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Habits of Mind
Transcript of Habits of Mind
and Bena Kallick
Habits of Mind is a program based on the books Leading and Learning with the Habits of Mind:
16 Essential Characteristics for Success and Habits of Mind Across the Curriculum, by noted educators, Art Costa and Bena Kallick
In it they define and describe the essential dispositions of successful continuous learners as they prepare for school, work and life in the 21st century.
Do you remember that yucky feeling you get when you realize you don’t know the answer to a question or situation?
The 16 Habits of Mind all help a learner to behave and think intelligently (and overcome that feeling) when faced with a problem. When answers are not immediately apparent, the Habits of Mind help you become a better learner.
What are Habits of Mind?
Art Costa and Bena Kallick, Authors of Habits of Mind,
A Developmental Series
Karen Boyes, Author and Workshop Presenter, www.spectrumeducation.com
Persist of Slow
Seven Habits of Highly Effective Families, Stephan Covey
How the Brain Learns, David Sousa
Creating an Effective Learning Environment, Karen Boyes
Framework for Unit Design
16 Guiding Principles
The Habits of Mind
Having the humility and pride when admitting we don’t know; resisting complacency.
“We learn by doing. That’s the thing. For though you think you know it, you have no certainty until you try.”
“To learn to think, to think to learn; to think to learn, to learn to think.”
Learn 3 new skills per year.
Read a personal development book once a month.
One Minute Teacher
How the Brain Learns-David Sousa
Creating an Effective Learning Environment-Karen Boyes
16. Remaining Open to Continuous Learning
Learn from experience
Being able to work and learn from others in reciprocal situation. Team work.
“Coming together is the beginning. Keeping together is the process. Working together is the success.” Henry Ford
Teach students about individual roles while working in a cooperative groups (maximum 3 people.)
Silverbullets, Project Adventure Series
15. Thinking Interdependently
Finding the whimsical, incongruous and unexpected. Being able to laugh at oneself.
“Against the assault of laughter, nothing can stand.” Mark Twain
No put downs - No sarcasm
Laugh out loud everyday
Use the class clown—after the outbreak of laugher, throw in your most important information from the lesson.
13. Finding Humor
Laugh a little!
Being adventuresome; living on the edge of one’s competence. Try new things constantly.
“No man is worth his salt who is not ready at all times to risk his well-being, to risk his body, to risk his life, in a great cause.” Theodore Roosevelt
FEAR (False Expectation that Appears Real) > Risk being wrong – step outside the box.
Model Risk Taking > Reword the word “mistake” to “learning experience”
Ask students a question > thank them for sharing their thoughts. “Thank you.”
12. Taking Responsible Risks
Finding the world awesome, mysterious and being intrigued with phenomena and beauty.
“The most beautiful experience in the world is the experience of the mysterious.” Albert Einstein
"Work like you don't need the money. Love like you've never been hurt. Dance like nobody's watching." Satchel Paige
Everyday is a gift.
Model your appreciation of the little things in life.
12. Responding with Wonderment and Awe
Have fun figuring it out!
Pay attention to the world around you. Gather data through all senses - taste, touch, smell, hearing, and sight.
“The future is not some place we are going to, but one we are creating. The paths are not to be found, but made, and the activity of making them changes both the maker and the destination.”
John Schaar, Political Scientist
Build a model
Create a song
Act out a skit, drama
11. Creating, Imagining, and Innovating
Try a different way!
Pay attention to the world around you. Gather data through all senses-taste, touch, smell, hearing, and sight.
“How can I tell what I think until I see what I say?”
“Walk and talk.” Albert Einstein
Walk and talk > Engage the Whole Body > Write a question on a Post-it note, stick it on the student’s hand and ask them to walk with a peer and come back with the answer/reflection.
Brain Food Dance > blueberry, nuts, fresh fish, broccoli, yogurt, olive oil, grainy bread, spinach, tomato
10. Gather Data Through All Senses
Use your natural pathways!
Striving for accurate communication in both written and oral form; avoiding over generalizations, distortions, deletions and exaggerations.
“Think like a man of action, act like a man of thought.”
“The most powerful factors in the world are clear ideas in the minds of energetic people of good will.”
Labeling Thinking Skills and Processes > Compare and contrast, Predict, Evaluate, Analyze, What’s your conclusion?
Thinking Verbs > Use them when speaking.
9. Thinking and Communicating
with Clarity and Precision
Accessing prior knowledge; transferring knowledge beyond the situation in which it was learned.
“Nothing we learn in this world is ever wasted.”
“The top of the hill is but the bottom of another mountain.”
“To know and not to do is not to do.”
Draw the face of you watch without looking at it.
Word Association Webs
8. Applying Past Knowledge
to New Situations
Use what you learn!
Another way to look at it…
Devoting mental energy to another person’s thoughts and ideas; Make an effort to perceive another’s point of view and emotions.
“Everyone should be quick to listen, slow to speak, and slow to become angry.” James 1:19
“You don’t have to agree with the score, just understand why they got that score.”
Listening sequence = Pause > Paraphrase > ?? Probe
3. Listening with Understanding and Empathy
Thinking before acting; remaining calm, thoughtful and deliberative.
“It’s not good to have zeal without knowledge, not to be hasty and miss the way.”
“It takes less time to do a thing right than it does to explain why you did it wrong.”
“In a moment, but not quite yet.”
Use gestures > “Stop! Now think. Let’s go!”
A usable analogy (example: difference between a frog and an owl.)
2. Managing Impulsivity
Take your time!
Always doing your best. Setting high standards. Checking and finding ways to improve constantly.
“The difference between failure and success is doing a thing nearly right and doing a thing exactly right.”
“The man who has committed a mistake and doesn’t correct it is committing another mistake.”
Ways to correct papers > Write a note at top of paper: “There are 3 errors on this page, Please find them.”
C3B4ME > Peer Teaching > 3 Checks from different people > If there are errors, then call on the checkers.
6. Striving for Accuracy
Check it again!
Being able to change perspective, generate alternatives, and consider options.
“If you never change your mind, why have one?”
“When a door shuts look for an open window.”
“Think outside the square.”
Use a PMI Chart after a performance, event, field trip, or holiday.
Positive Minus Interesting
Look at it another way!
Persevering in a task through completion; remaining focused. Looking for ways to reach your goal when stuck. Not giving up.
“Great works are performed not by strength, but by perseverance.”
“Persistence is the twin brother of excellence. One is a matter of quality, the other a matter of time.”
There’s three ways to solve every problem.
Discuss the strategies used to solve a problem.
Stick to it!
If you could choose to be any age right now, which would you choose? Why would you choose this particular age?
“How old would you be if you didn’t
know how old you are?”
Satchel Paige (Baseball pitcher in the Negro Leagues,
1927-1948, and Major Leagues, 1948-1965)
Thinking Out Loud
Having a questioning attitude; knowing what data are needed and developing questioning strategies to produce those data. Finding problems to solve.
“If there is something to gain and nothing to lose by asking…
By all means, ASK!”
“A problem clearly stated is a problem half solved.”
Ask students/kids, “What good questions did you ask today?”
Test Writing > Ask students to write questions for the test,
7 short answers and 3 deep thinking questions.
7. Questioning and Posing Problems
How do you know?
Listen…What do you hear?
Being aware of your own thoughts, strategies, feeling and action and their effects on others.
“To read with without reflecting is like eating without digesting.”
“When the mind is thinking, it is talking to itself.”
“Watch your thoughts; they become your words. Watch your words, they become your thoughts.”
Where do you do the thinking for your students? Now stop.
TAPS (Think Aloud Problem Solving)
1. Invite a strategy
2. Share the thinking
3. Reflect and evaluate (can it be more efficient?)
5. Thinking about Thinking (Metacognition):
Know your knowing!
Pause > Paraphrase > ?? Probe
Stop! Now think… Let’s go.
Why do you think some people are
uncomfortable about having to think?
“Nothing pains some people more than having to think.”
- Martin Luther King, Jr.
When the mind is thinking, it is talking to itself.” - Plato
What does your mind have to say about Plato’s words? Do
you agree or disagree with him, and why? If the mind talks
to itself, do you think it also listens to and argues with