BUILDING A THOUGHT-FULL

LEARNING COMMUNITY

WITH HABITS OF MIND

AGENDADay I

EXPLORING HABITS OF MIND AND THEIR PLACE IN CURRICULUM

ACTIVATING AND ENGAGING HABITS OF MIND

Day IIASSESSING AND REPORTING ON

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:

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)

SHARING THE VISION

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.

BREAK

Please return at 10:45.

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

COMPARE YOUR LIST OF ATTRIBUTES:

“HOW WOULD YOU LIKE THEM TO

BE?”

WITH THE LIST OF HABITS OF MIND.FIND SIMILARITIES

THINKING SKILLS

HABITS OF MIND

COGNITIVE TASKSTHAT DEMAND

SKILLFUL THINKING

EFFECTIVE THINKING REQUIREMENTS:

CONTENT

THINKING SKILLS

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?

LUNCH

Please return at 1:15.

BUILDING A THOUGHT-FULL

LEARNING COMMUNITY

WITH HABITS OF MIND

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.

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).

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 THIS PAST SCHOOL TERM, 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 NEXT SCHOOL TERM, I’M MOST EXCITED ABOUT…….”

Listener: Use the Pause, Paraphrase Probe sequence

? What values are you expressing when you listen to one another so intently?

PARAPHRASE WHAT

YOU’VE LEARNED ABOUT THE, IMPORTANCE,

EFFECTS AND MENTAL PROCESSES OF LISTENING

WITH UNDERSTANDING AND EMPATHY

4. THINKING FLEXIBLY:

4. THINKING FLEXIBLY

Look at it another way!

Changing perspectives, generating alternatives, considering options.

THINKING SKILLS

HABITS OF MIND

COGNITIVE TASKSTHAT DEMAND

SKILLFUL THINKING

EFFECTIVE THINKING REQUIREMENTS:

CONTENT

THINKING SKILLS

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?

Think about your thinking!

5. METACOGNITION

Being aware of your own thoughts, feelings, and actions and their effects of 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!”

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.

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:

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

7. QUESTIONING AND POSING PROBLEMS

How do you know?

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

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

HOMEPLAY

1. DESCRIBE TO OTHERS WHAT YOU ARE LEARNING2. ISOLATE AND PRACTICE PAUSE, PARAPHRASE PROBE