BUILDING A

THOUGHT-FULL LEARNING

COMMUNITYWITH

HABITS OF MIND

√

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?

HOW WE WOULD LIKE THEM TO BE:

FEEL CONFIDENT, ASK QUESTIONS; PRACTICING;SELF MOTIVATED; PROBLEM SOLVER;THINK INDEPENDENTLY; APPLY MATERIAL TO THEIR LIVES; ENGAGED; CURIOUS; SUCCESSFUL;COOPERATIVE; PERSISTANT

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

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

BREAK

Please return at 10:30.

HOW WE WOULD LIKE THEM TO BE:

FEEL CONFIDENT, ASK QUESTIONS; PRACTICING;SELF MOTIVATED; PROBLEM SOLVER;THINK INDEPENDENTLY; APPLY MATERIAL TO THEIR LIVES; ENGAGED; CURIOUS; SUCCESSFUL;COOPERATIVE; PERSISTANT

COMPARE YOUR LIST OF ATTRIBUTES:

“HOW WOULD YOU LIKE THEM TO

BE?”

WITH THE LIST OF HABITS OF MIND.FIND SIMILARITIES

SHARING THE VISION

Content

PedagogyRelationships

HABITS OF

MIND

OUTCOMES

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

WHY HABITS OF MIND?

TRANSDISCIPLINARYAS GOOD FOR ADULTS AS THEY ARE

FOR STUDENTS

FOCUSED ON LONG RANGE, ENDURING, ESSENTIAL LEARNINGS

“ HABIT IS A CABLE;WE WEAVE IT EACH DAY, AND AT LAST WE CANNOT BREAK IT.”

CURRICULUM MIND SHIFTS

FROM: Not only

knowing right answers.

TO:

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

THINKING SKILLS

HABITS OF MIND

COGNITIVE TASKSTHAT DEMAND

SKILLFUL THINKING

EFFECTIVE THINKING REQUIREMENTS:

CONTENT

THINKING SKILLS

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.”

THINK - PAIR - SHARE

What do you mean by “understanding”?

What would you see/hear students doing if they “understand?”

Add your own thoughts

EVIDENCE OF UNDERSTANDING:

CAN STUDENTS:EXPLAIN IT ACCURATELY?GIVE THEIR INTERPRETATION?TAKE ANOTHER’S PERSPECTIVE?EMPATHIZE?ASK FURTHER QUESTIONS?APPLY IT ELSEWHERE?

THINKING SKILLS

HABITS OF MIND

COGNITIVE TASKSTHAT DEMAND

SKILLFUL THINKING

EFFECTIVE THINKING REQUIREMENTS:

CONTENT

THINKING SKILLS

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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?

THINK - PAIR - SHARE

ANTICIPATE A LESSON YOU ARE PLANNING TO TEACH.

WHAT CONCEPTS, THINKING SKILLS, TASKS AND HABITS OF MIND MIGHT BE INCLUDED?

NOT ANOTHERLAYER TO BEADDED TO ANALREADYOVERCROWDEDCURRICULUM….

GENERAL LEARNER OUTCOMES:

RATHER, GENERAL LEARNER OUTCOMESARE WOVEN THROUGHOUTTHE CURRICULM AND THE SCHOOL.

LIKE A TAPESTRY---

SUMMARIZE YOUR UNDERSTANDING OF THE

HABITS OF MIND AND THEIR PLACE IN THE

CURRICULUM

LUNCH

PLEASE RETURN AT 12:37

ACTIVATING AND

ENGAGING HABITS OF

MIND

Paired

Verbal

Fluency

.

Stick to it!

1. PERSISTING

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

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

Abraham Lincoln

“ 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

SHARE AN EXPERIENCE IN YOUR LIFE IN WHICH

PERSISTENCE PAID OFF.

2. MANAGING IMPULSIVITY

Take your time!

Acting with forethought and deliberation.

Managing ImpulsivityWAIT 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).

MANAGINGIMPULSIVITY

“ DON’T CALL OUTIN ASSEMBLY IFYOU LOOSE A

TOOTH. YOU WAITUNTIL ASSEMBLY

IS OVER.”GAGE, GRADE 1

Clip

3. LISTENING WITH UNDERSTANDING AND EMPATHY

Understand others!

Devoting mental energies to understandingothers’ thoughts and feelings.

•Pause

•Paraphrase

•Probe• Inquire• Clarify

LISTENING SEQUENCE:

Pausing:

Using wait-time before responding

to or asking a question allows time for more complex thinking, enhances dialogue and improves decision making.

Paraphrasing:

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

Probing:

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

THINKING AND COMMUNICATING WITH CLARITY AND PRECISION

GENERALIZATIONSDELETIONS

DISTORTIONS

DEEP STRUCTURE LANGUAGE

“ SURFACE LANGUAGE”

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.

Speaker: Finish this sentence:

“AS I REFLECT ON THE SCHOOL YEAR SO FAR, I AM MOST PROUD OF………”

Listener: Use the Pause, Paraphrase Probe sequence

? WHAT METACOGNITIVE STRATEGIES DID YOU EMPLOY TO MONITOR AND MANAGE YOUR LISTENING SKILLS?

Speaker: Finish this sentence:

“AS I ANTICIPATE THE REMAINDER OF THIS SCHOOL YEAR, I’M MOST EXCITED ABOUT…….”

Listener: Use the Pause, Paraphrase Probe sequence

PARAPHRASE WHAT

YOU’VE LEARNED ABOUT THE, IMPORTANCE,

EFFECTS AND MENTAL PROCESSES OF LISTENING

WITH UNDERSTANDING AND EMPATHY

? WHAT VALUES ARE YOU EXPRESSING WHEN YOU LISTEN TO OTHERS SO INTENTLY?

BREAK

Please return at 2:10.

BUILDING A THOUGHT-FULL

LEARNING COMMUNITY

WITH HABITS OF MIND

Think about your thinking!

5. METACOGNITION

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

Metacognition:

Think

Aloud

Problem

Solving

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.

A friend is one

before whom I may think aloud.--Ralph Waldo

Emerson

POSE QUESTIONS THAT CAUSE THE STUDENT TO CHECK FOR ACCURACY:“How do you know you are right?”

“What other ways can you prove that you are correct?”

Pause and Clarify--(don’t 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?”

Provide data, not answers

“ I think you heard it wrong; let me repeat the question.”

“You need to check your addition.”

RESIST MAKING VALUE-JUDGMENTS:

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

STAY FOCUSED ON THE THINKING PROCESS:

“ Tell us what strategies you used to solve the problem.”

ENCOURAGE PERSISTENCE:

“ C’mon, you can do it!”

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

METACOGNITIVE PROBLEM:

METACOGNITIVE PROBLEM

There are four people in line. Sarah is between Barry and Mary. Mary is in front of twopeople and John is directly in front of Mary. Who is first in line, second, third and fourth?

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.

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 MANYBOXES ARE THERE ALL TOGETHER?

METACOGNITIVE PROBLEM:

Sustaining and Engaging Metacognition

1. Check for Accuracy2. Clarify3. Provide data not answers4. Resist making judgments5. Stay focused on thinking6. Encourage Persistence

7. QUESTIONING AND POSING PROBLEMS

How do you know?

Having a questioning attitude.Developing strategies to produce needed data. Finding problems to solve.

QuestioningAndProblemPosing

Questioning with Intention:1. Are invitational:

Approachable voice, Plurals,

Tentativeness, Invitational

stems2. Positive presuppositions3. Complex levels

PLURALS

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

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?”

Invitational Stems:

“ As you recall….” “As you anticipate…….” “As you envision……” “Given what you know

about…….”

PRESUPPOSITIONS: Hidden meanings below the surface of language.

For example:

“Even Mary could get passing grade in that class.”

LIMITING PRESUPPOSITIONS

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

EMPOWERING PRESUPPOSITIONS

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

EMPOWERING PRESUPPOSITIONS

“ AS YOU CONSIDER YOUR ALTERNATIVES WHAT SEEMS MOST PROMISING?”

EMPOWERING PRESUPPOSITIONS

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

Compose a question intended to invite one or

more of the habits of mind.Use the criteria:

Invitational StemsPlurals

Tentative LanguagePositive

Presuppositions

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

HOMEPLAY

1. DESCRIBE TO OTHERS WHAT YOU ARE LEARNING2. ISOLATE AND PRACTICE PAUSE, PARAPHRASE PROBE3. SELF-ADMINISTER THE INVENTORY ON PAGES 54-55

8. APPLYING PAST KNOWLEDGE TO NEW SITUATIONS

Use what you’ve learned!

Accessing prior knowledge and transferring it to novel situations.

6. STRIVING FOR ACCURACY

Check it again!

Desiring exactness, fidelity and craftsmanship.

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10. GATHERING DATA THROUGH ALL SENSES

Using all sensory pathways: gustatory, olfactory, tactile, kinesthetic, auditory, visual.

Use your natural pathways!

11. CREATING, IMAGINING, INNOVATING

Try a different way!

Generating new and novel ideas; fluency, originality.

12. RESPONDING WITH WONDERMENT AND AWE

Awesome!

Finding the world fascinating, mysterious, intriguing and phenomenal.

“ All thinking begins

with wondering”Socrates

Think Clearly!

Striving for accuratecommunication in writtenand oral form.

9. THINKING AND COMMUNICATING WITH CLARITY AND PRECISION

SIGNALS IN THE SCHOOL ENVIRONMENT:

MOTTOESRECOGNITIONSACRONYMSSELF-

ASSESSMENT

MOTTOES:

“ THE UNITED MIND WORKERS”

BLEYL MIDDLE SCHOOL STAFFCypress-Fairbanks School

DistrictHouston,Texas

POSTERS

SLOGANS

“ Thought is taught at Huntington Beach High School”

Huntington Beach, California

SLOGANS

“ THINKING MAKES US WHITTIER”

WHITTIER HIGH SCHOOL,

WAUKESHA, WISCONSIN

SLOGANS

“ SAVVYSABERS‘PAWS’

TO THINK”

James Campbell High SchoolEva Beach, Hawaii

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ACRONYMS:

JAMES CAMPBELLHIGH SCHOOLSTUDENTS:

Create new ideasAre accurate and preciseManage their impulsivityPose powerful questionsBring forth and apply past

knowledgeEmpathize with othersLearn continuallyListening attentively

BRISBANE GRAMMAR SCHOOL STUDENTS:

N EVER GIVE UPI MAGINE AND GENERATE NOVEL IDEASL EARN CONTINUOUSLY

S TRIVE FOR ACCURACY AND PRECISION I NQUIRE AND PROBLEM SOLVEN ETWORK WITH OTHERSE NGAGE ENTHUSIASTICLY IN LEARNING

L ISTEN WITH UNDERSTANDINGA RE AWARE OF THEIR OWN THINKINGB RING FORTH AND APPLY PAST KNOWLEDGE O BSERVE THROUGH ALL SENSESR ESPOND WITH WONDERMENT AND AWEE MPATHIZE WITH OTHERS

RECOGNITIONS

WasatchElementary School

Salt Lake City, Utah

THINK - PAIR - SHARE

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

THINKING

MODELING:

“ What you are speaks so loudly, they can’t hear what you say.”

Ralph Waldo Emerson

DON’T WORRY THAT CHILDREN NEVERLISTEN TO YOU; WORRY THAT THEYARE ALWAYS WATCHING YOU.

ROBERT FULGHUM

“ HOMEPLAY”

1. DESCRIBE TO OTHERS WHAT YOU ARE LEARNING2. ISOLATE AND PRACTICE YOURLISTENING SKILLS3. RECOGNIZE THE H.O.M. IN YOURSELF AND OTHERS.4. POST THEM IN YOUR SCHOOL, CLASSROOM

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?