Fifty Strategies to Boost Cognitive Engagement: Creating a Thinking Culture in the Classroom (50 Teaching Strategies to Support Cognitive Development)

• 50 teacher-tested strategies to build a culture of thinking. Gives K-12 educators 50 practical instructional strategies to boost cognitive engagement and build a classroom culture that moves from passive knowledge consumption to active, engaged learning.
• Grounded in Bloom's revised taxonomy. Organizes strategies by level of thinking, using Bloom's revised taxonomy as a framework for understanding the cognitive processes involved at each stage, so teachers can match strategies to the level of thinking they want to build.
• Built around three essential engagement levers. Covers three key aspects for sustaining classroom engagement: movement, collaboration, and media literacy, and connects each to specific instructional strategies teachers can use immediately.
• Includes Take Action activities for real classroom use. Every strategy comes with hands-on Take Action activities that help teachers put new ideas to work right away instead of leaving them as theory.
• Written by a veteran educator and researcher. Rebecca Stobaugh draws on her experience as a teacher, principal, and university faculty member to give K-12 educators strategies for critical thinking, problem-solving, teamwork, and creativity, the essential skills of a 21st-century classroom.

Contents:
Introduction
Chapter 1: Understanding Cognitive Engagement and the Thinking-Based Classroom
Chapter 2: Applying a Taxonomy to the Thinking in Your Classroom
Chapter 3: Developing Critical Thinking Skills and Fostering Engagement
Chapter 4: Implementing Strategies for Understand-Level Content
Chapter 5: Implementing Strategies for Analyze-Level Content
Chapter 6: Implementing Strategies for Evaluate-Level Content
Chapter 7: Implementing Strategies for Create-Level Content
Chapter 8: Cementing a Culture of Thinking

Rebecca Stobaugh is an assistant professor at Western Kentucky University, where she teaches assessment and unit-planning courses in the teacher education program. She also supervises first-year teachers and consults with school districts on critical thinking, instructional strategies, assessment, technology integration, and other topics. Previously, she served as a middle and high school teacher and a middle school principal.

Rebecca has authored several books, including Assessing Critical Thinking in Middle and High Schools, Assessing Critical Thinking in Elementary Schools, Real-World Learning Framework for Elementary Schools, Real-World Learning Framework for Secondary Schools, and Critical Thinking in the Classroom. Rebecca regularly serves on accreditation teams and writes grants to support K-12 professional development. She is the executive director and former president of Kentucky ASCD (Association for Supervision and Curriculum Development). Rebecca received the 2004 Social Studies Teacher of the Year Award from the Kentucky Council for the Social Studies.

She earned a bachelor's degree from Georgetown College, a master's degree from the University of Kentucky, and a doctorate in K-12 education leadership from the University of Louisville.