List of Figures Dedication Acknowledgments About the Author Introduction Mindset 1: For Classrooms to Be Cultures of Thinking for Students, Schools Must Be Cultures of Thinking for Teachers What the Research Says: Why Does It Matter? Transformative Power of Inquiry Institutional Mirroring Visions and Reflections: How Might It Look? Constructing Our Vision Contemplating Pictures of Practice Reflecting on Current Practice Data, Principles, and Practices: What Actions Can We Take? Collecting Street Data Stating the Mindset as Principles for Action Possible Actions Fitting New Actions with Current Realities Conclusion: Our Theory of Action Mindset 2: We Can''t Directly Teach Dispositions; We Must Enculturate Them What the Research Says: Why Does It Matter? The Case for Curiosity The Case for Metacognition Developing Dispositions Visions and Reflections: How Might It Look? Constructing Our Vision Contemplating Pictures of Practice Reflecting on Current Practice Data, Principles, and Practices: What Actions Can We Take? Collecting Street Data Stating the Mindset as Principles for Action Possible Actions Fitting New Actions with Current Realities Conclusion: Our Theory of Action Mindset 3: To Create a New Story of Learning, We Must Change the Role of the Student and the Teacher What the Research Says: Why Does It Matter? On Supporting Agency On Teacher and Student Talk On Initiative and Reliance On Identity Visions and Reflections: How Might It Look? Constructing Our Vision Contemplating Pictures of Practice Reflecting on Current Practice Data, Principles, and Practices: What Actions Can We Take? Collecting Street Data Stating the Mindset as Principles for Action Possible Actions Fitting New Actions with Current Realities Conclusion: Our Theory of Action Mindset 4: Students Learn Best When They Feel Known, Valued, and Respected by Both the Adults in the School and Their Peers What the Research Says: Why Does It Matter? Belonging Relationships Value, Fairness, and Respect Visions and Reflections: How Might It Look? Constructing Our Vision Contemplating Pictures of Practice Reflecting on Current Practice Data, Principles, and Practices: What Actions Can We Take? Collecting Street Data Stating the Belief as Principles for Action Possible Actions Fitting New Actions with Current Realities Conclusion: Our Theory of Action Mindset 5: Learning Is a Consequence of Thinking What the Research Says: Why Does It Matter? Beware the Fluency Trap Identifying Types of Thinking Visions and Reflections: How Might It Look? Constructing Our Vision Contemplating Pictures of Practice Reflecting on Current Practice Data, Principles, and Practices: What Actions Can We Take? Collecting Street Data Stating the Mindset as Principles for Action Possible Actions Fitting New Actions with Current Realities Conclusion: Our Theory of Action Mindset 6: Learning and Thinking Are as Much a Collective Enterprise as They Are an Individual Endeavor What the Research Says: Why Does It Matter? Intellectual Development Social Development Academic Development Professional Learning Visions and Reflections: How Might It Look? Constructing Our Vision Contemplating Pictures of Practice Reflecting on Current Practice Data, Principles, and Practices: What Actions Can We Take? Collecting Street Data Stating the Belief as Principles for Action Possible Actions Fitting New Actions with Current Realities Conclusion: Our Theory of Action Mindset 7: Learning Occurs at the Point of Challenge What the Research Says: Why Does It Matter? Productive Struggle and Failure Desirable Difficulties Growth Mindset Desire for Challenge Visions and Reflections: How Might It Look? Constructing Our Vision Contemplating Pictures of Practice Reflecting on Current Practice Data, Principles, and Practices: What Actions Can We Take? Collecting Street Data Stating the Mindset as Principles for Action Possible Actions Fitting New Actions with Current Realities Conclusion: Our Theory of Action Mindset 8: Questions Drive Thinking and Learning What the Research Says: Why Does It Matter? Student Questions Listening Visions and Reflections: How Might It Look? Constructing Our Vision Contemplating Pictures of Practice Reflecting on Current Practice Data, Principles, and Practices: What Actions Can We Take? Collecting Street Data Stating the Belief as Principles for Action Possible Actions Fitting New Actions with Current Realities Conclusion: Our Theory of Action Mindset 9: The Opportunities We Create for Our Students Matter to Their Engagement, Empowerment, and Learning What the Research Says: Why Does It Matter? Qualities of Powerful Learning Opportunities Engagement Empowerment Visions and Reflections: How Might It Look? Constructing Our Vision Contemplating Pictures of Practice Reflecting on Current Practice Data, Principles, and Practices: What Actions Can We Take? Collecting Street Data Stating the Mindset as Principles for Action Possible Actions Fitting New Actions with Current Realities Conclusion: Our Theory of Action Mindset 10: We Make Thinking and Learning Visible to Demystify, Inform, and Illuminate These Processes What the Research Says: Why Does It Matter? Developing Effective Learners Enhancing Expertise and Deeper Learning Academic Achievement Principles and Practices: How Might It Look? Constructing Our Vision Contemplating Pictures of Practice Reflecting on Current Practice Data, Principles, and Practices: What Actions Can We Take? Collecting Street Data Stating the Belief as Principles for Action Possible Actions Fitting New Actions with Current Realities Conclusion: Our Theory of Action Epilogue Appendix A Appendix B Appendix C Appendix D Appendix E Appendix F Appendix G Appendix H Appendix I Endnotes References.