Pensar para aprender: Cómo transformar el aprendizaje en el aula con el TBL (Biblioteca Innovación Educativa)

Pensar para aprender: Cómo transformar el aprendizaje en el aula con el TBL
Robert J. Swartz
Thinking Based Learning (TBL) is a methodology that teaches students to use thinking skills both in the classroom and in any other area of life to make them good thinkers. These skills are internalized through the frequent use of thinking maps and graphic organizers, designed to help organize the types of thinking in a process that, step-by-step, accumulates information and leads to a well-thought-out and informed conclusion. It is about putting into practice collaborative thinking, since it works in groups of three, four or five people who share and comment on their ideas, connected by a feeling of empathy and by the desire to seek together the best solution to any problem. To achieve this, the role of teachers is key. They are who guide and motivate their learning through open questions that activate their thinking.
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Pensar para aprender en el aula: Lecciones de Aprendizaje Basado en el Pensamiento (TBL) para Educación Primaria (Biblioteca Innovación Educativa)

Pensar para aprender en el aula: Lecciones de Aprendizaje Basado en el Pensamiento para Educación Primaria
Robert J. Swartz
This book is a set of real lessons in which Thinking based Learning (TBL) trained educators teach their students to be good thinkers. To do this, they previously structure the classroom in collaborative thinking groups and provide them with a scaffolding of open questions. Later, they guide the students, little by little, in the use of graphic organizers, they motivate them to search and select information for themselves, express it in writing and think about their thoughts. In this way, they will get familiarized with using these strategies with skill, to develop the habit of deep reflection in the face of any conflictive situation in life and to solve it effectively. Like them, you can also join this active learning movement through TBL.
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Educar para un mundo cambiante

Educar para un mundo cambiante
David Perkins. Prologue by Robert Swartz.
What is worth learning? It is an impossible question if what we are looking for is the perfect answer. But, meditating well the criteria and feeling that we have a valuable mission to carry out, we can intelligently search for interesting answers. Visualizing what could have a value within the content we teach in schools is, without doubt, a fundamental act of educational imagination. Until now, we have always focused on educating for the known. However, betting that tomorrow will resemble yesterday does not seem very appropriate. We need a bolder program. Let us call it educating for the unknown, which, far from being an unapproachable paradox, can be attractive and stimulating. Achieving it can happen, according to David Perkins, by identifying great topics of understanding, great questions and great skills, understanding great as essential that which enables us extensively throughout our lives to cope well with any situation. Can this vision perhaps give us hope that, through education, we can access the unknown, tackle its twists and turns, and set ourselves on the path to wisdom?
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El Aprendizaje Basado en el Pensamiento

El Aprendizaje Basado en el Pensamiento
Robert J. Swartz, Arthur L. Costa, Barry K. Beyer, Rebecca Reagan, Bena Kallick
“El Aprendizaje basado en el Pensamiento” is a didactic guide that helps teachers to apply effective thinking in teaching the contents of any subject and school year. The abundant case studies provide the reader with a concrete vision of how to teach students to find evidence on which to base their conclusions, develop creative ideas, listen carefully and with understanding, and communicate their ideas clearly and accurately. Its authors show that if students spend time learning thinking skills, their mental performance dramatically improves both inside and outside of school.
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Thinking-Based Learning: Promoting Quality Student Achievement in the 21st Century

Thinking-Based Learning: Promoting Quality Student Achievement in the 21st Century
Robert J. Swartz, Arthur L. Costa, Barry K. Beyer
This book provides accessible educational practices that teachers can use to infuse skillful thinking into standards-based content instruction in any subject area or grade level. With rich examples from practice, readers will learn to teach students how, for example, to find and use evidence to support conclusions, to develop and articulate creative ideas, to listen to others seriously and with understanding, and to communicate their thinking with clarity and precision. The authors demonstrate how taking time to frontload deliberate, selective thinking practices can propel students to higher levels of achievement. Specific chapters look at the role of metacognition in the classroom, translating good thinking into good writing, and assessment of progress in thinking. Featuring the collaborative work of renowned authors and professional development leaders, this resource shows teachers how to help their students develop habits of effective thinking and dispositions for learning like persistence and self-regulation that will ultimately improve their work in other courses and grades and in their lives overall.
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Book A1 grades 1 & 2

Teaching Critical and Creative Thinking in Language Arts, Book A1, 1st & 2nd grade
Robert Swartz, Jacquie Larisey y Mary Ann Kiser
We believe that the best way to learn how to use a new teaching methodology should include observations of other teachers using that methodology. But when several schools working on implementing a program like TBL are some distance from each other that is impossible. So starting in the 1990s Robert Swartz and Sandra Parks put together and wrote commentaries for two series of “Lesson Books” with records of the details of new and effective TBL lessons written by the teachers who taught them for all grade levels. This book is an examples of this.
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Book B1 grades 3 & 4

Teaching Critical and Creative Thinking in Language Arts, Book B1, 3rd & 4th grade
Robert Swartz, Traci Whipple, Gina Blaisdell y Mary Ann Kiser
We believe that the best way to learn how to use a new teaching methodology should include observations of other teachers using that methodology. But when several schools working on implementing a program like TBL are some distance from each other that is impossible. So starting in the 1990s Robert Swartz and Sandra Parks put together and wrote commentaries for two series of “Lesson Books” with records of the details of new and effective TBL lessons written by the teachers who taught them for all grade levels. This book is an examples of this.
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Book C1 grades 5 & 6 (1)

Teaching Critical and Creative Thinking in Language Arts, Book C 1, 5th & 6th grade
Robert Swartz, Mary Ann Kiser y Rebecca Reagan
We believe that the best way to learn how to use a new teaching methodology should include observations of other teachers using that methodology. But when several schools working on implementing a program like TBL are some distance from each other that is impossible. So starting in the 1990s Robert Swartz and Sandra Parks put together and wrote commentaries for two series of “Lesson Books” with records of the details of new and effective TBL lessons written by the teachers who taught them for all grade levels. This book is an examples of this.
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Infusing the Teaching of Critical and Creative Thinking Into Content Instruction: A Lesson Design Handbook For the Elementary Grades

Infusing the Teaching of Critical and Creative Thinking Into Content Instruction: A Lesson Design Handbook For the Elementary Grades
Robert J. Swartz, Sandra Parks
This volume provides guidelines and activities for restructuring content lessons to infuse direct instruction into the important core skills and processes of critical and creative thinking. It combines text, graphic representations of important points, sample lessons in core content areas, and activity sheets. Teachers can use this lesson-design handbook in constructing their own infused lessons. Suggestions for a multitude of curriculum contexts in which to construct infused lessons are also included. Over 30 fully developed model lessons are featured including lesson plans, supplemental instructional materials, graphic organizers for student and teacher use, suggested answers, and assessment procedures.

The featured skills and processes of critical and creative thinking are analyzed for use in lesson design. Verbal thinking strategy “maps” and graphic organizers for all of the skills are provided. The lesson-design process shows how these maps and the other lesson-design tools are employed in developing infused lessons. Techniques to teach for metacognition and transfer are illustrated, and their use in infusion lessons explained. Numerous instructional strategies, questioning procedures, and collaborative learning activities are analyzed as they appear in sample lessons, and users are shown how these, too, can be integrated into newly designed infusion lessons. The book also contains lesson-observation and lesson-planning forms along with detailed instructions for their use.
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Infusing the Teaching of Critical and Creative Thinking into Secondary Science: A Lesson Design Handbook

Infusing the Teaching of Critical and Creative Thinking into Secondary Science: A Lesson Design Handbook
Robert J. Swartz, Stephen Fischer, Sandra Parks
This book explores what can be accomplished when effective classroom techniques for teaching students to become good thinkers are combined with effective strategies for engaging them in reflective learning in the regular high school science curriculum. The technique of lesson design and resulting instruction is called infusing critical and creative thinking into teaching content. The Infusion Lesson Design Framework and the tools presented in this manual to facilitate the design and teaching of Infusion Lessons are powerful devices for achieving the basic goals of education. The book is divided into six parts that include: (1) “The design of infusion lessons”; (2) “Skillfully participate in complex thinking tasks”; (3) “Skills to clarify ideas: think to understand”; (4) “Skills to generate ideas: creative thinking”; (5) “Skills to evaluate the reasonableness of ideas: critical thinking”; and (6) “Design and teach infusion lessons”.
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Teaching Thinking: Issues and Approaches

Teaching Thinking: Issues and Approaches
Robert J. Swartz, D.N. Perkins
Originally published in 1990, this title attempts to provide for the educational practitioner an overview of a field that responded in the 1980s to a major educational agenda. This innovative ‘agenda’ called for teaching students in ways that dramatically improved the quality of their thinking. Its context is a variety of changes in education that brought the explicit teaching of thinking to the consciousness of more and more teachers and administrators.
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