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BUILDING A THOUGHT-FULL LEARNING COMMUNITY WITH HABITS OF MIND

BUILDING A THOUGHT-FULL LEARNING COMMUNITY WITH 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?.

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BUILDING A THOUGHT-FULL LEARNING COMMUNITY WITH HABITS OF MIND

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  1. BUILDING A THOUGHT-FULL LEARNING COMMUNITYWITH HABITS OF MIND

  2. √

  3. 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?

  4. 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

  5. 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

  6. 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

  7. BREAK Please return at 10:30.

  8. 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

  9. COMPARE YOUR LIST OF ATTRIBUTES: “HOW WOULD YOU LIKE THEM TO BE?” WITH THE LIST OF HABITS OF MIND. FIND SIMILARITIES

  10. SHARING THE VISION

  11. OUTCOMES Content OF HABITS Pedagogy Relationships MIND

  12. Habits of mind attend to: • Value - choosing to behave intelligently • Inclination- deciding to use a certain behavior • Sensitivity- knowingwhen to use them • Capability- having skills & capacity to use them • Commitment- reflectingon improvement • Policy- promoting and incorporating their daily use

  13. WHY HABITS OF MIND? • TRANSDISCIPLINARY • AS GOOD FOR ADULTS AS THEY ARE FOR STUDENTS • FOCUSED ON LONG RANGE, ENDURING, ESSENTIAL LEARNINGS

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

  15. FROM: Not only knowing right answers. TO: Also knowing how to behave when answers are not immediately apparent. CURRICULUM MIND SHIFTS

  16. EFFECTIVE THINKING REQUIREMENTS: HABITS OF MIND THINKING SKILLS COGNITIVE TASKS THAT DEMAND SKILLFUL THINKING THINKING SKILLS CONTENT

  17. UNDERSTANDING: WHAT DO WE MEAN? “He understands me”. “She understands French”. “Students understand the concept”. “She understands the laws ofphysics”. “We have an agreement of understanding”. “This is my understanding of the matter.”

  18. THINK - PAIR - SHARE • What do you mean by “understanding”? • What would you see/hear students doing if they “understand?” • Add your own thoughts

  19. EVIDENCE OF UNDERSTANDING: CAN STUDENTS: • EXPLAIN IT ACCURATELY? • GIVE THEIR INTERPRETATION? • TAKE ANOTHER’S PERSPECTIVE? • EMPATHIZE? • ASK FURTHER QUESTIONS? • APPLY IT ELSEWHERE?

  20. EFFECTIVE THINKING REQUIREMENTS: HABITS OF MIND THINKING SKILLS COGNITIVE TASKS THAT DEMAND SKILLFUL THINKING THINKING SKILLS CONTENT

  21. 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?

  22. THINK - PAIR - SHARE • ANTICIPATE A LESSON YOU ARE PLANNING TO TEACH. • WHAT CONCEPTS, THINKING SKILLS, TASKS AND HABITS OF MIND MIGHT BE INCLUDED?

  23. GENERAL LEARNER OUTCOMES: NOT ANOTHER LAYER TO BE ADDED TO AN ALREADY OVERCROWDED CURRICULUM….

  24. LIKE A TAPESTRY--- RATHER, GENERAL LEARNER OUTCOMES ARE WOVEN THROUGHOUT THE CURRICULM AND THE SCHOOL.

  25. SUMMARIZE YOUR UNDERSTANDING OF THE HABITS OF MIND AND THEIR PLACE IN THE CURRICULUM

  26. LUNCH PLEASE RETURN AT 12:37

  27. ACTIVATING AND ENGAGING HABITS OF MIND

  28. Paired • Verbal • Fluency

  29. . 1. PERSISTING Persevering on a task even though the resolution is not immediately apparent. Stick to it!

  30. 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

  31. Elected President of the United States, 1860 Abraham Lincoln

  32. “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

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

  34. 2. MANAGING IMPULSIVITY Acting with forethought and deliberation. Take your time!

  35. 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).

  36. MANAGINGIMPULSIVITY “DON’T CALL OUT IN ASSEMBLY IF YOU LOOSE A TOOTH. YOU WAIT UNTIL ASSEMBLY IS OVER.” GAGE, GRADE 1

  37. 3. LISTENING WITH UNDERSTANDING AND EMPATHY Devoting mental energies to understanding others’ thoughts and feelings. Understand others!

  38. LISTENING SEQUENCE: • Pause • Paraphrase • Probe • Inquire • Clarify

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

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

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

  42. THINKING AND COMMUNICATING WITH CLARITY AND PRECISION GENERALIZATIONS DELETIONS DISTORTIONS “SURFACE LANGUAGE” DEEP STRUCTURE LANGUAGE

  43. 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.

  44. 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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