest to researchers post graduates as well as advanced undergraduate students. | Hypothetical Thinking Dual Processes in Reasoning and Judgement

GBP 38.99
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Threshold Concepts in Women’s and Gender Studies Ways of Seeing Thinking and Knowing

Threshold Concepts in Women’s and Gender Studies Ways of Seeing Thinking and Knowing

Threshold Concepts in Women’s and Gender Studies: Ways of Seeing Thinking and Knowing is a textbook designed primarily for introduction to Women’s and Gender Studies courses with the intent of providing both a skill- and concept-based foundation in the field. The third edition includes fully revised and expanded case studies and updated statistics; in addition the content has been updated throughout to reflect significant news stories and cultural developments. The text is driven by a single key question: What are the ways of thinking seeing and knowing that characterize Women’s and Gender Studies and are valued by its practitioners? This book illustrates four of the most critical concepts in Women’s and Gender Studies—the social construction of gender privilege and oppression intersectionality and feminist praxis—and grounds these concepts in multiple illustrations. Threshold Concepts in Women’s and Gender Studies develops the key concepts and ways of thinking that students need to develop a deep understanding and to approach material like feminist scholars do across disciplines. | Threshold Concepts in Women’s and Gender Studies Ways of Seeing Thinking and Knowing

GBP 38.99
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Thinking English Translation Analysing and Translating English Source Texts

Thinking English Translation Analysing and Translating English Source Texts

Thinking English Translation is a practical guide to analysing and translating English source texts. Section I focuses on pre-translation analysis where students are guided to consider the features of a variety of English texts and the various implications for translation into other languages. Section II examines language variety in English in more detail and provides strategies for dealing with translation challenges in a wide range of text types. Thinking English Translation gives students a framework for a better understanding of how to approach source texts in order to tackle translation assignments whether in class or in the workplace with confidence. Stella Cragie a Qualified Member of the Institute of Translation and Interpreting and former Principal Lecturer in Translation at the University of Westminster is now a freelance translator. Ann Pattison is a former Senior Lecturer in Translation at the University of Westminster and now works as a freelance translator editor and writer. | Thinking English Translation Analysing and Translating English Source Texts

GBP 36.99
1

Teaching Science Thinking Using Scientific Reasoning in the Classroom

Teaching Science Thinking Using Scientific Reasoning in the Classroom

Teach your students how to think like scientists. This book shows you practical ways to incorporate science thinking in your classroom using simple Thinking Tasks that you can insert into any lesson. What is science thinking and how can you possibly teach and assess it? How is science thinking incorporated into the Next Generation Science Standards (NGSS) and how can it be weaved into your curriculum? This book answers these questions. This practical book provides a clear research-verified framework for helping students develop scientific thinking as required by the NGSS. Your students will not be memorizing content but will become engaged in the real work scientists do using critical thinking patterns such as: Recognizing patterns Inventing new hypotheses based on observations Separating causes from correlations Determining relevant variables and isolating them Testing hypotheses and Thinking about their own thinking and the relative value of evidence. The book includes a variety of sample classroom activities and rubrics as well as frameworks for creating your own tools. Designed for the busy teacher this book also shows you quick and simple ways to add deep science thinking to existing lessons. | Teaching Science Thinking Using Scientific Reasoning in the Classroom

GBP 24.99
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Design Thinking for Every Classroom A Practical Guide for Educators

Design Thinking for Every Classroom A Practical Guide for Educators

Designed to apply across grade levels Design Thinking for Every Classroom is the definitive teacher’s guide to learning about and working with design thinking. Addressing the common hurdles and pain points this guide illustrates how to bring collaborative equitable and empathetic practices into your teaching. Learn about the innovative processes and mindsets of design thinking how it differs from what you already do in your classroom and steps for integrating design thinking into your own curriculum. Featuring vignettes from design thinking classrooms alongside sample lessons assessments and starter activities this practical resource is essential reading as you introduce design thinking into your classroom program or community. | Design Thinking for Every Classroom A Practical Guide for Educators

GBP 28.99
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