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Additional Praise for Cultures of Thinking in Action

“Cultures of Thinking in Action is a wonderful book. Unlike too many books for teachers, Ron Ritchhart invites, inspires, and supports educators to think, to examine the why of teaching instead of imposing on them a set of good practices.”

—Yong Zhao, Ph.D., Foundation Distinguished Professor, School of Education, University of Kansas and Professor in Educational Leadership Melbourne Graduate School of Education

“Ritchhart’s newest book gets to the heart of one of society’s most pernicious problems—how to meaningfully improve education—by helping teachers and administrators understand the social and cultural ‘why’s’ behind the procedural ‘how’s’ of pedagogical practice. Cultures of Thinking in Action is essential reading for anyone genuinely interested in building schools that effectively support children’s learning.”

—Mary Helen Immordino-Yang, Director, Center for Affective Neuroscience, Development, Learning and Education and Professor of Education, Psychology & Neuroscience, University of Southern California

“No one has thought more about how to teach for good thinking than Ron Ritchhart. Drawing on decades of experience and multiple bodies of research, Cultures of Thinking in Action offers wisdom, guidance, and inspiration for any teacher grappling with the ‘why’ and ‘how’ of classroom teaching.”

—Jason Baehr, Author of Deep in Thought: A Practical Guide to Intellectual Virtues, co-founder of Intellectual Virtues Academy of Long Beach

Cultures of Thinking in Action

10 MINDSETS

TO TRANSFORM OUR TEACHING AND STUDENTS’ LEARNING

Ron Ritchhart

Published by John Wiley & Sons, Inc., Hoboken, New Jersey. Published simultaneously in Canada.

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Library of Congress Cataloging-in-Publication Data is available:

ISBN 9781119901068 (Paperback)

ISBN 9781119901082 (ePDF)

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Cover Design: Wiley

Author Photo by Max Woltman

To my father, who has always been my biggest supporter and who steadfastly reads all my books, not because he will necessarily use the ideas, but because he loves me.

Figure 10.1 Four practices of making thinking visible

Figure 10.2 Looking for learning

Figure 10.3 Amplify-Modify-Remove-Create

Figure E.1 Design Cycle for exploring culture of thinking in action mindsets

xvi List of Figures

QR

QR Code for Cultures of Teaching Fellows website

Thisbook has been years in the making. Although some of the ideas explored here were present at the very beginning of the cultures of thinking project in 2005, they have since grown, developed, transformed, expanded, and taken on new resonance over the years through my ongoing work with schools and teachers around the world. In these settings, I have had numerous informal conversations in which new ideas have been sparked and my thinking spurred. Sometimes it was a question a participant asked at a workshop; other times it was an issue a teacher was having that they wanted to explore, or a coaching conversation with a school principal. These moments have consistently fueled my curiosity, deepened my understanding, sometimes challenged me, and always enriched my thinking. These conversations have encouraged me to identify and explore the mindsets foundational to the creation of a culture of thinking. Without those conversations, as incidental, ad hoc, and fleeting as they might have been, this book would not have happened. We develop our ideas through dialogue within a community, not in isolation. So, to all those who have engaged with me in conversation around the joys and challenges of building a culture of thinking, I thank you.

In taking these ideas from merely floating around in my head or in conversation to an actual framework, I am greatly indebted to the generous support of the Melville Hankins Family Foundation, which has nurtured my research for many years. Its funding supported a team of researchers

The Melville Hankins Family Foundation funding has also facilitated a multiyear collaboration with Mandela International Magnet School (MIMS) in Santa Fe, New Mexico. In this setting, we have been able to explore these mindsets as they were just taking shape in my head and through our research. Most recently the Cultures of Thinking Fellows project (more on this in Mindset 1 and the Epilogue) has provided the forum for teachers’ inquiries into how these mindsets can transform teaching and learning. I want to thank our pilot group of CoT Fellows for their willingness to jump into this uncharted space. With much appreciation to Nevada Benton, Dory Daniel, Erin Gaddis, Randy Grillo, John Hise, Virginia Hofferber, Lydia Hogan, Kristine Kamrath, Janssen King, Rachel Langone, Scott Larson, Susanna Mireles-Mankus, William Neuwirth, Ashlee Pagoda, Sairey Pickering, Matthew Rapaport, Christina Romero, Ahlum Scarola, and Terri Scullin.

For over 25 years, I have stood on the shoulders of giants at Project Zero at the Harvard Graduate School of Education, learning from my mentors David Perkins and Howard Gardner. I’m grateful for their guidance and generosity. I have also had the good fortune to work alongside inspirational colleagues Tina Blythe, Mara Krechevsky, and Ben Mardell. Their research in schools continues to inspire me. Throughout this book, I have drawn on examples from their work on the use of protocols, professional learning communities, documentation, play, and making learning visible. I know you will be as inspired by their work as I am.

A special partner in dialogue whom I wish to thank is my longtime friend, colleague, and coauthor on two other books, Mark Church. This book would not have been possible without him and is certainly much better because of his involvement. No matter where in the world either of us were, I could always count on Mark to respond to a text, phone call, or email query if I had an idea I needed to talk through. He was, and continues to be, there with good questions, useful insights, and just the right amount of push back and humor to keep me in check. Growing these ideas with such a talented thought partner has been a true blessing. As an early reader of this manuscript, he offered invaluable feedback and editorial assistance that substantively shaped my writing. Joining Mark in offering great editorial assistance and suggestions were my dear colleagues Connie Weber and Julie Landvogt. Having this incredible triad of professional educators and deep readers who were steeped

Acknowledgments at Project Zero at the Harvard Graduate School of Education. This team spent years digging into the research behind each mindset, looking at case studies, and clarifying what each mindset might mean to students and teachers. A special thanks to the team of Christine Beltran, Natasha BlitzJones, Yudith Dian, Hazel Peh, Emily Piper-Vallillo, Catherine Mcconnell, Carolyn Ho, Ursula August, liana Gutierrez, Elyse Postlewaite, Richard Mannoia, and Sean Glazebrook for their dedication in this exploration. Our team was led with great skill by Terri Turner. Terri’s curiosity about the world, about children, and about learning motivated and inspired us. Her willingness to ask questions, to puzzle, and look at ideas from new perspectives encouraged our exploration. In addition, her organizational skills, good humor, and sense of community held us together as a team.

in the ideas of cultures of thinking to read and respond to my writing has been crucial in making this book what it is. Thank you for letting me know when I was hitting the right notes, when things were missing, when more clarity was needed, and when I should have used effect instead of affect.

Finally, I wish to thank all the teachers who have invited me into their classrooms and shared their teaching with me. Sometimes, I have been able to be physically present; other times, I observed via video, and still on other occasions I was invited into classrooms through our correspondence or the sharing of student work. Their generosity allowed me to write the case studies in each chapter that embody each mindset. Thanks to Susan Osgood, Trevor MacKenzie, Jeff Watson, Kristen Kullberg, Thalia Ormsby, Ravi Grewal, Heather Woodcock, Mean Gretzinger, Kate Mills, Mike Medvinksy, Adam Hellebuyck, Anna Ramirez, Doug McGlathery, and Cameron Paterson.

Finally, I must thank my husband for giving me the space, and at times distance, I needed to immerse myself in writing and put my thoughts into words. I know it’s not always easy living with a writer, so thank you for your patience and encouragement. I couldn’t do what I do without you.

Acknowledgments

ABOUT THE AUTHOR

Ron Ritchhart is a world-renowned educator, researcher, and author. For over 25 years, Ron served as a Senior Research Associate and Principal Investigator at Project Zero at the Harvard Graduate School of Education where his research focused on understanding how to develop, nurture, and sustain cultures of thinking for both students and teachers. A strong theme of learning from best practice runs throughout all of Ron’s research and writing. Consequently, he spends extensive time in schools and classrooms. Ron’s ability to seamlessly merge theory, research, practice, and application together in a highly accessible and engaging manner has made him a bestselling author of numerous books, including Intellectual Character, Making Thinking Visible, Creating Cultures of Thinking, and The Power of Making Thinking Visible. After leaving Harvard in 2021, Ron has continued his classroom and school-based research and writing to further the ideas of visible thinking and the creation of schools and classrooms as cultures of thinking. Ron is a sought-after speaker for his ability to connect with and engage fellow educators in powerful, big-picture ideas, while simultaneously providing useful insights into and practical ideas for advancing the complex world of teaching and learning. This is no doubt, in part, due to Ron’s diverse experience as a teacher, which includes teaching elementary school, art, secondary mathematics, undergraduates, and graduate students. Upon Ron’s Harvard retirement from the Harvard Graduate School of Education, Howard Gardner commented, “Of all of us at Harvard Project Zero, you have had the most influence on what teachers around the world do in their classrooms and how to talk and think about it.”

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