Quotes from Ron Ritchhart

When we recognize that true understanding of a discipline involves learning its processes and ways of thinking as well as its content knowledge, then we naturally create opportunities for developing those abilities.

In the United States, a consistent finding from the National Assessment of Educational Progress is that students at all levels of testing (ages nine, thirteen, and seventeen) are generally able to show mastery of the procedures taught, but struggle to apply their knowledge to problem-solving situations that are not clear-cut matters of applying a rule (Carpenter, Corbitt, Kepner, Lindquist, & Reys, 1980).

Listening and questioning are the basis for positive classroom interactions that can in turn shape meaningful collaboration, which can then build a culture of thinking. At the heart of these two practices lies a respect for and interest in students' thinking.

Every child deserves a champion, an adult who will never give up on them, who understands the power of connection, and insists that they become the best that they can possibly be.

One of the most common responses from groups is that in a culture of thinking, there is a sense of purpose to the learning.

Bloom identified a sequence of six learning objectives that he felt moved from lower-order to higher-order thinking: knowledge, comprehension, application, analysis, synthesis, and evaluation. However, these ideas were just a theory and were not based on research on learning. Nonetheless, they have become codified into the way many teachers are taught to think about thinking.

What if we sought to develop a culture of thinking in our schools, classrooms, museums, meetings, and organizations?

Collectively we read Andrea Elliott's story, "The Journey to a Culture of Thinking.

I look at my life today, the things I value most about myself—my imagination, my love of acting, my passion for writing, my love of learning, my curiosity—all come from how I was parented and taught. And none of these qualities that I've just mentioned—none of these qualities that I prize so deeply, that have brought me so much joy, that have brought me so much professional success—none of these qualities that make me who I am…can be tested.

Taking a stance on an issue and supporting that stance with sound reasoning is an important skill. However, taking a stance on issues too quickly and rushing to defend

Nonetheless, such environments aren't the norm for many students.

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A culture of thinking produces the feelings, energy, and even joy that can propel learning forward and motivate us to do what at times can be hard and challenging mental work.

Not our expectations of students, but our expectations for students.