This is the story of two young people from completely different worlds: Kennedy Odede from Kibera, the largest slum in Africa, and Jessica Posner from Denver, Colorado. Kennedy foraged for food, lived on the street, and taught himself to read with old newspapers. When an American volunteer gave him the work of Mandela, Garvey, and King, teenaged Kennedy decided he was going to change his life and his community. He bought a soccer ball and started a youth empowerment group he called Shining Hope for Communities (SHOFCO). Then in 2007, Wesleyan undergraduate Jessica Posner spent a semester abroad in Kenya working with SHOFCO. Breaking all convention, she decided to live in Kibera with Kennedy, and they fell in love.Their connection persisted, and Jessica helped Kennedy to escape political violence and fulfill his lifelong dream of an education, at Wesleyan University.
The alchemy of their remarkable union has drawn the support of community members and celebrities alike—The Clintons, Mia Farrow, and Nicholas Kristof are among their fans—and their work has changed the lives of many of Kibera’s most vulnerable population: its girls. Jess and Kennedy founded Kibera’s first tuition-free school for girls, a large, bright blue building, which stands as a bastion of hope in what once felt like a hopeless place. But Jessica and Kennedy are just getting started—they have expanded their model to connect essential services like health care, clean water, and economic empowerment programs. They’ve opened an identical project in Mathare, Kenya’s second largest slum, and intend to expand their remarkably successful program for change.
Ultimately this is a love story about a fight against poverty and hopelessness, the transformation made possible by a true love, and the power of young people to have a deep impact on the world.
* Managing impulsivity
* Listening with understanding and empathy
* Thinking flexibly
* Thinking about thinking (metacognition)
* Striving for accuracy
* Questioning and posing problems
* Applying past knowledge to new situations
* Thinking and communicating with clarity and precision
* Gathering data through all senses
* Creating, imagining, innovating
* Responding with wonderment and awe
* Taking responsible risks
* Finding humor
* Thinking interdependently
* Remaining open to continuous learning
This volume brings together--in a revised and expanded format--concepts from the four books in Costa and Kallick's earlier work Habits of Mind: A Developmental Series. Along with other highly respected scholars and practitioners, the authors explain how the 16 Habits of Mind dovetail with up-to-date concepts of what constitutes intelligence; present instructional strategies for activating the habits and creating a "thought-full" classroom environment; offer assessment and reporting strategies that incorporate the habits; and provide real-life examples of how communities, school districts, building administrators, and teachers can integrate the habits into their school culture. Drawing upon their research and work over many years, in many countries, Costa and Kallick present a compelling rationale for using the Habits of Mind as a foundation for leading, teaching, learning, and living well in a complex world.
“The authors have positioned ‘cognitive capital’ at the center of understanding and developing teacher quality and have succeeded brilliantly.”
—Michael Fullan, professor emeritus, Ontario Institute for Studies in Education, University of Toronto, author of Professional Capital: Transforming Teaching in Every School
“In contrast to the persistent trend of simplifying teaching via reductive evaluation tools, Costa, Garmston, and Zimmerman dive fearlessly into its complexities. Cultivating ‘cognitive capital’ is a refreshing new direction for educators to embrace. The ideas and recommended actions in this fascinating book support a culture of thoughtful innovation which develops mindful and resourceful professionals. The contemporary learners in our classrooms need nothing less.”
—Heidi Hayes Jacobs, president, Curriculum Designers, Inc., curriculum21.com
Arthur L. Costa is emeritus professor of education at California State University, Sacramento. Robert J. Garmston is emeritus professor of educational administration at California State University, Sacramento. Diane P. Zimmerman is a former superintendent for the Old Adobe Schools in Petaluma, California.
Two leading consultants present a game-changing look at why and how to “mind the gap” between what we claim are educational essentials, and how we evaluate results.
Dispositions builds on the authors’ influential Habits of Mind writings, including new evidence of why influencing students’ dispositional habits is their key to finding meaning in classroom content. Topics include:Making dispositions come alive in the minds of students Shifting the thinking of educational leaders, parents, politicians and the public How to align day-to-day classroom practices with larger dispositional outcomes
Research has demonstrated that cooperative learning is one of the most highly effective teaching strategies, while new findings from neuroscience confirm the brain’s natural inclination to think socially. But simply putting students in a group is not enough. The authors of The Power of the Social Brain see “interdependent thinking” as the missing piece of the collaborative puzzle. This authoritative book provides practical strategies, informed by research from neuroscience and education, to help groups function more effectively and thoughtfully. By adding the “cognitive dimension” to cooperative learning, this book will help readers apply new protocols and strategies for more successful, affirming, and productive group work in classrooms and professional educational learning communities.
Contributors include Robert J. Garmston, Shirley M. Hord, David Hyerle, Bena Kallick, Laura Lipton, Patricia A. Roy, William A. Sommers, Bruce Wellman, Judy Willis, Pat Wolfe, and other experienced practitioners.
Arthur L.Costa is a national and international leader in the area of thinking. Pat Wilson O’Leary is a consultant in school districts across the country to facilitate the implementation of cooperation among students and adults. Together, they have collaborated over the past 32 years co-training cooperative learning, cognitive coaching, and Habits of Mind.