WHY TEACH HABITS OF MIND? Some Other Important Reasons

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WHY TEACH HABITS OF MIND?Some Other Important
Reasons
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FOUR STORIES
What recurring patterns and themes do you
find as you consider the four stories?
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FEEDBACK SPIRAL
Study / Reflect /Evaluate
Assess andGather Evidence
Take Action/Experiment
Plan
Clarify (Revisit)Goals and Purpose
From Assessment in the Learning Organization,
Shifting the Paradigm Page 27 - Edited by Arthur
L. Costa and Bena Kallick, ASCD 1995
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FEEDBACK SPIRALS IN YOUR LIFE
Reflect on a time in your life when rich data
from assessment energized a spiral for your
continuous learning. Share it with others.
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TOWARDS A LARGER VISION

• How do these learnings help students become the
  kind of people wed like them to become?
• Why are these considered essential, enduring,
  lifespan learnings?
• How do they enhance our vision of classrooms,
  schools, communities and a world that are more
  thoughtful places?

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FOCUS ON UNIVERSAL ISSUES, THEMES
.ConflictSystems ThinkingChaosGlobal
IssuesChangeDiversity
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A NEW AND LARGER AGENDA
SOLVING WORLD PROBLEMS continually generating
more effective approaches to solving world
problems in peaceful ways rather than resorting
to violence and terrorism to resolve differences.
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A NEW AND LARGER AGENDA
FLEXIBILITY understanding and valuing the
diversity of other cultures, races, religions,
language systems, time perspectives, and
political and economic views in an effort to
develop a more stable world community.
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A NEW AND LARGER AGENDA
CONSCIOUSNESS of our human effects on each other
and on the earth's limited resources in an
effort to live more respectfully, graciously,
and harmoniously in our delicate environment.
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A NEW AND LARGER AGENDA
LISTENING WITH UNDERSTANDING AND EMPATHY and
USING CLEAR AND PRECISE COMMUNICATION with other
peoples, regardless of what language they speak.
We must dream dreams together, understand
complex issues together, and use dialogue instead
of weapons to resolve misunderstandings.
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A NEW AND LARGER AGENDA
THINKING INTERDEPENDENTLY by sharing the riches
and resources in one part of the globe to help
the less fortunate others achieve their fullest
potential.
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DONT WORRY THAT CHILDREN NEVER LISTEN TO YOU
WORRY THAT THEY ARE ALWAYS WATCHING
YOU. ROBERT FULGHUM
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THE BEST WAY TO PREDICT THE FUTURE IS TO
INVENT IT.ALAN KAYAPPLE COMPUTER CO.
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HAVE A NICE DAY!
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SELF-MANAGING
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SELF-MANAGING

• Knowing the significance of and being
• inclined to approach tasks with clarity of
• outcomes, a strategic plan, and necessary data,
  and drawing from past experiences, anticipating
  success
• indicators, and creating alternatives for
  accomplishment.

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INTELLECTUAL DISPOSITIONS OFSELF-DIRECTED
LEARNERS

• Self-Managing
• 1. Managing impulsivity
• 2. Thinking flexibly
• 3. Questioning and problem posing
• 4. Drawing forth past knowledge and applying it
  to new and novel situations
• 5. Gathering data through all senses
• 6. Imagining, creating, innovating

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SELF-MONITORING

• Being aware of
• our own and others
• use of thinking skills, strategies and
  dispositions and their effects on others and on
  the environment.

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SELF-MONITORING

• Having sufficient self-knowledge about
• what works, establishing conscious metacognitive
  strategies to alert the perceptions for
  in-the-moment indicators of whether the strategic
  plan is working or not and to assist in the
• decision-making processes of altering
• the plan and choosing the right actions
• and strategies.

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INTELLECTUAL DISPOSITIONS OFSELF-DIRECTED
LEARNERS

• Self-Monitoring
• 7. Thinking about thinking (Metacognition)
• 8. Persisting
• 9. Monitoring accuracy and precision
• 10. Listening with understanding and
  empathy

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SELF-MODIFYING
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SELF-MODIFYING

• Reflecting on, evaluating, analyzing,
• and constructing meaning from
• experience and making a commitment
• to apply the learning to future activities,
  tasks, and challenges.

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INTELLECTUAL DISPOSITIONS OFSELF-DIRECTED
LEARNERS

• Self-Modifying
• 11. Thinking and communicating with clarity and
  precision
• 12. Responding with wonderment and awe
• 13. Remaining open to continuous learning
• 14. Thinking Interdependently

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FORMING HABITS

• Levels of Competence

• Unconscious Competence

• Conscious Incompetence

• Conscious Competence

• Unconscious Incompetence

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A JOURNEY OF GROWTH
1. Exploring meanings

• 2. Expanding Capacities
• Increasing Alertness

• Extending Values
• 5. Building Commitment

INTERNALIZATION
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Writing Samples and Logs
ASSESSMENT STRATEGIES
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ASSESSING GROWTH IN METACOGNITION
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ASSESSING GROWTH IN METACOGNITION
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ASSESSING GROWTH IN METACOGNITION
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ASSESSING GROWTH IN METACOGNITION
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ASSESSING GROWTH IN METACOGNITION
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4TH GRADE STUDENT JOURNAL REFLECTION
Persisting I have used my perseverance. When
I was doing long division. It was very long and
hard but I did it. I still want to improve for
the future when Im in high school. Crow Island
School Winnetka Public Schools, Illinois
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4TH GRADE STUDENT JOURNAL REFLECTION
Thinking and Communicating with Clarity and
Precision
Im too shy sometimes and then I think all my
work is poorly done. But my work is really not
that poor like when I write. So I want to
improve on my communication skills. Crow Island
School Winnetka Public Schools, Illinois
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JOURNAL ENTRIES
Metacognition I sometimes have to talk to
myself and tell myself to work harder, or to stop
slacking. They give us time to think about
everythingall of our actions and work and that
is something that really helps. Not many kids
get that its so neat. DRAKE HIGH SCHOOL,
TAMALPIAS UNION HIGH SCHOOL DISTRICT, SAN
ANSELMO, CA
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JOURNAL ENTRIES

• Persistence
• In the last project when I couldnt have been
  more stressed. I wanted to quit and walk away,
  but no matter how much I wanted to give up
  because I had no idea what I was doing or how it
  was going to be done, no matter how much I wanted
  to throw the Makita because it wasnt working, no
  matter how much responsibility I was forced to
  take on I stuck with it until the end always
  knowing (hoping) it would turn out great.
• DRAKE HIGH SCHOOL, TAMALPIAS UNION HIGH SCHOOL
  DISTRICT, SAN ANSELMO, CA

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JOURNAL ENTRIES

• Listening with Empathy and Understanding
• Listening before prejudging someones
  contribution makes sense. Being patient helps.
  I was surprised at the great ideas and how much
  everyone added.
• DRAKE HIGH SCHOOL, TAMALPIAS UNION HIGH SCHOOL
  DISTRICT, SAN ANSELMO, CA

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HIGH SCHOOLJOURNAL ENTRIES
Self-Modification--Metacognition I sometimes
have to talk to myself and tell myself to work
harder, or to stop slacking. They give us time
to think about everythingall of our actions and
work and that is something that really helps.
Not many kids get that its so neat. DRAKE HIGH
SCHOOL, TAMALPIAS UNION HIGH SCHOOL DISTRICT, SAN
ANSELMO, CA
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RUBRICSand CHECKLISTS
ASSESSMENT STRATEGIES
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STUDENT DEVELOPED RUBRIC FOR CLASSROOM BEHAVIOR

• Don't talk. Sits on chair and lissens to
• teacher. Works hard. Good.
• 2. Talks a little. Sits on chair and mostly
• lissens to teacher. Works. Pretty good.
• 3. Talks a lot. Sits on knees and maybe
• lissens. Works a little bit. Bad.
• 4. They talk loud and never lissens. Walk all
  around. Don't write a thang.
• Bad to the bone!

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DEFINING OPERATIONALLY

• Dear God,
• Please save me from the sin of intellectual
  arrogance..
• Oh, and God, intellectual arrogance is defined
  as.

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It starts with us.
You must be the change you wish to see in
the world. Mahatma Ghandi
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MODELING
What you are speaks so loudly, they cant hear
what you say. Ralph Waldo Emerson
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WE ARE WHAT WE REPEATEDLY DO. EXCELLENCE, THEN,
IS NOT AN ACT BUT A HABIT. Aristotle