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

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BUILDING A MORE THOUGHT-FULL LEARNING
COMMUNITYWITH HABITS OF MIND

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JUST LIKE ME
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ESSENTIAL QUESTIONS

• What are the characteristics of effective,
  creative, successful problem solvers?
• How might educators create school and classroom
  conditions to learn, practice, assess and report
  students' growth toward internalizing these
  habits?

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AGENDA

• Exploring habits of mind and their place in
  curriculum
• Activating and engaging habits of mind

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WHAT IS IT ABOUT YOUR STUDENTS THAT MAKES YOU
THINK THEY NEED TO LEARN HOW TO THINK?

• What do you see them doing?
• What do you hear them saying?
• How are they feeling?
• How would you like them to be?

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HOW WE WOULD LIKE THEM TO BE

• More deliberate in thinking - slow
• Ask questions they dont know the answers to
• Ask questions of a critical nature - challenging
  teachers / knowledge / process / reason etc
• Problem solving strategies
• Critically disagree
• Positive - wanting to engage, confidence, not
  resistant
• Flexible thinkers

• Confident
• Taking time / persistent
• Think for them selves
• More independent
• Self reliant
• Transfer knowledge
• Active learners - engaged, enthusiastic
• Enjoying
• Questioning
• Participating in the learning process

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• COMPARE YOUR LIST OF ATTRIBUTES
• HOW WOULD YOU LIKE THEM TO BE?
• WITH THE LIST OF HABITS OF MIND.
• FIND SIMILARITIES

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SHARING THE VISION
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DIMENSIONS OF THE HABITS OF MIND

• Value - choosing to behave intelligently
• Inclination- deciding to use a certain behavior
• Sensitivity- knowing when to use them
• Capability- having skills capacity to use them
• Commitment- reflecting on improvement
• Policy- promoting and incorporating their daily
  use

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WHY HABITS OF MIND?

• TRANSDISCIPLINARY
• AS GOOD FOR ADULTS AS THEY ARE FOR STUDENTS
• FOCUSED ON LONG RANGE, ENDURING, ESSENTIAL
  LEARNINGS

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• HABIT IS A CABLEWE WEAVE IT EACH DAY, AND AT
  LAST WE CANNOT BREAK IT.

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CURRICULUM MIND SHIFTS

• FROM
• Not only knowing right answers.

• TO
• Also knowing how to behave when answers are not
  immediately apparent.

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EFFECTIVE THINKING REQUIREMENTS
HABITS OF MIND
THINKING SKILLS
COGNITIVE TASKS THAT DEMAND SKILLFUL THINKING
THINKING SKILLS
CONTENT
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UNDERSTANDING WHAT DO WE MEAN?
He understands me. She understands
French. Students understand the concept. She
understands the laws of physics. We have an
agreement of understanding. This is my
understanding of the matter.
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THINK - PAIR - SHARE

• What do you mean by understanding?
• What would you see/hear students doing if they
  understand?
• Add your own thoughts

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EVIDENCE OF UNDERSTANDING

• CAN STUDENTS
• EXPLAIN IT ACCURATELY?
• GIVE THEIR INTERPRETATION?
• TAKE ANOTHERS PERSPECTIVE?
• EMPATHIZE?
• ASK FURTHER QUESTIONS?
• APPLY IT ELSEWHERE?

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EFFECTIVE THINKING REQUIREMENTS
THINKING SKILLS
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THINKING VERBS FOUND IN STANDARDS
RESPOND SUPPORT REPRESENT VISUALIZE REASON VERIFY
SOLVE SUMMARIZE SIMPLIFY
ANALYZE APPLY CLASSIFY COMPARE CONNECT CONTRAST D
ESCRIBE DISCUSS ELABORATE
EXPLORE DIAGRAM IDENTIFY INTERPRET JUDGE OBSERVE O
RGANIZE PARAPHRASE PREDICT
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THINKING IS THE HARDEST WORK THERE IS WHICH IS
WHY SO FEW PEOPLE ENGAGE IN IT. HENRY FORD
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DIRECT INSTRUCTION IN THINKING SKILLS

• Do students know how to perform the thinking
  skills?

• Can students describe the steps in the thinking
  process?

• Can they correctly label the skills when they
  use them?

• Do they apply the skills spontaneously when
  solving problems?

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LABELING THINKINGSKILLS AND PROCESSES E.g.
"Lets COMPARE these two pictures.

• "Let's look at these two pictures

"What do you PREDICT will happen when?

• "What do you think will happen when?

"Let's ANALYZE this problem.

• "Lets work this problem."

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LABELING THINKINGSKILLS AND PROCESSES E.g.
"What EVIDENCE do you have to support..?

• "How do you know that's true?

In what situations might you APPLY this?

• "How else could you use this?

As you EVALUATE these alternatives.

• Do you think that is the best alternative?

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LABELING THINKINGSKILLS AND PROCESSES E.g.
"What do you SPECULATE might happen if

• "What do you think would happen if

"What CONCLUSIONS might you draw ...

• "What did you think of this story?

• "How can you explain?"

How does your HYPOTHESIS explain?
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EFFECTIVE THINKING REQUIREMENTS
COGNITIVE TASKS THAT DEMAND SKILLFUL THINKING
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LEARNING TASKS

• Engaging skillfully in a variety of authentic,
  rich activities that require strategic planning,
  creative approaches and the application of
  organized, multiple and complex thinking skills.

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RICH TASKS REQUIRING SKILLFUL THINKING
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HABITS OF MIND
NOT ANOTHER LAYER TO BE ADDED TO
AN ALREADY OVERCROWDED CURRICULUM.
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LIKE A TAPESTRY---
RATHER, HABITS OF MIND ARE WOVEN THROUGHOUT THE
CURRICULM AND THE SCHOOL.
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BREAK
Please return at 1100.
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• ACTIVATING AND ENGAGING
• HABITS OF MIND

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EFFECTIVE THINKING REQUIREMENTS
HABITS OF MIND
THINKING SKILLS
COGNITIVE TASKS THAT DEMAND SKILLFUL THINKING
THINKING SKILLS
CONTENT
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MOVIE UNAVAILABLE

• FLEXI MATHS

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LESSON ANALYSIS

• What math concepts were being learned in this
  lesson?
• In which thinking skills were students engaging?
• What was the nature of the task the students were
  performing?
• Which habits of mind were students drawing upon?

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MOVIE UNAVAILABLE
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THINK - PAIR - SHARE

• ANTICIPATE A LESSON YOU ARE PLANNING TO TEACH.
• WHAT CONCEPTS, THINKING SKILLS, TASKS AND HABITS
  OF MIND MIGHT BE INCLUDED?

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1. PERSISTING Persevering on a task even
though the resolution is not immediately
apparent.

• Stick to it!

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• Failed in business, 1831
• Defeated for legislature, 1832
• Again failed in business, 1833
• Elected to legislature, 1834
• Defeated for Speaker, 1838
• Defeated for elector, 1840
• Defeated for Congress, 1843
• Elected to Congress, 1846
• Defeated for Congress, 1848
• Defeated for Senate, 1855
• Defeated for vice-president, 1858
• Defeated for Senate, 1858
• Elected President of the United States, 1860

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Elected President of the United States,
1860 Abraham Lincoln
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• When I was doing this work, I was thinking about
  how hard the kids at Furr had to work and what
  they had to overcome in order to succeed. The
  body is the body of a student and the head
  represents our mascot, the bull. The uplifted
  hand stands for persistence.
• Juan,
• Furr High School
• Houston, Texas

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PERSISTING

• Share an experience
• in your life in which
• persistence paid off.
• What skills and strategies did you employ?

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STRATEGIES FOR PERSISTENCE
In table groups, create a mind-map for what to
do when I get stuck.
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MOVIE UNAVAILABLE

• CASTAWAY

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PERSISTINGThe next time you find yourself
stuck,what will you be aware of?What will you
tell yourself?What strategies will you use hang
in there?
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2. MANAGING IMPULSIVITY
Acting with forethought and deliberation.

• Take your time!

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MANAGINGIMPULSIVITY

• DONT CALL OUT
• IN ASSEMBLY IF
• YOU LOOSE A
• TOOTH. YOU WAIT
• UNTIL ASSEMBLY
• IS OVER.
• GAGE, GRADE 1

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DISCUSSION

• What is motivating the decision about
• what is the right thing to do?
• How do you know?
• What considerations might have guided him,
• what strategies might he have used to take
• more appropriate actions?

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MANAGING IMPULSIVITYWhat advice would you give
this person as to how to respond to this
situation?
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MANAGING IMPULSIVITYWhat advice would you give
this person as to how to respond to this
situation?
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MANAGING IMPULSIVITYThe next time you find
yourself emotionally flooded,what will you be
aware of?What will you tell yourself?What
strategies will you use to manage your
impulsivity?
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SUMMARIZE YOUR UNDERSTANDING OF THE HABITS OF
MIND AND THEIR PLACE IN THE CURRICULUM

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MODELING
What you are speaks so loudly, they cant hear
what you say. Ralph Waldo Emerson
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LUNCH
PLEASE RETURN AT 115
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DONT WORRY THAT CHILDREN NEVER LISTEN TO YOU
WORRY THAT THEY ARE ALWAYS WATCHING
YOU. ROBERT FULGHUM
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WE ARE WHAT WE REPEATEDLY DO. EXCELLENCE, THEN,
IS NOT AN ACT BUT A HABIT. Aristotle
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HABITS OF MIND A JOURNEY OF CONTINUOUS GROWTH
1. Exploring meanings

• 2. Expanding Capacities
• Increasing Alertness

• Extending Values
• 5. Building Commitment

INTERNALIZATION
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