BUILDING A MORE THOUGHTFULL LEARNING COMMUNITY WITH HABITS OF MIND

1
BUILDING A MORE THOUGHT-FULL LEARNING COMMUNITY
WITH HABITS OF MIND

2
AGENDA Day II

• Sharing our successes with homeplay
• Review Word splash
• Questioning with Intention
• Conducting Metacognitive Discussions
• Infusing HOM into the culture of the school
• Reflection, homeplay and next steps

3
TO BEGIN OUR DISCUSSION

• WHICH HABITS OF MIND WILL SERVE US AS WE WORK
  TOGETHER TODAY?

4
GOAL SETTING

• SELECT ONE OR TWO HABITS OF MIND THAT YOU WISH TO
  FOCUS ON AS AN INDIVIDUAL.
• SELECT ONE OR TWO HABITS OF MIND THAT YOU WISH TO
  FOCUS ON AS YOU WORK IN A GROUP.

5
SELF-MONITORING

• How will you monitor your own and others use
• of the Habits of Mind and their effects on our
  work?

6
Sharing Our Learning from Homeplay

• What did you learn as you observed the Habits of
  Mind in others?
• What did you learn as you observed the Habits of
  Mind within your self?
• What did you learn from your self-inventory?

7
8. APPLYING PAST KNOWLEDGE TO NEW
SITUATIONS
Accessing prior knowledge and transferring it to
novel situations.

• Use what youve learned!

8
WORD SPLASH

• GENERATE AS MANY SYNONYMS, PHRASES OR OTHER
  TERMS THAT ARE SIMILAR IN MEANING TO THIS HABIT
  OF MIND

9
Speaker Use some terms from the word splash.
Eg. My students give up so easily they just
dont try.
Listener Paraphrase, then use the HOM label.
Eg. So you want them to persist.
10
Speaker Use some terms from the word splash.
Eg. Maryann was able to summarize what she
heard Suzanne say.
Listener Paraphrase, using the HOM label.
Eg.So Maryann is learning to listen to others
with understanding and empathy.
11
7. QUESTIONING AND POSING
PROBLEMS
Having a questioning attitude. Developing
strategies to produce needed data. Finding
problems to solve.
How do you know?
12
QUESTIONING WITH INTENTION

• UNPRODUCTIVE QUESTIONS
• 1. Verification questions the answers to that
  are already known to you or to the student
• What is the name of...........?
• How many times did you .......?

13
QUESTIONING WITH INTENTION

• UNPRODUCTIVE QUESTIONS
• 2. Closed questions that can be answered
  "yes", "no" , or "I can".
• Can you recite the poem?
• Can you tell us the name of .....?
• Who can remember.....?

14
QUESTIONING WITH INTENTION

• UNPRODUCTIVE QUESTIONS
• 3. Rhetorical questions in which the answer
• is given within the question
• "In what year was the War of 1812?"
• "Since when has Mikhail Gorbachev
• had his birth mark?"
• "So how much is 3 x 4 twelve. OK?"
• "Who can name the three basic parts of
• a plant? Root, stems and leaves, right?"

15
QUESTIONING WITH INTENTION

• UNPRODUCTIVE QUESTIONS
• 4. Defensive questions that cause
• justification, resistance and
• self-protection
• "Why didn't you complete your homework?"
• "Why would you do a thing like that?"
• "Are you misbehaving again?"

16
QUESTIONING WITH INTENTION

• UNPRODUCTIVE QUESTIONS
• 5. Agreement questions the intent of
• which is to seek agreement with
• your opinion or answer
• "This is really the best solution, isn't it?
• "Let's do it my way, O. K.?
• "We really should get started now,
• shouldn't we?

17
QUESTIONING WITH INTENTION

• 1. Are invitational Approachable voice,
• Plurals,
• Tentativeness, Invitational stems
• 2. Positive presuppositions
• 3. Complex levels

18
A Credible Voice
An Approachable Voice
19
SAY Today is the second day of our Habits of
Mind workshop. First in a credible voice, then
in an approachable voice.
20
THINK OF A QUESTION YOU ASKED OR WERE ASKED IN
THE PAST FEW DAYS. WRITE IT DOWN. BE PREPARED
TO REMODEL IT WITH EACH ADDITIONAL CRITERIA.
21
PLURALS
"What are some of your goals?
"What ideas do you have?"
"What outcomes do you seek?"
"What alternatives are you considering?
22
TENTATIVENESS
What might be some factors that would cause?
In what other ways could you solve this
problem?
"What hunches do you have that may explain this
situation?
23
INVITATIONAL STEMS

• As you recall.
• As you anticipate.
• As you envision
• Given what you know about.

24
The Three Story Intellect

• 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 men.
• Two-story men compare, reason, generalize, using
  the labors of the fact collectors as well as
  their own.
• Three-story men idealize, imagine, predict--their
  best illumination comes
• from above, through the skylight.

Oliver Wendell Holmes
25
The Three Story Intellect

26
The Three Story Intellect

27
The Three Story Intellect

28
PRESUPPOSITIONS Hidden meanings below the
surface of language.

• For example
• Even Mary could get a passing grade in that
  class.

29
LIMITING PRESUPPOSITIONS

• DO YOU HAVE AN OBJECTIVE?
• WHY WERE YOU UNSUCCESSFUL?
• IF ONLY YOU HAD LISTENED.

30
EMPOWERING PRESUPPOSITIONS

• WHAT ARE SOME OF THE GOALS THAT YOU HAVE IN MIND
  FOR THIS MEETING?

31
EMPOWERING PRESUPPOSITIONS

• AS YOU CONSIDER YOUR ALTERNATIVES WHAT
• SEEMS MOST PROMISING?

32
EMPOWERING PRESUPPOSITIONS

• WHAT PERSONAL LEARNINGS OR INSIGHTS WILL YOU
  CARRY FORWARD TO FUTURE SITUATIONS?

33
PRESUPPOSITIONS
34
COMPOSE QUESTIONS TO ELICIT ONE OR MORE OF THE
HABITS OF MIND Use the criteria Invitational
Stems Plurals Tentative Language Positive
Presuppositions Complex Levels of Thinking
35
QUESTIONS TO ANALYZE TEXT

• Applying past knowledge to new situations
• How does the passage relate to events or
  experiences that you have had? How does knowing
  the findings of the scientist help you to
  understand the physical world?
• Questioning and posing problems What problems
  led the scientist to pursue experimentation?
• Thinking about thinking How did the author cause
  you to think? to feel?

36

5. METACOGNITION
Being aware of your own thoughts, feelings, and
actions and their effects of on others

• Think about your thinking!

37
Metacognition

• Think
• Aloud
• Problem
• Solving

38
THINK ALOUDPROBLEM SOLVING

• Pose challenging problems then
• Invite students to describe their plans
• and strategies for solving the problem.
• Share their thinking as they are
• implementing their plan.
• Reflect on/evaluate the
• effectiveness of their strategy.

39
POSE QUESTIONS THAT CAUSE THE STUDENT TO CHECK
FOR ACCURACYHow do you know you are
right?What other ways can you prove that you
are correct?
40
Pause and Clarify--(dont interrupt)
Explain what you mean when you said you just
figured it out. When you said you started at
the beginning, how did you know where to begin?
41
Provide data, not answers

• I think you heard it wrong let me repeat the
  question.
• You need to check your addition.

42
RESIST MAKING VALUE-JUDGMENTS

• So, your answer is 48. Who came up with a
  different answer?

43
STAY FOCUSED ON THE THINKING PROCESS

• Tell us what strategies you
• used to solve the problem.

44
ENCOURAGE PERSISTENCE

• Cmon, you can do it!

45
Sustaining and Engaging Metacognition

• 1. Check for Accuracy
• 2. Clarify
• 3. Provide data not answers
• 4. Resist making judgments
• 5. Stay focused on thinking
• 6. Encourage Persistence

46
SIGNALS IN THE SCHOOL ENVIRONMENT

• MOTTOES
• RECOGNITIONS
• ACRONYMS
• SELF-ASSESSMENT

47
(No Transcript)
48
(No Transcript)
49
Managing Impulsivity
Cheetah
50
POSTERS
51
RECOGNITIONS
52
RECOGNITIONS
Wasatch Elementary School Salt Lake City, Utah
53
MOTTOES

• THE UNITED MIND WORKERS
• BLEYL MIDDLE SCHOOL STAFF
• Cypress-Fairbanks School District
• Houston,Texas

54
SLOGANS

• SAVVY
• SABERS
• PAWS
• TO THINK

James Campbell High School Eva Beach, Hawaii
55
SLOGANS
THINKING MAKES US WHITTIER
WHITTIER ELEMENTARY SCHOOL, WAUKESHA, WISCONSIN
56
ACRONYMS

• QUEEN
• ELIZABETH
• SCHOOL
• STUDENTS

• Pose powerful Questions
• Try to Understand others
• Empathize with others
• Are Eager learners
• Never give up

WHERE THINKING REIGNS SUPREME!
57
(No Transcript)
58
BRISBANE GRAMMAR SCHOOL STUDENTS

• N EVER GIVE UP
• I MAGINE AND GENERATE NOVEL IDEAS
• L EARN CONTINUOUSLY
• S TRIVE FOR ACCURACY AND PRECISION
• I NQUIRE AND PROBLEM SOLVE
• N ETWORK WITH OTHERS
• E NGAGE ENTHUSIASTICLY IN LEARNING
• L ISTEN WITH UNDERSTANDING
• A RE AWARE OF THEIR OWN THINKING
• B RING FORTH AND APPLY PAST KNOWLEDGE
• O BSERVE THROUGH ALL SENSES
• R ESPOND WITH WONDERMENT AND AWE
• E MPATHIZE WITH OTHERS

59
THINK - PAIR - SHARE

• GENERATE WAYS YOU MIGHT SIGNAL THINKING AND
  HABITS OF MIND AS GOALS AND VALUES OF YOUR
  SCHOOL.

THINKING
60
IMPLICATIONS AND APPLICATIONS

Based your learning from this workshop, what
might you Stop doing Continue doing Start
doing
61
HOMEPLAY

• Describe to others what you are learning.
• Isolate and practice listening and questioning
  skills.
• Recognize Habits of Mind in self and others.
• Read Is your Instruction Habit Forming? In
  Readings
• Design and teach lessons incorporating the HOM