Title: BUILDING A MORE THOUGHTFULL LEARNING COMMUNITY WITH HABITS OF MIND
1 BUILDING A MORE THOUGHT-FULL LEARNING COMMUNITY
WITH HABITS OF MIND
2AGENDA 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
3TO BEGIN OUR DISCUSSION
- WHICH HABITS OF MIND WILL SERVE US AS WE WORK
TOGETHER TODAY?
4GOAL 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.
5SELF-MONITORING
- How will you monitor your own and others use
- of the Habits of Mind and their effects on our
work?
6Sharing 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.
8WORD SPLASH
- GENERATE AS MANY SYNONYMS, PHRASES OR OTHER
TERMS THAT ARE SIMILAR IN MEANING TO THIS HABIT
OF MIND
9Speaker 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.
10Speaker 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?
12QUESTIONING 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 .......?
13QUESTIONING 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.....?
14QUESTIONING 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?"
-
15QUESTIONING 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?"
16QUESTIONING 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?
17QUESTIONING WITH INTENTION
- 1. Are invitational Approachable voice,
- Plurals,
- Tentativeness, Invitational stems
- 2. Positive presuppositions
- 3. Complex levels
18A Credible Voice
An Approachable Voice
19SAY 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.
21PLURALS
"What are some of your goals?
"What ideas do you have?"
"What outcomes do you seek?"
"What alternatives are you considering?
22TENTATIVENESS
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?
23INVITATIONAL STEMS
- As you recall.
- As you anticipate.
- As you envision
- Given what you know about.
24The 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
25The Three Story Intellect
26The Three Story Intellect
27The Three Story Intellect
28PRESUPPOSITIONS 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?
33PRESUPPOSITIONS
34COMPOSE 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
35QUESTIONS 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?
365. METACOGNITION
Being aware of your own thoughts, feelings, and
actions and their effects of on others
- Think about your thinking!
37Metacognition
- Think
- Aloud
- Problem
- Solving
38THINK 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.
39POSE 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?
40Pause 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?
41Provide data, not answers
- I think you heard it wrong let me repeat the
question. - You need to check your addition.
42RESIST MAKING VALUE-JUDGMENTS
- So, your answer is 48. Who came up with a
different answer?
43STAY FOCUSED ON THE THINKING PROCESS
- Tell us what strategies you
- used to solve the problem.
44ENCOURAGE PERSISTENCE
45Sustaining 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
46SIGNALS IN THE SCHOOL ENVIRONMENT
- MOTTOES
- RECOGNITIONS
- ACRONYMS
- SELF-ASSESSMENT
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49Managing Impulsivity
Cheetah
50POSTERS
51RECOGNITIONS
52RECOGNITIONS
Wasatch Elementary School Salt Lake City, Utah
53MOTTOES
- THE UNITED MIND WORKERS
- BLEYL MIDDLE SCHOOL STAFF
- Cypress-Fairbanks School District
- Houston,Texas
54SLOGANS
- SAVVY
- SABERS
- PAWS
- TO THINK
James Campbell High School Eva Beach, Hawaii
55SLOGANS
THINKING MAKES US WHITTIER
WHITTIER ELEMENTARY SCHOOL, WAUKESHA, WISCONSIN
56ACRONYMS
- QUEEN
- ELIZABETH
- SCHOOL
- STUDENTS
- Pose powerful Questions
- Try to Understand others
- Empathize with others
- Are Eager learners
- Never give up
WHERE THINKING REIGNS SUPREME!
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58BRISBANE 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
59THINK - PAIR - SHARE
- GENERATE WAYS YOU MIGHT SIGNAL THINKING AND
HABITS OF MIND AS GOALS AND VALUES OF YOUR
SCHOOL. -
THINKING
60IMPLICATIONS AND APPLICATIONS
Based your learning from this workshop, what
might you Stop doing Continue doing Start
doing
61HOMEPLAY
- 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