Why teach thinking skills? What are the best strategies for teaching thinking in the classroom? What roles can technology play in the development of such expertise? And how can we assess a student’s mastery of thinking skills?

The 3rd edition of Developing Minds: A Resource Book for Teaching Thinking explores these questions and many more. Editor Arthur L. Costa has assembled an impressive array of authors and substantial new content reflecting changes in the education environment since the Revised Edition of this book appeared in 1991. Developing Minds explores how the teaching of thinking is evolving as we strive to better understand how the brain learns, effectively use technology in the classroom, and focus on assessment of student achievement.

This book helps to forge a common vision among the education community--teachers, administrators, librarians, staff developers, teacher educators, school board members, and parents--of what characterizes effective and creative thinkers and problem solvers. The goal of Developing Minds is to foster a world filled with classrooms, schools, and communities that are more thoughtful places.

Contents
Dedication
Foreword— by Ron Brandt
Preface to the 3rd Edition
Acknowledgments
Introduction: The Vision— by Arthur L. Costa
Section I. The Need to Teach Thinking
Introduction— by Arthur L. Costa
Chapter 1. Making America Smarter: The Real Goal of School Reform— by Lauren B. Resnick
Chapter 2. Thinking Skills for the Information Age— by LeRoy Hay
Chapter 3. Thinking in Context: Teaching for Open-Mindedness and Critical Understanding— by Sheldon Berman
Chapter 4. Five Human Passions: The Origins of Effective Thinking— by Arthur L. Costa and Robert J. Garmston
Chapter 5. Learning and Thinking in the Workplace— by John Edwards
Chapter 6. Standards-Based Thinking and Reasoning Skills— by Robert J. Marzano and Jane E. Pollock
Chapter 7. Teaching Thinking Skills—Defining the Problem— by Barry K. Beyer
Section II. Thinking: Building Common Understandings
Introduction— by Arthur L. Costa
Chapter 8. Goals for a Critical Thinking Curriculum and Its Assessment— by Robert H. Ennis
Chapter 9. Thinking Skills: Meanings and Models Revisited— by Barbara Z. Presseisen
Chapter 10. What Is Problem Solving?— by Jack Lochhead and Aletta Zietsman
Chapter 11. Thinking About Decisions— by Robert J. Swartz
Chapter 12. Creative Thinking: An Essential Life Skill— by Gerard J. Puccio and Mary C. Murdock
Chapter 13. Added Value: A Dispositional Perspective on Thinking— by Shari Tishman
Chapter 14. Actively Open-Minded Thinking— by Jonathan Baron
Chapter 15. Habits of Mind— by Arthur L. Costa
Chapter 16. What Philosophy Offers to the Teaching of Thinking— by Barry K. Beyer
Section III. Creating Thought-Full Environments
Introduction— by Arthur L. Costa
Chapter 17. Capitalizing on the Invisible Dimension of Organizational Learning— by Geoffrey Caine and Renate Nummela Caine
Chapter 18. Thoughtful Parenting— by Dee Dickinson
Chapter 19. Designing the Invitational Environment— by John Barell
Chapter 20. Preparing Teachers of Thinking— by David S. Martin and Nicholas M. Michelli
Chapter 21. From Staff Development to Professional Development: Supporting Thoughtful Adults for Thinking Schools— by Laura Lipton and Bruce Wellman
Chapter 22. For Administrators: Keeping the Focus— by David S. Martin
Chapter 23. Building a Thoughtful High School— by William C. Martin
Chapter 24. Managing for Reflection: A Superintendent's Dilemma— by Sherry P. King
Chapter 25. Mediative Environments— by Arthur L. Costa
Section IV. Our Changing Perspectives on Thinking
Introduction— by Robin Fogarty
Chapter 26. Our Changing Perspective of Intelligence: Master Architects of the Intellect— by Robin Fogarty
Chapter 27. Becoming a Constructivist Teacher— by Jacqueline Grennon Brooks and Martin G. Brooks
Chapter 28. The Social Side of Thinking— by David Perkins
Chapter 29. In the Grips of Emotion— by Robert J. Swartz
Chapter 30. On Teaching Brains to Think: A Conversation with Robert Sylwester— by Ron Brandt
Chapter 31. The Biological Basis for Thinking— by Lawrence F. Lowery
Chapter 32. A New Taxonomy of Educational Objectives— by Robert J. Marzano
Section V. Human Variability and Thinking
Introduction— by Sandra Parks
Chapter 33. A Survey of Thinking and Learning Styles— by Armando Lozano
Chapter 34. Thinking Styles— by Robert J. Sternberg
Chapter 35. Teaching For, With, and About Multiple Intelligences— by David G. Lazear
Chapter 36. Thinking and the Special-Needs Learner— by David S. Martin
Chapter 37. Cultural Influences on Critical Thinking and Problem Solving— by Douglas F. Brenner and Sandra Parks
Chapter 38. Reversing Underachievement in Urban Students: Pedagogy of Confidence— by Yvette Jackson
Chapter 39. Thinking in a Culture of Poverty— by Ruby K. Payne
Chapter 40. The Biological Basis for Learning— by Lawrence F. Lowery
Section VI. Thinking Across the Curriculum
Introduction— by Arthur L. Costa
Chapter 41. Developing a Scope and Sequence for Thinking Skills Instruction— by Barry K. Beyer
Chapter 42. Teacher as “Thought-Full” Designer— by Bena Kallick and Marian Leibowitz
Chapter 43. Big Rocks and Powerful Kingdoms: Problem-Based Learning in Science and Social Studies— by John Barell, Cheryl Hopper and Ann White
Chapter 44. Resetting the Table: A Balanced Diet of Thought-Filled Integration— by Burton Cohen and Peter Hilts
Chapter 45. Infusing Critical and Creative Thinking into Content Instruction— by Robert J. Swartz
Chapter 46. What Research Says About Teaching Thinking Skills— by Barry K. Beyer
Section VII. Thinking in School Subjects
Introduction— by John Barell
Chapter 47. Mathematics: The Thinking Arena for Problem Solving— by Marcy Cook
Chapter 48. Improving Thinking Abilities Through Reading Instruction— by Cathy Collins Block
Chapter 49. What Is Write for Thinking?— by Arthur Whimbey, Jack Lochhead, Myra J. Linden and Carol Welsh
Chapter 50. Teaching Thinking in Science— by Robert J. Swartz and Stephen David Fischer
Chapter 51. The Role of the Arts in Cognition and Curriculum— by Elliot W. Eisner
Chapter 52. Infusing Thinking in History and the Social Sciences— by Barry K. Beyer
Chapter 53. A View from the Foxhole: Elevating Foreign Language Classrooms— by Virginia Pauline Rojas
Chapter 54. Music and Skillful Thinking— by Ruth M. Loring
Chapter 55. Developing a Lifetime of Literacy— by Rebecca Reagan
Chapter 56. Developing Thinking Skills in Physical Education— by Daniel M. Landers, William Maxwell, Jessica Butler and Lex Fagen
Section VIII. Techniques for Teaching Thinking
Introduction— by Arthur L. Costa
Chapter 57. Teaching For, Of, and About Thinking— by Arthur L. Costa
Chapter 58. Teachers Behaviors That Enable Student Thinking— by Arthur L. Costa
Chapter 59. Teaching for Transfer— by David Perkins and Gavriel Salomon
Chapter 60. Teaching the Language of Thinking— by Arthur L. Costa and Robert J. Marzano
Chapter 61. Cueing Thinking in the Classroom: The Promise of Theory-Embedded Tools— by Jay McTighe and Frank T. Lyman Jr.
Chapter 62. Practical Strategies for Direct Instruction in Thinking Skills— by Barry K. Beyer
Chapter 63. Visual Tools for Mapping Minds— by David Hyerle
Chapter 64. Mediating the Metacognitive— by Arthur L. Costa
Chapter 65. Making Sense of Thinking— by Jack Lochhead
Chapter 66. Putting It All Together to Improve Student Thinking— by Barry K. Beyer
Section IX. Strategies for Teaching Thinking
Introduction— by Jack Lochhead
Chapter 67. Dialogical and Dialectical Thinking— by Richard W. Paul
Chapter 68. Concept Development— by Sydelle Seiger-Ehrenberg
Chapter 69. Teaching for Creative Learning and Problem Solving— by Donald J. Treffinger and Scott G. Isaksen
Chapter 70. Thinking for Understanding— by David Perkins
Chapter 71. Teaching Problem Solving as a Way of Life— by Robert J. Sternberg
Chapter 72. Cooperation and Conflict: Effects on Cognition and Metacognition— by David W. Johnson and Roger T. Johnson
Chapter 73. The Art and Craft of “Gently Socratic” Inquiry— by Thomas E. Jackson
Chapter 74. Teaching Cognitive Strategies for Reading, Writing, and Problem Solving— by Michael Pressley and Karen R. Harris
Section X. Teaching Thinking Through Technology
Introduction— by Bena Kallick
Chapter 75. Technology and Thinking: The Evolving Relationship— by James M. Wilson III
Chapter 76. Thinking in the Information Age— by Gary R. Morrison and Deborah L. Lowther
Chapter 77. Learning in a Digital World— by John Richards
Chapter 78. Integrating Research, Thinking, and Technology— by Joanne Marien, Elaine Vislocky and Linda Chapman
Section XI. Assessing Growth in Thinking Abilities
Introduction— by Bena Kallick
Chapter 79. To Think or Not to Think: Thinking as Measured on State and National Assessments— by Elliot Asp
Chapter 80. State Exams Flunk Test of Quality Thinking— by Monty Neill
Chapter 81. Building a System for Assessing Thinking— by Arthur L. Costa and Bena Kallick
Chapter 82. How Teachers Can Assess the Thinking Skills They Are Teaching— by Robert Stone
Chapter 83. Performances to Assess Standards and Intellectual Growth— by Kay Burke
Chapter 84. A Format for Assessing Thinking Skills— by Barry K. Beyer
Chapter 85. Assessing Thinking Skills— by Alec Fisher
Appendixes and Resources
Introduction— by Arthur L. Costa
Glossary of Thinking Terms— by Barry K. Beyer, Arthur L. Costa and Barbara Z. Presseisen
Appendix A. Self-Reflection on Our Own Models of Teaching— by John Barell
Appendix B. Classroom Observation Checklist— by Lee Winocur Field
Appendix C. How Thoughtful Is Your School?— by Arthur L. Costa3
Appendix D. Checklist for Thinking Skills Programs— by Barry K. Beyer
Recommended Resources