ð 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?

HOW WE WOULD LIKE THEM TO BE: zFEEL CONFIDENT, ASK QUESTIONS; PRACTICING;SELF MOTIVATED; PROBLEM SOLVER;THINK INDEPENDENTLY; APPLY MATERIAL TO THEIR LIVES; ENGAGED; CURIOUS; SUCCESSFUL;COOPERATIVE; PERSISTANT

HABITS OF MIND Discussion 4READ AND DEFINE IT IN YOUR OWN WORDS 4GIVE EXAMPLES: WHAT DO YOU HEAR PEOPLE SAYING OR SEE THEM DOING AS THEY USE THE HABIT OF MIND? 4DESCRIBE SITUATIONS WHEN IT IS IMPORTANT TO USE THE HABIT OF MIND 4POSE QUESTIONS INTENDED TO ELICIT THE HABIT OF MIND IN OTHERS

On a Chart: 4TITLE 4CREATE A SIMILE: …. (name the habit of mind) IS LIKE A…..…. BECAUSE……. 4CREATE A LOGO OR SYMBOL FOR THE HABIT OF MIND 4COMPOSE A BRIEF STATEMENT OR SLOGAN THAT SUMMARIZES THE HABIT OF MIND

BREAK Please return at 10:30.

HOW WE WOULD LIKE THEM TO BE: zFEEL 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

Conten t Pedagogy Relationships 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? TRANSDISCIPLINARY AS GOOD FOR ADULTS AS THEY ARE FOR STUDENTS FOCUSED ON LONG RANGE, ENDURING, ESSENTIAL LEARNINGS

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

THINKING SKILLS HABITS OF MIND COGNITIVE TASKS THAT 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 ANOTHERS PERSPECTIVE? EMPATHIZE? ASK FURTHER QUESTIONS? APPLY IT ELSEWHERE?

THINKING SKILLS HABITS OF MIND COGNITIVE TASKS THAT 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 ð ANTICIPATE A LESSON YOU ARE PLANNING TO TEACH. ðWHAT CONCEPTS, THINKING SKILLS, TASKS AND HABITS OF MIND MIGHT BE INCLUDED?

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

RATHER, GENERAL LEARNER OUTCOMES ARE WOVEN THROUGHOUT THE 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

P aired H V erbal H F luency

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

P Failed in business, 1831 P Defeated for legislature, 1832 P Again failed in business, 1833 P Elected to legislature, 1834 P Defeated for Speaker, 1838 P Defeated for elector, 1840 P Defeated for Congress, 1843 P Elected to Congress, 1846 P Defeated for Congress, 1848 P Defeated for Senate, 1855 P Defeated for vice-president, 1858 P 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 Impulsivity WAIT TIME ÜAfter 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: (Spring 1974).

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

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

P ause P araphrase P robe 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 GENERALIZATIONS DELETIONS 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, IM MOST EXCITED ABOUT……. Listener: Use the Pause, Paraphrase Probe sequence

PARAPHRASE WHAT YOUVE 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: à T hink à A loud à P roblem à S olving

T HINK A LOUD P ROBLEM S OLVING Pose challenging problems then: 4 Invite students to describe their plans and strategies for solving the problem. 4 Share their thinking as they are implementing their plan. 4 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-- (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?

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: Cmon, 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 two people 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 MANY BOXES ARE THERE ALL TOGETHER? METACOGNITIVE PROBLEM:

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

7. QUESTIONING AND POSING PROBLEMS How do you know? Having a questioning attitude. Developing strategies to produce needed data. Finding problems to solve.

Questioning And Problem Posing

Questioning with Intention: 1. Are invitational: Approachable voice, Plurals, Tentativeness, Invitational stems 2. Positive presuppositions 3. 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: 4As you recall…. 4As you anticipate……. 4As you envision…… 4Given 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 4DO YOU HAVE AN OBJECTIVE? 4WHY WERE YOU UNSUCCESSFUL? 4IF 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: 4Invitational Stems 4Plurals 4Tentative Language 4Positive 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 LEARNING 2. ISOLATE AND PRACTICE PAUSE, PARAPHRASE PROBE 3. SELF-ADMINISTER THE INVENTORY ON PAGES 54-55

8. APPLYING PAST KNOWLEDGE TO NEW SITUATIONS Use what youve learned! Accessing prior knowledge and transferring it to novel situations.

6. STRIVING FOR ACCURACY Check it again! Desiring exactness, fidelity and craftsmanship.

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 accurate communication in written and oral form. 9. THINKING AND COMMUNICATING WITH CLARITY AND PRECISION

SIGNALS IN THE SCHOOL ENVIRONMENT: zMOTTOES zRECOGNITIONS zACRONYMS zSELF- ASSESSMENT

MOTTOES: THE UNITED MIND WORKERS BLEYL MIDDLE SCHOOL STAFF Cypress-Fairbanks School District Houston,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 SAVVY SABERS PAWS TO THINK James Campbell High School Eva Beach, Hawaii

ACRONYMS: JAMES CAMPBELL HIGH SCHOOL STUDENTS: C reate new ideas A re accurate and precise M anage their impulsivity P ose powerful questions B ring forth and apply past knowledge E mpathize with others L earn continually L istening attentively

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

RECOGNITIONS Wasatch Elementary 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 cant hear what you say. Ralph Waldo Emerson

DONT WORRY THAT CHILDREN NEVER LISTEN TO YOU; WORRY THAT THEY ARE ALWAYS WATCHING YOU. ROBERT FULGHUM

HOMEPLAY 1.DESCRIBE TO OTHERS WHAT YOU ARE LEARNING 2. ISOLATE AND PRACTICE YOUR LISTENING SKILLS 3.RECOGNIZE THE H.O.M. IN YOURSELF AND OTHERS. 4. POST THEM IN YOUR SCHOOL, CLASSROOM

AS YOU REFLECT ON OUR WORKSHOP………… ðWhat 3 important main ideas/concepts are you recalling? ðWhat 3 applications will you make in your own setting? ðWhat 3 personal insights will you carry forth to future situations?