Ways of Thinking. Ways of Teaching

American Journal of Pharmaceutical Education, Fall 2000 by Chesnut, Renae

GEORGE HILLOCKS, JR. Ways of Thinking. Ways of Teaching. New York NY.' Teachers College Press, 1999. xi 149 pp., 7 tbls., $22.95.

Ways of Thinking. Ways of Teaching does not focus on how to teach with various tips and strategies, but rather why instructors teach a particular way. Through a qualitative study of 19 English teachers, the author poses a model that describes teachers' thinking which influences how they teach. The author submits that this knowledge is necessary to enact changes in teaching styles and methods that will best influence student learning. The classroom scenarios from this qualitative study and the ensuing discussion assist faculty members in identifying their own beliefs and influences and provides for interesting reading. This book will also be beneficial to department chairs to better understand and develop the knowledge and beliefs that positively affect their faculty members' classroom activities.

The author provides implications of this model for reflective practice and teacher change. For example, faculty who are constructivist optimists will reflect on their teaching and in the event that a teaching method does not work will implement changes that will be conducive to student learning. Likewise, a faculty member who is an objectivist nonoptimist will expect students to learn the material from a lecture. If the students do not learn from that lecture material, it will be considered to be the students' fault and there will be little reason to make changes.

The descriptions of the episodes pertinent to the model provide an interesting and practical view of the author's development of the model. However, as I read this book I found myself frequently focusing on the English teaching stories. Thus, the pharmacy educator must extrapolate the examples to his/her own classroom activities and focus on the key points that are applicable to us.

This book is worthwhile reading because it prompts an appraisal of one's own knowledge and beliefs and the resulting impact on classroom instruction. Therefore, I would recommend it for faculty attempting to transform their teaching style and for department chairs to better understand and assist their faculty members' teaching development.

Renae Chesnut

Drake University