Smart Schools From Training Memories to

Prekins' research indicates that students from the first grade through college often have only the most superficial kind of knowledge even after considerable instruction in a subject. Here he reveals some commonly misguided strategies students use in trying to understand a topic, and why traditional-teaching approaches often fail.

David Perkins, Ph.D., is co-director of Harvard Project Zero, one of the foremost research centers in the country on children’s learning, and a professor at the Harvard Graduate School of Education.

Acknowledgments

ix

Smart Schools

1

(18)

Using What We Know

2

(2)

Goals: Toward Generative Knowledge

4

(2)

Means: Thoughtful Learning

6

(2)

Precedents: Swings of the Pendulum

8

(3)

Prospects: Putting What We Know to Work

11

(3)

Connections: Some Issues Seen Anew

14

(2)

Mission: Smart Schools

16

(3)

The Alarm Bells

19

(24)

A Shortfall: Fragile Knowledge

21

(6)

A Shortfall: Poor Thinking

27

(4)

A Deep Cause: The Trivial Pursuit Theory

31

(3)

A Deep Cause: The Ability-Counts-Most Theory

34

(3)

A Consequence: Economic Erosion

37

(3)

Defining the Problem

40

(3)

Teaching and Learning: Theory One and Beyond

43

(30)

Introducing Theory One

45

(1)

The Devastating Critique Levied by Theory One

46

(7)

Three Ways to Put Theory One to Work

53

(5)

The Bogeyman of Behaviorism

58

(2)

Beyond Theory One

60

(9)

Our Most Important Choice Is What We Try to Teach

69

(4)

Content: Toward a Pedagogy of Understanding

73

(26)

What Is Understanding?

75

(4)

Understanding and Mental Images

79

(4)

Levels of Understanding

83

(4)

Powerful Representations

87

(5)

Generative Topics

92

(3)

An Example of Teaching for Understanding

95

(4)

Curriculum: Creating the Metacurriculum

99

(32)

The Idea of the Metacurriculum

101

(3)

Levels of Understanding

104

(3)

Languages of Thinking

107

(7)

Intellectual Passions

114

(3)

Integrative Mental Images

117

(2)

Learning to Learn

119

(3)

Teaching for Transfer

122

(6)

An Example of Teaching the Metacurriculum

128

(3)

Classrooms: The Role of Distributed Intelligence

131

(24)

The Idea of Distributed Intelligence

133

(2)

Distributing Cognition in the Classroom

135

(9)

The Fingertip Effect

144

(4)

Who's Boss When?

148

(3)

An Example of Person-Plus Teaching

151

(4)

Motivation: The Cognitive Economy of Schooling

155

(28)

The Idea of a Cognitive Economy

156

(3)

The Cool Cognitive Economy of the Typical Classroom

159

(5)

Creating a Hot Cognitive Economy

164

(3)

School Restructuring: A Cognitive Economic Revolution

167

(4)

Teaching to the Wrong Test

171

(3)

Teaching to the Right Test: The Idea of Authentic Assessment

174

(2)

The Cognitive Economy Meets the Money Economy

176

(4)

An Example of progress Toward a Hot Cognitive Economy

180

(3)

Victory Gardens For Revitalized Education

183

(21)

Better Teaching and Learning in Review

185

(2)

Expert Tutoring

187

(2)

Biology for Young Inquirers

189

(2)

History for Thinkers

191

(3)

A Textbook from the Past

194

(2)

A Metacourse for Computer Programming

196

(2)

Escalante Himself

198

(3)

A Smart School Is Something Rather Special

201

(3)

The Challenge of Wide-Scale Change

204

(27)

Facing the Necessities of Scale

206

(4)

Making Change Work

210

(9)

Advancing Thoughtful Professionalism

219

(8)

What We Know Can Make a Difference

227

(4)

Appendix A Checklist For Change

231

(5)

Notes

236

(9)

References

245

(12)

Index

257

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Smart Schools From Training Memories to Educating Minds

Summary

Author Biography

Table of Contents

Supplemental Materials