Whole-Child Teaching

James Trifone holds a PhD in education from the University of Lancaster, UK. He is the academic director of the Master of Arts in Learning and Thinking [MALT] degree program, offered at The Graduate Institute in Bethany, Connecticut. This program consists of an innovative and learner-centered approach for preK–12 educators who strive to develop and integrate a holistic twenty-first-century whole-child approach into their classroom teaching.

Foreword

Preface

Acknowledgements

Introduction

Part I: Whether to Reform or Transform That Is The Question

Chapter 1: America Needs To Transform Rather Than Reform Education

Chapter 2: Transformation Requires a Systemic Change

Chapter 3: Transforming Education: The Whole-Child Paradigm

Part II: The District-based Influences That Affect Learning & Thinking

Chapter 4: Creating a New Story of Learning & Thinking

Part III: The Educator-Based Influences That Affect Learning, Thinking & Well-Being

Chapter 5: What Are the Teaching Practices of the Teacher –Centered and Learner-Centered Approaches to Teaching?

Chapter 6: Towards a Constructivist Approach to Learning

Chapter 7: What Thinking Skills Foster Meaningful Learning

Chapter 8: The Interdisciplinary Curriculum

Chapter 9: Why Is the Whole-Child Educator Interested in Positive Psychology?

Part IV: Personal Demonstrations Of Learning & Thinking

Chapter 10: The Whole-Child Educator Fosters a Growth Mindset

Part V: Interpersonal Demonstrations of Learning & Thinking

Chapter 11: How Do Students Demonstrate Competency in Interpersonal Skills?

Afterword