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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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

• FEEL CONFIDENT, ASK QUESTIONS PRACTICINGSELF
  MOTIVATED PROBLEM SOLVERTHINK INDEPENDENTLY
  APPLY MATERIAL TO THEIR LIVES ENGAGED CURIOUS
  SUCCESSFULCOOPERATIVE PERSISTANT

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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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BREAK
Please return at 1030.
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HOW WE WOULD LIKE THEM TO BE

• FEEL CONFIDENT, ASK QUESTIONS PRACTICINGSELF
  MOTIVATED PROBLEM SOLVERTHINK INDEPENDENTLY
  APPLY MATERIAL TO THEIR LIVES ENGAGED CURIOUS
  SUCCESSFULCOOPERATIVE PERSISTANT

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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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OUTCOMES
Content
OF
HABITS
Pedagogy
Relationships
MIND
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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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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
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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GENERAL LEARNER OUTCOMES
NOT ANOTHER LAYER TO BE ADDED TO
AN ALREADY OVERCROWDED CURRICULUM.
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LIKE A TAPESTRY---
RATHER, GENERAL LEARNER OUTCOMES ARE WOVEN
THROUGHOUT THE CURRICULM AND THE SCHOOL.
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SUMMARIZE YOUR UNDERSTANDING OF THE HABITS OF
MIND AND THEIR PLACE IN THE CURRICULUM

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LUNCH
PLEASE RETURN AT 1237
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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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• 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

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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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• 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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MANAGINGIMPULSIVITY

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

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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 THE SCHOOL YEAR SO FAR, 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 REMAINDER OF THIS SCHOOL YEAR, IM
MOST EXCITED ABOUT.
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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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• WHAT VALUES ARE YOU EXPRESSING WHEN YOU LISTEN
  TO OTHERS SO INTENTLY?

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BREAK
Please return at 210.
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BUILDING A THOUGHT-FULL LEARNING
COMMUNITYWITH HABITS OF MIND

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5. METACOGNITION
Being aware of your own thoughts, feelings, and
actions and their effects 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
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
There are four people in line. Sarah is between
Barry and Mary. Mary is in front of two people
and John is directly in front of Mary. Who is
first in line, second, third and fourth?
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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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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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THINK - PAIR - SHARE

• SUMMARIZE WHAT YOU HAVE LEARNED ABOUT THE HABITS
  OF MIND AND THEIR PLACE IN THE CURRICULUM.
• USE THE PAUSE, PARAPHRASE, PROBE SEQUENCE

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HOMEPLAY

• 1. DESCRIBE TO OTHERS WHAT YOU ARE LEARNING
• 2. ISOLATE AND PRACTICE PAUSE, PARAPHRASE PROBE
• 3. SELF-ADMINISTER THE INVENTORY ON PAGES 54-55

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

• Use what youve learned!

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6. STRIVING FOR ACCURACY
Desiring exactness, fidelity and
craftsmanship.

• Check it again!

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10. GATHERING DATA THROUGH ALL SENSES
Using all sensory pathways gustatory,
olfactory, tactile, kinesthetic, auditory, visual.
Use your natural pathways!
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11. CREATING, IMAGINING, INNOVATING
Generating new and novel ideas fluency,
originality.

• Try a different way!

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12. RESPONDING WITH WONDERMENT AND AWE
Finding the world fascinating, mysterious,
intriguing and phenomenal.

• Awesome!

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All thinking begins with wondering Socrates
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9. THINKING AND COMMUNICATING WITH CLARITY AND
PRECISION
Striving for accurate communication in
written and oral form.

• Think Clearly!

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SIGNALS IN THE SCHOOL ENVIRONMENT

• MOTTOES
• RECOGNITIONS
• ACRONYMS
• SELF-ASSESSMENT

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MOTTOES

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

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POSTERS
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SLOGANS
Thought is taught at Huntington Beach High
School
Huntington Beach, California
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SLOGANS
THINKING MAKES US WHITTIER
WHITTIER HIGH SCHOOL, WAUKESHA, WISCONSIN
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SLOGANS

• SAVVY
• SABERS
• PAWS
• TO THINK

James Campbell High School Eva Beach, Hawaii
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ACRONYMS

• JAMES
• CAMPBELL
• HIGH
• SCHOOL
• STUDENTS

• Create new ideas
• Are accurate and precise
• Manage their impulsivity
• Pose powerful questions
• Bring forth and apply past knowledge
• Empathize with others
• Learn continually
• Listening attentively

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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

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RECOGNITIONS
Wasatch Elementary School Salt Lake City, Utah
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THINK - PAIR - SHARE

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

THINKING
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MODELING
What you are speaks so loudly, they cant hear
what you say. Ralph Waldo Emerson
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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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HOMEPLAY

• DESCRIBE TO OTHERS WHAT YOU
• ARE LEARNING
• 2. ISOLATE AND PRACTICE YOUR
• LISTENING SKILLS
• RECOGNIZE THE H.O.M. IN YOURSELF
• AND OTHERS.
• 4. POST THEM IN YOUR SCHOOL, CLASSROOM

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AS YOU REFLECT ON OUR WORKSHOP

• What 3 important main ideas/concepts are you
  recalling?
• What 3 applications will you make in your
  own setting?
• What 3 personal insights will you carry forth to
  future situations?