BUILDING A THOUGHTFULL LEARNING COMMUNITY WITH HABITS OF MIND

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BUILDING A THOUGHT-FULL LEARNING
COMMUNITYWITH HABITS OF MIND

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AGENDADay I

• EXPLORING HABITS OF MIND AND THEIR PLACE IN
  CURRICULUM
• ACTIVATING AND ENGAGING HABITS OF MIND
• Day II
• ASSESSING AND REPORTING ON 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

• Confident
• Take risk
• Think before acting
• Challenge assumptions
• Questioning
• Reflective
• Proactive
• Independent learners, thinkers, workers
• Taking charge of themselves (having a plan of
  action, self directed)

• Persisting (stick to it)
• Venture forth with ideas
• Make connections (interacting and learning with
  each other
• Connecting - feel-think-act.
• Complex thinkers
• Creative
• Inquisitive
• Emotional strength (control)

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SHARING THE VISION
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Habits of mind attend to

• 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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BREAK
Please return at 1045.
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HABITS OF MINDDiscussion

• READ AND DEFINE IT IN YOUR OWN WORDS
• GIVE EXAMPLES WHAT DO YOU HEAR PEOPLE SAYING OR
  SEE THEM DOING AS THEY USE THE HABIT OF MIND
• DESCRIBE SITUATIONS WHEN IT IS IMPORTANT TO USE
  THE HABIT OF MIND
• POSE QUESTIONS INTENDED TO ELICIT THE HABIT OF
  MIND IN OTHERS

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On a Chart

• TITLE
• CREATE A SIMILE . (name the habit of mind) IS
  LIKE A... BECAUSE.
• CREATE A LOGO OR SYMBOL FOR THE HABIT OF MIND
• COMPOSE A BRIEF STATEMENT OR SLOGAN THAT
  SUMMARIZES THE HABIT OF MIND

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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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EFFECTIVE THINKING REQUIREMENTS
HABITS OF MIND
THINKING SKILLS
COGNITIVE TASKS THAT DEMAND SKILLFUL THINKING
THINKING SKILLS
CONTENT
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ANALYSIS OF VIDEO TAPE

• 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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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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LUNCH
Please return at 115.
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BUILDING A THOUGHT-FULL LEARNING
COMMUNITYWITH HABITS OF MIND

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• ACTIVATING AND ENGAGING
• HABITS OF MIND

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• Paired
• Verbal
• Fluency

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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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• SHARE AN EXPERIENCE
• IN YOUR LIFE IN WHICH
• PERSISTENCE
• PAID OFF.

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2. MANAGING IMPULSIVITY
Acting with forethought and deliberation.

• Take your time!

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Managing Impulsivity

• WAIT TIME
• After having asked a question, the average
  teacher waits 1 second before either calling on a
  student, asking another question or answering the
  question him/herself.
• Rowe, M. B. "Wait Time and Rewards as
  Instructional Variables
• Their Influence on Language, Logic and Fate
  Control. "Journal of Research, in Science
  Teaching 11, 2 81-84. (Spring 1974).

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3. LISTENING WITH UNDERSTANDING

AND EMPATHY
Devoting mental energies to understanding others
thoughts and feelings.

• Understand others!

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LISTENING SEQUENCE

• Pause
• Paraphrase
• Probe
• Inquire
• Clarify

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Pausing

• Using wait-time before responding
• to or asking a question allows time
• for more complex thinking, enhances dialogue and
  improves decision making.

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Paraphrasing

• Lets others know that you are
• listening, that you understand
• or are trying to understand
• them and that you care.

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Probing

• Increases the clarity and precision of the
  group's thinking by refining understandings,
  terminology
• and interpretations.

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THINKING AND COMMUNICATING WITH CLARITY AND
PRECISION

• GENERALIZATIONS
• DELETIONS
• DISTORTIONS

SURFACE LANGUAGE
DEEP STRUCTURE LANGUAGE
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Paying attention to self and others

• Awareness of what you are saying, how it is said
  and how others are responding attending to
  learning styles being sensitive to your own and
  others' emotions.

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Listener Use the Pause, Paraphrase Probe
sequence
Speaker Finish this sentence AS I REFLECT
ON THIS PAST SCHOOL TERM, I AM MOST PROUD
OF
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• WHAT METACOGNITIVE STRATEGIES DID YOU EMPLOY TO
  MONITOR AND MANAGE YOUR LISTENING SKILLS?

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Listener Use the Pause, Paraphrase Probe
sequence
Speaker Finish this sentence AS I
ANTICIPATE THE NEXT SCHOOL TERM, IM MOST EXCITED
ABOUT.
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• What values are you
• expressing when you listen
• to one another so intently?

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PARAPHRASE WHAT YOUVE LEARNED ABOUT THE,
IMPORTANCE, EFFECTS AND MENTAL PROCESSES OF
LISTENING WITH UNDERSTANDING AND EMPATHY
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4. THINKING FLEXIBLY4. THINKING
FLEXIBLY
Changing perspectives, generating alternatives,
considering options.

• Look at it another way!

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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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ANALYSIS OF VIDEO TAPE

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

• Think about your thinking!

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Metacognition

• Think
• Aloud
• Problem
• Solving

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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.

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• A friend is one before whom I may think aloud.
• --Ralph Waldo Emerson

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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?
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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?
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Provide data, not answers

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

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RESIST MAKING VALUE-JUDGMENTS

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

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STAY FOCUSED ON THE THINKING PROCESS

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

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ENCOURAGE PERSISTENCE

• Cmon, you can do it!

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METACOGNITIVE PROBLEM

• COMBINE THE FOLLOWING FOUR SENTENCES
• The horse jumped over the fence.
• The horse was gray.
• The jump was done gracefully.
• The fence was low and made of brick.

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METACOGNITIVE PROBLEM
IF THE SECOND LETTER IN THE WORD WEST COMES
AFTER THE FOURTH LETTER IN THE ALPHABET, CIRCLE
THE LETTER A BELOW. IF IT DOES NOT, CIRCLE THE
LETTER B. A B
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METACOGNITIVE PROBLEM

• IF THE CIRCLE IS TALLER THAN THE SQUARE AND THE
  CROSS IS SHORTER THAN THE SQUARE, PUT A
• K IN THE CIRCLE.HOWEVER, IF THIS IS NOT THE
  CASE,PUT A T IN THE SECOND TALLER FIGURE.

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METACOGNITIVE PROBLEM
THERE ARE 3 SEPARATE, EQUAL-SIZE BOXES AND
INSIDE EACH BOX THERE ARE 2 SEPARATE SMALL
BOXES. INSIDE EACH OF THE SMALL BOXES, THERE
ARE 4 EVEN SMALLER BOXES. HOW MANY BOXES ARE
THERE ALL TOGETHER?
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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

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7. QUESTIONING AND POSING
PROBLEMS
Having a questioning attitude. Developing
strategies to produce needed data. Finding
problems to solve.
How do you know?
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Questioning And Problem Posing
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7. QUESTIONING AND POSING
PROBLEMS
Having a questioning attitude. Developing
strategies to produce needed data. Finding
problems to solve.
How do you know?
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Questioning with Intention

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

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PLURALS
"What are some of your goals?
"What ideas do you have?"
"What outcomes do you seek?"
"What alternatives are you considering?
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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?
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Invitational Stems

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

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PRESUPPOSITIONS Hidden meanings below the
surface of language.

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

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LIMITING PRESUPPOSITIONS

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

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EMPOWERING PRESUPPOSITIONS

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

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EMPOWERING PRESUPPOSITIONS

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

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EMPOWERING PRESUPPOSITIONS

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

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• Compose a question intended to invite one or more
  of the
• habits of mind.
• Use the criteria
• Invitational Stems
• Plurals
• Tentative Language
• Positive Presuppositions

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HOMEPLAY

• 1. DESCRIBE TO OTHERS WHAT YOU ARE LEARNING
• 2. ISOLATE AND PRACTICE PAUSE, PARAPHRASE PROBE