BIOLOGY- MRS.SHUMATE/MRS. ROBERSON 3/19/15

BASED ON THE WORK OF ARTHUR COSTA, ED.D, BENA KALLICK, PH.D.

SUCCESS? What does it take to succeed in Biology? What does it take to succeed in life inside and outside of high school? Audience textsLYDIAROBERSO077 to to join the session, then text up to 3 answersLYDIAROBERSO

ESSENTIAL QUESTIONS What are the rules that bring order to the field of Biology? What are Habits of Mind? How might Habits of Mind support success in the field of Biology in school and work? What evidence of the 16 Habits of Mind can I find in my own work and learning profile?

GIFTED BENCHMARKS Students will reflect on their own learning and work profiles over time Students will compare their ideas, abilities, and goals to those of practicing professionals

LEARNING TARGETS Learning Target: Can I identify the 16 Habits of Mind? Can I provide examples of my strength in specific Habits of Mind as it pertains to my work in Biology? Can I identify examples of specific Habits of Mind which are in need of further practice and strengthening as they pertain to my work in Biology? Can I identify next steps for strengthening one or two Habits in order to improve my performance in this new unit/chapter?

PRE-ASSESSMENT Working in groups of 3-4, log in to Kahoot with the code ______, give your group a name/number (1-6)

WHAT ARE HABITS OF MIND? A “Habit of Mind” means having a disposition toward behaving intelligently when confronted with problems, the answers to which are not immediately known. Qualities often associated with effective leadership

HABITS OF MIND Carol Dweck (1999) found that the highest achievers in school Have the highest vulnerability to helplessness Are most likely to believe their intelligence is a fixed trait Are more likely to want tasks they are sure they can do well Are more likely to blame their abilities and show impairment in the face of difficulties Aren’t well served in long-term learning such as in college or careers ( p. 12 Learning and Leading with Habits of Mind by A. Costa and B. Kallick)

One’s intelligence is the sum of one’s habits of mind – Laura Resnick (1999)

THE 16 HABITS OF MIND Habit of MindEvidence of the HabitNo Evidence of the Habit # 1 Persisting Stick to a task… Analyze a problem & develop a strategy, system or structure Have a repertoire of alternative strategies Are comfortable with ambiguous situations Despair when answer is not immediately known. Say, “I can’t do this,” “It’s too hard.” Have limited repertoire of problem solving strategies. Lack focus BASED ON THE WORK OF ARTHUR L. COSTA, ED.D. AND BENA KALLICK, PH.D.

Benjamin Franklin

THE 16 HABITS OF MIND Habit of MindEvidence of the Habit No Evidence of the Habit #2 Managing Impulsivity Have a sense of deliberateness. Think before acting. Form a vision of a product, plan of action, or goal. Consider alternatives and consequences. Gather info and reflect on it. Blurt out first answer that comes to mind. Make immediate value judgments about an idea before fully understanding it. Do not consider alternatives. Lack an organized plan for problem solving. BASED ON THE WORK OF ARTHUR L. COSTA, ED.D. AND BENA KALLICK, PH.D.

Henry Ford

THE 16 HABITS OF MIND Habit of MindEvidence of the Habit No Evidence of the Habit #3 Listening to Others with Understanding and Empathy Spend an inordinate amount of time listening. Can accurately paraphrase another person’s idea. Can detect emotional states in oral and body language. See through diverse perspectives. Rehearse in head what to say next rather than truly listening. Ridicule, laugh at, put down the ideas of others. Cannot build upon or operate on another person’s ideas. BASED ON THE WORK OF ARTHUR L. COSTA, ED.D. AND BENA KALLICK, PH.D.

Albert Einstein

THE 16 HABITS OF MIND Habit of MindEvidence of the Habit No Evidence of the Habit #4 Thinking Flexibly Have the capacity to change their minds as they receive additional data. Are allocentric, macro- and micro-centric thinkers. Create and seek novel approaches to problems. Have difficulty considering alternative points of view. Egocentric-My way or the highway! Have difficulty dealing with more than one classification system simultaneously. BASED ON THE WORK OF ARTHUR L. COSTA, ED.D. AND BENA KALLICK, PH.D.

THE 16 HABITS OF MIND Habit of MindEvidence of the Habit No Evidence of the Habit #5 Metacognition (Thinking About Our Thinking) Ability to know what we know and what we don’t know Maintain a plan of action over a period of time, reflect on and evaluate the plan upon completion Form mental questions as one searches for information and meaning Do not take time to reflect on experiences (Don’t wonder why they are doing what they are doing.). Don’t evaluate the efficiency of their performance. Cannot explain strategies for decision making. BASED ON THE WORK OF ARTHUR L. COSTA, ED.D. AND BENA KALLICK, PH.D.

THE 16 HABITS OF MIND Habit of MindEvidence of the Habit No Evidence of the Habit #6 Striving for Accuracy and Precision Desire for craftsmanship, mastery, flawlessness, economy of energy to produce exceptional results. Review the criteria. Bring laser-like focus to task accomplishment. Continuous reworking. Turn in sloppy, incomplete or uncorrected work. Anxious to get rid of the assignment. Little or no regard for accuracy and precision. Minimum versus maximum effort. Expedience in lieu of excellence. BASED ON THE WORK OF ARTHUR L. COSTA, ED.D. AND BENA KALLICK, PH.D.

THE 16 HABITS OF MIND Habit of MindEvidence of the Habit No Evidence of the Habit #7 Questioning and Posing Problems Find problems to solve. Ask questions to fill in the gaps between what they know and what they don’t know. Make casual connections and relationships. Pose hypothetical problems characterized by “iffy”-type questions. May not realize that questions vary in complexity, structure, and purpose. Pose simple questions intending to derive maximal results. May lack in overall strategy of search and solution finding. BASED ON THE WORK OF ARTHUR L. COSTA, ED.D. AND BENA KALLICK, PH.D.

THE 16 HABITS OF MIND Habit of MindEvidence of the Habit No Evidence of the Habit #8 Applying Past Knowledge to New Situations Learn from experience. Call upon their store of knowledge to solve new challenges. Abstract meaning from one experience and apply it to a novel situation. Do not remember how they solved a similar problem previously. “Episodic grasp of reality” approach to each experience. Encapsulated learning. BASED ON THE WORK OF ARTHUR L. COSTA, ED.D. AND BENA KALLICK, PH.D.

THE 16 HABITS OF MIND Habit of MindEvidence of the Habit No Evidence of the Habit #9 Thinking and Communicating with Clarity and Precision Communicate accurately in both written and oral form. Use precise language, define terms, use correct names and universal labels and analogies. Support their statements with explanations, comparisons, quantification, and evidence. Use vague and imprecise language (e.g., describe objects as cool, weird, nice, OK). Use non-descriptive words such as junk, stuff, and things. Use vague or general pronouns. Use non-specific verbs and unqualified comparatives. BASED ON THE WORK OF ARTHUR L. COSTA, ED.D. AND BENA KALLICK, PH.D.

THE 16 HABITS OF MIND Habit of MindEvidence of the Habit No Evidence of the Habit #10 Gathering Data Through All Senses Solve problems through scenarios and role-playing. Learn through hands-on experimentation. Form mental images. Engage in visual-spatial reasoning tasks. Observe the environment around them and take it in through their senses. Are oblivious to textures, patterns, sounds, and colors around them. Reluctant to touch, to get hands “dirty”. Operate within a narrow range of sensory problem solving strategies. Are non-participants and only want to describe but not role-play or illustrate solutions. BASED ON THE WORK OF ARTHUR L. COSTA, ED.D. AND BENA KALLICK, PH.D.

THE 16 HABITS OF MIND Habit of MindEvidence of the Habit No Evidence of the Habit #11 Creating, Imagining, and Innovating Have the capacity to generate novel, original, ingenious products, solutions, and techniques. Examine alternative possibilities from many angles Start with a vision and work backward. Are open to criticism. Constantly strive for novelty, perfection, and beauty. Are extrinsically versus intrinsically motivated. Have difficulty seeing more than one solution to a problem. Make statements that highlight their self-perceived inabilities. Believe that creative human beings are just born that way. BASED ON THE WORK OF ARTHUR L. COSTA, ED.D. AND BENA KALLICK, PH.D.

THE 16 HABITS OF MIND Habit of MindEvidence of the Habit No Evidence of the Habit #12 Responding with Wonderment and Awe Seek problems to solve for themselves and to submit to others. Enjoy figuring things out by themselves. Continue to be lifelong learners. Are curious about the world around them. Passionate about inquiring. Avoid problems. Perceive thinking as hard work. “Turned off” to learning. Make comments such as “This is boring.” or “When am I ever going to use this stuff?” Avoid enrolling in challenging academic classes that they don’t have to take for credit. BASED ON THE WORK OF ARTHUR L. COSTA, ED.D. AND BENA KALLICK, PH.D.

THE 16 HABITS OF MIND Habit of MindEvidence of the Habit No Evidence of the Habit #13 Taking Responsible Risks View setbacks as interesting, challenging, and growth producing. Take educated not impulsive risks. Have an urge to go beyond established limits. Are challenged by the process of finding the answer.. Hold back and miss opportunities. Have a fear of failure. More interested in knowing whether an answer is correct or not, not in the process of finding the answer. Avoid ambiguous situations. Have a need for certainty. BASED ON THE WORK OF ARTHUR L. COSTA, ED.D. AND BENA KALLICK, PH.D.

Andrew Age 6

THE 16 HABITS OF MIND Habit of MindEvidence of the Habit No Evidence of the Habit #14 Finding Humor Have the ability to perceive situations from an original and interesting vantage point. Appreciate and understand others’ humor. Are verbally playful when interacting with others. Thrive on incongruity, absurdity, irony, and satire. Able to laugh at themselves. Find humor in all the wrong places-human differences, ineptitude, injurious behavior, vulgarity, violence, and profanity. Have difficulty distinguishing between situations which demand compassion and those that are truly funny. Unable to laugh at themselves. BASED ON THE WORK OF ARTHUR L. COSTA, ED.D. AND BENA KALLICK, PH.D.

Take care of each other. Share your energy with the group. No one must feel alone, cut off, because that is when you do not make it. Andrew Age 6 Willie Unsoeid Renowned Mountain Climber

THE 16 HABITS OF MIND Habit of MindEvidence of the Habit No Evidence of the Habit #15 Thinking Interdependently Realize that many together are more powerful, intellectually, and/or physically. Have a heightened ability to think in concert with others. Are sensitive to the needs of others. Unable to contribute to group work. May be a “job hog” or may let others do all of the work. Prefer isolation and solitude. Not open and willing to accept feedback. BASED ON THE WORK OF ARTHUR L. COSTA, ED.D. AND BENA KALLICK, PH.D.

John Wooden Hall of Fame Basketball Coach Basketball Coach

THE 16 HABITS OF MIND Habit of MindEvidence of the Habit No Evidence of the Habit #16 Learning Continuously Constantly search for new and better ways. Seize problems, situations, and conflicts as valuable opportunities to learn and improve. Enjoy exploring alternatives. Have the humility to know and to admit that they don’t know and are not afraid to find out. Confront learning with fear. Are certain and closed rather than doubtful and open. Gives answers rather than inquire. Do not enjoy exploring alternatives but rather prefer to know the “one correct answer.” BASED ON THE WORK OF ARTHUR L. COSTA, ED.D. AND BENA KALLICK, PH.D.

HABITS OF MIND IN THE CLASSROOM Problems will allow students to: have a plan or strategy before they begin the work. communicate their ideas to others. be aware of and can explain their thought process. push themselves to try things they are not sure they can do. think, then ask on a task be given feedback and can change an approach to a problem. be open to multiple strategies to solve a problem. see the importance of accuracy and detail. work hard even when answers are difficult to find. Create, trust, and use standards for evaluating their own work KRISTEN FRALEY

TAKING A REFLECTIVE STANCE IN THE MIDST OF ACTIVE PROBLEM SOLVING How can I learn from this? What are my resources? How can I draw on my past successes with problems like this? What do I already know about the problem? What resources do I have available or need to generate? How can I approach this problem flexibly? How might I look at the situation in another way? How can I draw on my repertoire of problem solving strategies? 2007 KRISTEN FRALEY