The Harrison Central School District is committed to supporting each student on their journey to becoming a critical thinker. The diagram above represents the components of a thinking-centered curriculum.  Click on each of the components for more information about how they contribute to third-story thinking.  
 

“There are one-story intellects, two-story
intellects, and three-story intellects with
skylights.

All fact collectors who have no aim beyond
their facts are one-story people.

 Two-story people compare, reason, generalize
using the labor of fact collects as their own. 

Three story people idealize, imagine, predict
and problem solve.”  Oliver Wendel Holmes

 
Literature and Research Base:

Bransford, John, Ann Brown, and Rodney Cocking.  How People Learn. Washington, D.C.: National Academy Press, 2000.

Brynes, Margaret, Robert A Corenesky, and Lawrence W. Byrenes. The Quality Teacher. Florida: Cornesky & Associates Press, 1992.

Costa, Aruthur, L and Bena Kallick. Activating & Engaging Habits of Mind.Virginia: ASCD, 2001.

Costa, Arthur L.  Developing Minds. Virginia: ASCD, 1999.

Fields, Joseph C. Total Quality for Schools. Milwaukee, WI: ASQC, 1993.

Harste, Jerome C. “ What Education as Inquiry Is and Isn’t”.  Baron, Sible and Barbara Comber, ed. Critiquing Whole Language and Classroom Inquiry. Urbana, Il.: National Council of Teachers of English, 2001.

Marzano, Robert, Debra Pickering, and Jane Pollock. Classroom Instruction that Works.  Virginia: ASCD, 2001.

Marzano, Robert, Debra Pickering, and Jane Pollock. Dimensions of Learning. Virginia: ASCD, 2001.  

Perkins, David. Smart Schools. New York: The Free Press, 1992. 

Stripling, Barabara H. and Sandra Hughes-Hassell.  Curriculum Connections Through the Library. Conneticut: 2003. 

Tomlinson, C.A. Fulfilling the Promise of the Differentiated Classroom. Virginia : ASCD, 2003. 

Wiggins, Grant and Jay McTighe. Understanding by Design. Virginia: ASCD, 2004. 

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