"How will the traditional skillset of the industrial era have to be expanded for successful workers and citizens in the knowledge era? How must the traditional education process be transformed? Two cornerstones to the new system of education will be elevating the learning process to comparable standing with the content of what is learned, and making high-level thinking and learning skills, like systems thinking and collaborative learning, as important as traditional skills of reductionistic thinking and individual problem solving. These could indeed be two elements of a ′thought revolution in education."From the Foreword by Peter M. Senge, Center for Organizational LearningMassachusetts Institute of Technology Envisioning Process as Content proposes a radical revision of curriculum, the heart and soul of teaching, too often an overlooked component of school reform and restructuring. The chapter authors of this comprehensive study, all leaders in their respective fields, establish a new framework for our learning communities that fosters a desire to see life as an intellectual and personal quest for knowledge and meaning. Teaching specific disciplines, such as language arts, math, or social studies, reinforces the all-important teaching of processes and skills such as critical thinking, problem solving, information processing, and lifelong learning. The authors explore in detail the dynamics of shifting the primary focus so that the content becomes the vehicle for teaching the process, resulting in a greater mastery of the discipline. This volume will help you: Reconsider specific disciplines as vehicles for teaching processes Link processes and content Enhance student learning through process-centered teaching Create outcomes that ensure all students have learned to think Envisioning Process as Content is the first volume of a trilogy addressing the curriculum needs for the 21st century. Written for school administrators, teachers, staff developers, curriculum specialists, and students and faculty of teacher education, the series provides new insight about the role of restructuring the curriculum in the school.

"How will the traditional skillset of the industrial era have to be expanded for successful workers and citizens in the knowledge era? How must the traditional education process be transformed? Two cornerstones to the new system of education will be elevating the learning process to comparable standing with the content of what is learned, and making high-level thinking and learning skills, like systems thinking and collaborative learning, as important as traditional skills of reductionistic thinking and individual problem solving. These could indeed be two elements of a ′thought revolution in education."From the Foreword by Peter M. Senge, Center for Organizational LearningMassachusetts Institute of Technology Envisioning Process as Content proposes a radical revision of curriculum, the heart and soul of teaching, too often an overlooked component of school reform and restructuring. The chapter authors of this comprehensive study, all leaders in their respective fields, establish a new framework for our learning communities that fosters a desire to see life as an intellectual and personal quest for knowledge and meaning. Teaching specific disciplines, such as language arts, math, or social studies, reinforces the all-important teaching of processes and skills such as critical thinking, problem solving, information processing, and lifelong learning. The authors explore in detail the dynamics of shifting the primary focus so that the content becomes the vehicle for teaching the process, resulting in a greater mastery of the discipline. This volume will help you: Reconsider specific disciplines as vehicles for teaching processes Link processes and content Enhance student learning through process-centered teaching Create outcomes that ensure all students have learned to think Envisioning Process as Content is the first volume of a trilogy addressing the curriculum needs for the 21st century. Written for school administrators, teachers, staff developers, curriculum specialists, and students and faculty of teacher education, the series provides new insight about the role of restructuring the curriculum in the school.

"How will the traditional skillset of the industrial era have to be expanded for successful workers and citizens in the knowledge era? How must the traditional education process be transformed? Two cornerstones to the new system of education will be elevating the learning process to comparable standing with the content of what is learned, and making high-level thinking and learning skills, like systems thinking and collaborative learning, as important as traditional skills of reductionistic thinking and individual problem solving. These could indeed be two elements of a ′thought revolution in education."From the Foreword by Peter M. Senge, Center for Organizational LearningMassachusetts Institute of Technology Supporting the Spirit of Learning presents a powerful case for making the learning process the major focus of the curriculum. Curriculum-the heart and soul of teaching-has too often remained an overlooked component of school reform. The editors believe a new way of learning is necessary in order to develop the skills needed in today′s interdependent world. This new framework encourages lifelong learning, systems thinking, and teamwork. Teaching specific disciplines reinforces the all-important teaching of processes and skills such as critical thinking, problem solving, and information processing. The chapter authors of this study describe how curriculum, evaluation and assessment, and involving parents and technology would be different if process and not content were the primary focus of learning. Chapters explore the changes in preservice and inservice training needed to support process-centered education. The role of educator shifts from information provider to that of catalyst, coach, innovator, researcher, and collaborator with the learner throughout the learning process. Tomorrow′s workplaces will require flexible, multiskilled, continuously learning employees. To achieve that goal, process-based learning focuses on: Developing critical thinking skills Implementing self-assessment exercises, integral to learning Offering students opportunities to actively acquire knowledge for themselves Creating learning environments that develop cooperative problem solving Learning skills in the context of real problems Cultivating learner-centered, teacher-directed management Creating outcomes that ensure all students have learned to think Written for school administrators, teachers, staff developers, curriculum staff, and the faculty of teacher preparation, Supporting the Spirit of Learning is the second volume of a trilogy addressing the curriculum needs for the 21st century.

Staff Development: A Process Approach; Fred H. Wood 6.

"How will the traditional skillset of the industrial era have to be expanded for successful workers and citizens in the knowledge era? How must the traditional education process be transformed? Two cornerstones to the new system of education will be elevating the learning process to comparable standing with the content of what is learned, and making high-level thinking and learning skills, like systems thinking and collaborative learning, as important as traditional skills of reductionistic thinking and individual problem solving. These could indeed be two elements of a ′thought revolution in education."From the Foreword by Peter M. Senge, Center for Organizational LearningMassachusetts Institute of Technology Envisioning Process as Content proposes a radical revision of curriculum, the heart and soul of teaching, too often an overlooked component of school reform and restructuring. The chapter authors of this comprehensive study, all leaders in their respective fields, establish a new framework for our learning communities that fosters a desire to see life as an intellectual and personal quest for knowledge and meaning. Teaching specific disciplines, such as language arts, math, or social studies, reinforces the all-important teaching of processes and skills such as critical thinking, problem solving, information processing, and lifelong learning. The authors explore in detail the dynamics of shifting the primary focus so that the content becomes the vehicle for teaching the process, resulting in a greater mastery of the discipline. This volume will help you: Reconsider specific disciplines as vehicles for teaching processes Link processes and content Enhance student learning through process-centered teaching Create outcomes that ensure all students have learned to think Envisioning Process as Content is the first volume of a trilogy addressing the curriculum needs for the 21st century. Written for school administrators, teachers, staff developers, curriculum specialists, and students and faculty of teacher education, the series provides new insight about the role of restructuring the curriculum in the school.

"How will the traditional skillset of the industrial era have to be expanded for successful workers and citizens in the knowledge era? How must the traditional education process be transformed? Two cornerstones to the new system of education will be elevating the learning process to comparable standing with the content of what is learned, and making high-level thinking and learning skills, like systems thinking and collaborative learning, as important as traditional skills of reductionistic thinking and individual problem solving. These could indeed be two elements of a ′thought revolution in education."From the Foreword by Peter M. Senge, Center for Organizational LearningMassachusetts Institute of Technology Envisioning Process as Content proposes a radical revision of curriculum, the heart and soul of teaching, too often an overlooked component of school reform and restructuring. The chapter authors of this comprehensive study, all leaders in their respective fields, establish a new framework for our learning communities that fosters a desire to see life as an intellectual and personal quest for knowledge and meaning. Teaching specific disciplines, such as language arts, math, or social studies, reinforces the all-important teaching of processes and skills such as critical thinking, problem solving, information processing, and lifelong learning. The authors explore in detail the dynamics of shifting the primary focus so that the content becomes the vehicle for teaching the process, resulting in a greater mastery of the discipline. This volume will help you: Reconsider specific disciplines as vehicles for teaching processes Link processes and content Enhance student learning through process-centered teaching Create outcomes that ensure all students have learned to think Envisioning Process as Content is the first volume of a trilogy addressing the curriculum needs for the 21st century. Written for school administrators, teachers, staff developers, curriculum specialists, and students and faculty of teacher education, the series provides new insight about the role of restructuring the curriculum in the school.

"How will the traditional skillset of the industrial era have to be expanded for successful workers and citizens in the knowledge era? How must the traditional education process be transformed? Two cornerstones to the new system of education will be elevating the learning process to comparable standing with the content of what is learned, and making high-level thinking and learning skills, like systems thinking and collaborative learning, as important as traditional skills of reductionistic thinking and individual problem solving. These could indeed be two elements of a ′thought revolution in education."From the Foreword by Peter M. Senge, Center for Organizational LearningMassachusetts Institute of Technology Supporting the Spirit of Learning presents a powerful case for making the learning process the major focus of the curriculum. Curriculum-the heart and soul of teaching-has too often remained an overlooked component of school reform. The editors believe a new way of learning is necessary in order to develop the skills needed in today′s interdependent world. This new framework encourages lifelong learning, systems thinking, and teamwork. Teaching specific disciplines reinforces the all-important teaching of processes and skills such as critical thinking, problem solving, and information processing. The chapter authors of this study describe how curriculum, evaluation and assessment, and involving parents and technology would be different if process and not content were the primary focus of learning. Chapters explore the changes in preservice and inservice training needed to support process-centered education. The role of educator shifts from information provider to that of catalyst, coach, innovator, researcher, and collaborator with the learner throughout the learning process. Tomorrow′s workplaces will require flexible, multiskilled, continuously learning employees. To achieve that goal, process-based learning focuses on: Developing critical thinking skills Implementing self-assessment exercises, integral to learning Offering students opportunities to actively acquire knowledge for themselves Creating learning environments that develop cooperative problem solving Learning skills in the context of real problems Cultivating learner-centered, teacher-directed management Creating outcomes that ensure all students have learned to think Written for school administrators, teachers, staff developers, curriculum staff, and the faculty of teacher preparation, Supporting the Spirit of Learning is the second volume of a trilogy addressing the curriculum needs for the 21st century.

Staff Development: A Process Approach; Fred H. Wood 6.