Ron Ritchhart is an award-winning, retired Senior Research Associate at Harvard Project Zero and current Fellow at the University of Melbourne, Australia. His research is focused on developing intellectual character, making thinking visible, and enhancing school and classroom culture to promote deep learning. He is the author of the bestselling Making Thinking Visible, The Power of Making Thinking Visible, and Creating Cultures of Thinking.

• List of FiguresDedicationAcknowledgmentsAbout the AuthorIntroductionMindset 1: For Classrooms to Be Cultures of Thinking for Students, Schools Must Be Cultures of Thinking for TeachersWhat the Research Says: Why Does It Matter?Transformative Power of InquiryInstitutional MirroringVisions and Reflections: How Might It Look?Constructing Our VisionContemplating Pictures of PracticeReflecting on Current PracticeData, Principles, and Practices: What Actions Can We Take?Collecting Street DataStating the Mindset as Principles for ActionPossible ActionsFitting New Actions with Current RealitiesConclusion: Our Theory of ActionMindset 2: We Can’t Directly Teach Dispositions; We Must Enculturate ThemWhat the Research Says: Why Does It Matter?The Case for CuriosityThe Case for MetacognitionDeveloping DispositionsVisions and Reflections: How Might It Look?Constructing Our VisionContemplating Pictures of PracticeReflecting on Current PracticeData, Principles, and Practices: What Actions Can We Take?Collecting Street DataStating the Mindset as Principles for ActionPossible ActionsFitting New Actions with Current RealitiesConclusion: Our Theory of ActionMindset 3: To Create a New Story of Learning, We Must Change the Role of the Student and the TeacherWhat the Research Says: Why Does It Matter?On Supporting AgencyOn Teacher and Student TalkOn Initiative and RelianceOn IdentityVisions and Reflections: How Might It Look?Constructing Our VisionContemplating Pictures of PracticeReflecting on Current PracticeData, Principles, and Practices: What Actions Can We Take?Collecting Street DataStating the Mindset as Principles for ActionPossible ActionsFitting New Actions with Current RealitiesConclusion: Our Theory of ActionMindset 4: Students Learn Best When They Feel Known, Valued, and Respected by Both the Adults in the School and Their PeersWhat the Research Says: Why Does It Matter?BelongingRelationshipsValue, Fairness, and RespectVisions and Reflections: How Might It Look?Constructing Our VisionContemplating Pictures of PracticeReflecting on Current PracticeData, Principles, and Practices: What Actions Can We Take?Collecting Street DataStating the Belief as Principles for ActionPossible ActionsFitting New Actions with Current RealitiesConclusion: Our Theory of ActionMindset 5: Learning Is a Consequence of ThinkingWhat the Research Says: Why Does It Matter?Beware the Fluency TrapIdentifying Types of ThinkingVisions and Reflections: How Might It Look?Constructing Our VisionContemplating Pictures of PracticeReflecting on Current PracticeData, Principles, and Practices: What Actions Can We Take?Collecting Street DataStating the Mindset as Principles for ActionPossible ActionsFitting New Actions with Current RealitiesConclusion: Our Theory of ActionMindset 6: Learning and Thinking Are as Much a Collective Enterprise as They Are an Individual EndeavorWhat the Research Says: Why Does It Matter?Intellectual DevelopmentSocial DevelopmentAcademic DevelopmentProfessional LearningVisions and Reflections: How Might It Look?Constructing Our VisionContemplating Pictures of PracticeReflecting on Current PracticeData, Principles, and Practices: What Actions Can We Take?Collecting Street DataStating the Belief as Principles for ActionPossible ActionsFitting New Actions with Current RealitiesConclusion: Our Theory of ActionMindset 7: Learning Occurs at the Point of ChallengeWhat the Research Says: Why Does It Matter?Productive Struggle and FailureDesirable DifficultiesGrowth MindsetDesire for ChallengeVisions and Reflections: How Might It Look?Constructing Our VisionContemplating Pictures of PracticeReflecting on Current PracticeData, Principles, and Practices: What Actions Can We Take?Collecting Street DataStating the Mindset as Principles for ActionPossible ActionsFitting New Actions with Current RealitiesConclusion: Our Theory of ActionMindset 8: Questions Drive Thinking and LearningWhat the Research Says: Why Does It Matter?Student QuestionsListeningVisions and Reflections: How Might It Look?Constructing Our VisionContemplating Pictures of PracticeReflecting on Current PracticeData, Principles, and Practices: What Actions Can We Take?Collecting Street DataStating the Belief as Principles for ActionPossible ActionsFitting New Actions with Current RealitiesConclusion: Our Theory of ActionMindset 9: The Opportunities We Create for Our Students Matter to Their Engagement, Empowerment, and LearningWhat the Research Says: Why Does It Matter?Qualities of Powerful Learning OpportunitiesEngagementEmpowermentVisions and Reflections: How Might It Look?Constructing Our VisionContemplating Pictures of PracticeReflecting on Current PracticeData, Principles, and Practices: What Actions Can We Take?Collecting Street DataStating the Mindset as Principles for ActionPossible ActionsFitting New Actions with Current RealitiesConclusion: Our Theory of ActionMindset 10: We Make Thinking and Learning Visible to Demystify, Inform, and Illuminate These ProcessesWhat the Research Says: Why Does It Matter?Developing Effective LearnersEnhancing Expertise and Deeper LearningAcademic AchievementPrinciples and Practices: How Might It Look?Constructing Our VisionContemplating Pictures of PracticeReflecting on Current PracticeData, Principles, and Practices: What Actions Can We Take?Collecting Street DataStating the Belief as Principles for ActionPossible ActionsFitting New Actions with Current RealitiesConclusion: Our Theory of ActionEpilogueAppendix AAppendix BAppendix CAppendix DAppendix EAppendix FAppendix GAppendix HAppendix IEndnotesReferences

Ron Ritchhart is an award-winning, retired Senior Research Associate at Harvard Project Zero and current Fellow at the University of Melbourne, Australia. His research is focused on developing intellectual character, making thinking visible, and enhancing school and classroom culture to promote deep learning. He is the author of the bestselling Making Thinking Visible, The Power of Making Thinking Visible, and Creating Cultures of Thinking.

• List of FiguresDedicationAcknowledgmentsAbout the AuthorIntroductionMindset 1: For Classrooms to Be Cultures of Thinking for Students, Schools Must Be Cultures of Thinking for TeachersWhat the Research Says: Why Does It Matter?Transformative Power of InquiryInstitutional MirroringVisions and Reflections: How Might It Look?Constructing Our VisionContemplating Pictures of PracticeReflecting on Current PracticeData, Principles, and Practices: What Actions Can We Take?Collecting Street DataStating the Mindset as Principles for ActionPossible ActionsFitting New Actions with Current RealitiesConclusion: Our Theory of ActionMindset 2: We Can’t Directly Teach Dispositions; We Must Enculturate ThemWhat the Research Says: Why Does It Matter?The Case for CuriosityThe Case for MetacognitionDeveloping DispositionsVisions and Reflections: How Might It Look?Constructing Our VisionContemplating Pictures of PracticeReflecting on Current PracticeData, Principles, and Practices: What Actions Can We Take?Collecting Street DataStating the Mindset as Principles for ActionPossible ActionsFitting New Actions with Current RealitiesConclusion: Our Theory of ActionMindset 3: To Create a New Story of Learning, We Must Change the Role of the Student and the TeacherWhat the Research Says: Why Does It Matter?On Supporting AgencyOn Teacher and Student TalkOn Initiative and RelianceOn IdentityVisions and Reflections: How Might It Look?Constructing Our VisionContemplating Pictures of PracticeReflecting on Current PracticeData, Principles, and Practices: What Actions Can We Take?Collecting Street DataStating the Mindset as Principles for ActionPossible ActionsFitting New Actions with Current RealitiesConclusion: Our Theory of ActionMindset 4: Students Learn Best When They Feel Known, Valued, and Respected by Both the Adults in the School and Their PeersWhat the Research Says: Why Does It Matter?BelongingRelationshipsValue, Fairness, and RespectVisions and Reflections: How Might It Look?Constructing Our VisionContemplating Pictures of PracticeReflecting on Current PracticeData, Principles, and Practices: What Actions Can We Take?Collecting Street DataStating the Belief as Principles for ActionPossible ActionsFitting New Actions with Current RealitiesConclusion: Our Theory of ActionMindset 5: Learning Is a Consequence of ThinkingWhat the Research Says: Why Does It Matter?Beware the Fluency TrapIdentifying Types of ThinkingVisions and Reflections: How Might It Look?Constructing Our VisionContemplating Pictures of PracticeReflecting on Current PracticeData, Principles, and Practices: What Actions Can We Take?Collecting Street DataStating the Mindset as Principles for ActionPossible ActionsFitting New Actions with Current RealitiesConclusion: Our Theory of ActionMindset 6: Learning and Thinking Are as Much a Collective Enterprise as They Are an Individual EndeavorWhat the Research Says: Why Does It Matter?Intellectual DevelopmentSocial DevelopmentAcademic DevelopmentProfessional LearningVisions and Reflections: How Might It Look?Constructing Our VisionContemplating Pictures of PracticeReflecting on Current PracticeData, Principles, and Practices: What Actions Can We Take?Collecting Street DataStating the Belief as Principles for ActionPossible ActionsFitting New Actions with Current RealitiesConclusion: Our Theory of ActionMindset 7: Learning Occurs at the Point of ChallengeWhat the Research Says: Why Does It Matter?Productive Struggle and FailureDesirable DifficultiesGrowth MindsetDesire for ChallengeVisions and Reflections: How Might It Look?Constructing Our VisionContemplating Pictures of PracticeReflecting on Current PracticeData, Principles, and Practices: What Actions Can We Take?Collecting Street DataStating the Mindset as Principles for ActionPossible ActionsFitting New Actions with Current RealitiesConclusion: Our Theory of ActionMindset 8: Questions Drive Thinking and LearningWhat the Research Says: Why Does It Matter?Student QuestionsListeningVisions and Reflections: How Might It Look?Constructing Our VisionContemplating Pictures of PracticeReflecting on Current PracticeData, Principles, and Practices: What Actions Can We Take?Collecting Street DataStating the Belief as Principles for ActionPossible ActionsFitting New Actions with Current RealitiesConclusion: Our Theory of ActionMindset 9: The Opportunities We Create for Our Students Matter to Their Engagement, Empowerment, and LearningWhat the Research Says: Why Does It Matter?Qualities of Powerful Learning OpportunitiesEngagementEmpowermentVisions and Reflections: How Might It Look?Constructing Our VisionContemplating Pictures of PracticeReflecting on Current PracticeData, Principles, and Practices: What Actions Can We Take?Collecting Street DataStating the Mindset as Principles for ActionPossible ActionsFitting New Actions with Current RealitiesConclusion: Our Theory of ActionMindset 10: We Make Thinking and Learning Visible to Demystify, Inform, and Illuminate These ProcessesWhat the Research Says: Why Does It Matter?Developing Effective LearnersEnhancing Expertise and Deeper LearningAcademic AchievementPrinciples and Practices: How Might It Look?Constructing Our VisionContemplating Pictures of PracticeReflecting on Current PracticeData, Principles, and Practices: What Actions Can We Take?Collecting Street DataStating the Belief as Principles for ActionPossible ActionsFitting New Actions with Current RealitiesConclusion: Our Theory of ActionEpilogueAppendix AAppendix BAppendix CAppendix DAppendix EAppendix FAppendix GAppendix HAppendix IEndnotesReferences