Personalized Learning with Habits of Mind

Personalized Learningwith Habits of Mind

Bena Kallick @benakallick

Purposeful Interactions• www.habitsofmindinstitute.org/humble

• www.Todaysmeet.com/humble

• www.learningpersonalized.com

Purposeful Interactions• Websites: www.habitsofmindinstitute.org/humble

• www.Todaysmeet.com/humble

• Resource:

• www.learningpersonalized.com

What do uber, goldiEblox, and school have in common?

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Simon Sinek’s Golden Circle 5

“Transportationas reliable asrunning watereverywhere foreveryone.”

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Goldieblox

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Current Why of Most Schools

“To graduatecollege andcareer readycitizens.”

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•Goto•Todaysmeet.com/humble

Disrupting Efficiency Model

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Disrupting Efficiency Model

“There’s no competitive advantage today inknowing more than the person next to you. The world doesn’t care what you know. What the world cares about is what you cando with what you know.”

— Tony Wagner

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EffectiveEngagementexcerptedInfographicfromABS,McCrindle (Madden,2014)

PreviousGenerations GenerationZ/α

Verbal Visual

SitandListen TryandSee

Teacher Facilitator

JobSecurity Flexibility

Commanding Collaborating

Curriculum-Centered Learner-Centered

ClosedBookExams OpenBookWorld

BooksandPaper GlassandDevices

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LearninginaContemporaryWorld

Messy problems

Dizzying amount of information

Growing intolerance for reflection

Struggling on what matters

Making sense of humanity and human nature

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Real Engagement

When students choose toinvest (and reinvest) theirattention and effort in thepursuit of a learning goal.

Differentiationandindividualization

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KEYDIFFERENCES

INDIVIDUALIZATION• Studentcontrolsthepaceofthetopicaswellaswhentodemonstratemastery.• Teacherdrivesinstructionthroughteacher-createdtasksandrelatedlessonplans.

DIFFERENTATION• Studentselectsfromarangeofcontent,process,and/orproductoptionstomeettherequirements.• Teachertailorsinstructionbasedonindividualstudentneedandpreference.

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DEFINITIONOFPERSONALIZEDLEARNING“Personalizedlearningisaprogressivelystudent–drivenmodelwherestudentsdeeplyengageinmeaningful,authentic,andrigorouschallengestodemonstratedesiredoutcomes.”

— Zmuda,CurtisandUllman(2015)

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Definition of Habits of Mind

Characteristics of what intelligentpeople do when they are confrontedwith problems, the resolutions towhich are not immediately apparent.

— Costa andKallick (2008)

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?

HOWWEWOULDLIKETHEMTOBE

• Morerisktakers• Moreresourceful• Workwithotherstudentstohelpthem• Moreinquisitive• Motivateself/beproactiveaboutsolvingproblems• Moreengagedintheirlearning• Advocatefortheirlearning

• Notafraidtobewrong• Stopandthinkratherthanshuttingdown• Walkawayfromdifficultsituationsandthenreturn• Seethemselvesoutsideoftheirownshoes/differentperspectives• Applywhattheyarelearningoutsideofschoolsetting• Perservere

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

CREATE A PRESENTATIONFOR THE GROUP

✔ FIND IMAGES ON THE INTERNET OR TAKE PHOTOS THAT REPRESENT THE HABIT

✔CREATE A MOVIE

✔SCRIPT A SKIT

✔MAKE A POSTER

✔TAKE A RESPONSIBLE RISK!!

COMPARE YOUR LIST OF ATTRIBUTES:

“HOW WOULD YOU LIKE THEM TO BE?”

WITH THE LIST OF HABITS OF MIND.FIND SIMILARITIES

16 Habits of Mind✶ Persisting✶Managing Impulsivity✶ Listening with

understanding & empathy

✶ Thinking flexibly✶ Thinking about thinking✶ Striving for accuracy✶Questioning & posing

problems ✶ Applying past knowledge

to new situations

✶ Thinking & communicating with clarity and precision

✶ Gathering data throughall senses

✶ Creating, imagining, innovating

✶ Responding with wonderment and awe

✶ Taking responsible risks ✶ Finding humor ✶ Thinking interdependently✶ Remaining open to

continuous learning

HOWTHEYFITTOGETHER

Ifpersonalizedlearningistheorganizationalframeand

pedagogicalstructureforlearning,thenexplicitthinkingbehaviorsare

required:HabitsofMind.

GrowingCapacitybyDesign

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• In what ways do you invitestudents to express their thoughtsand opinions?

• In what ways do you create anenvironment of safety for studentsto respectfully disagree with oneanother (and you)?

• In what ways do you give studentsthe opportunity to advocate for aposition?

• In what ways do you encouragestudents to raise questions thatare skeptical or out of the box?

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Related Dispositions

• Listening with understandingand empathy• Questioning and problemposing• Thinking and communicatingwith clarity and precision

• To what extent do you providechoice for students in WHAT theycan pursue?

• To what extent do you providechoice for students in HOW theycan pursue it?

• To what extent do you providechoice to students for HOW theydemonstrate learning?

• To what extent do you provide theopportunity for students to developcheckpoints and monitor progress inrelation to their goal?

• To what extent do you createexhibitions for studentperformances or products that focuson what they learned — about thetopic and about themselves?

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Related Dispositions

• Creating, imagining, andinnovating• Thinking flexibly• Persisting

• In what ways do you encouragestudents to seek others to help givetheir work more meaning?

• In what ways do you offeropportunities for students to seekoutside of the expertise that is withinthe

• classroom?• In what ways to you provide studentswith the opportunities to test theirideas and see whether they hold up

• to the scrutiny of other’s perspectives?

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Related Dispositions

• Taking responsible risks• Gathering data• Thinking interdependently

• In what ways do you providestudents with the opportunity toreflect on their learning and how itaffects who they are becoming as alearner?

• In what ways do you provide theopportunity for students to knowmore about the ways that theylearn best?

• In what ways do you provide theopportunity for students to see thegrowth of their work over time?

• To what extent do you createexhibitions for studentperformances or products that focuson what they learned — about thetopic and about themselves?

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Related Dispositions

• Applying past knowledge tonew situations• Thinking about your thinking• Responding withwonderment and awe

“Thefuturebelongstoaverydifferentkindofpersonwithaverydifferentkindofmind— creatorsandempathizers,patternrecognizersandmeaningmakers.”

— DanielPink

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ðHabits of Mind are drawn forth when confronted with problems,

enigmas, conflicts, ambiguities, the resolution of which is not

immediately apparent.

THEREFORE……..

A CURRICULUM MINDSHIFT IS NEEDED

FROM:Not only knowing right answers.

TO:

➔ Also knowing how to behave when answers are not immediately apparent.

THINKING SKILLS

HABITS OF MIND

RICH COGNITIVE TASKSTHAT DEMAND

SKILLFUL, CREATIVE, STRATEGIC THINKING

ESSENTIAL QUESTIONS

CONTENT

SKILLFULTHINKING

7ElementsforDesigningCurriculumforPersonalizedLearning

• Goals• Inquiry• TaskandAudience• Evaluation• Feedback• InstructionalPlanning• CumulativeDemonstrationofLearning

Summarize your

understanding of the Habits of Mind as thinking

dispositions and their place

in the curriculum

Think- Pair- ShareUsetodaysmeet

Co-creating

• RollerCoaster

• Wheredidyouseeteachergeneratedideas?

• Wheredidyouseeopportunitiesforstudentco-creation?

• Whatopportunitiesdoyouseeforyourdesignworkforstudents?

ValueaddedCollaboratetodevelopandexecuteanideathatwillcontributetotheaestheticbeautyandhealthofaplaceorcommunity.Thisdevelopmentprocessincludes:• surveyofthearea/neighborhoodtodeterminecurrentcondition• interviewpeoplewhousethespacetofindouttheirconcernsandideas• proposeandgetapprovalfortheproject• developaplanofactionandcompletethetask

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It’spersonal

Youaredeeplyworriedabout_________becausethediseaseorconditionrunsinyourfamilyandisaffectingalovedone.Howdoyougetgoodinformationabout:• seriousnessofthediseaseorcondition• preventivemeasures• healthywaysofcoping• providingsupporttolovedones

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Coaching

• ListeningwithUnderstandingandEmpathy•QuestioningandProblemPosing• ThinkingFlexibly

CoachingProtocol

• Presenter:Describethepracticethatyouhaveaquestionabout.Whatisthecontext?• Coach:Asksclarifyingquestionstoaffirmunderstanding.NOADVICE• CoachandPresenter: Interactionbasedonthequestion• GroupObservation:Reflection-–Whatdidyouobserve?Whatdidyoulearnthatmightapplytoyourownpractice?See,think,wonder?

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PhasesofChange

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What is it? How doesit affectme?

How do Ibegin? How do Istaymotivated? How do Iget othersinterestedin/ supportive

How arewe workingtogether togrow theidea?

How do weshare theresults? What newideas, policies, andpracticesemerge?

PERSONAL

TEAMSYSTEM

Asyouconsiderintroducingtheideaofpersonalizedlearningwithhabitsofmind,whatquestionsdoyouimaginewillarise?

“Afterthelast‘no’thereisa‘yes’andonthat’yes’thefuture

oftheworlddepends.”

WallaceStevens

PresentingIdeastoOthers• AsyoulistentowhatIamsaying,whatconcernsariseforyouabout…• Whatwoulditbelikeforyouif…?Whatwoulditbelikeforachildif…?• Whatreallyappealstomeaboutthisideais…• Youcancountonmetosupportintheseways…• Howmightyouliketobemoreinvolved?Whatisonewaythatyoucansupportthisworkinourcommunity?

ForaSkepticalPerson• Asyoulistenedtomyideas,whatconcernsariseforyou?• WhatisitthatyouthinkImaynotbegettingaboutyourpointofview?• HerearesomepossibilitiesthatIseeinthisidea…• Iagreethatthiswillbeachallenge.Whatdoyouthinkitmightbelikeforyouorachildifthisweretohappen?• Iamcommittedinsupportingthiswork.WhatdoyouthinkIwouldneedtobesuretoattendto?• Wouldyoubewillingto…

Three new ideas/concepts I’ve learned.

Two questions I am asking

myself.

One action I plan to take.

DON’T WORRY THAT CHILDREN NEVERLISTEN TO YOU; WORRY THAT THEYARE ALWAYS WATCHING YOU.

ROBERT FULGHUM

TargetedCoaching

GrowingCapacitybyDesign

Devoting mental energies to understandingothers’ thoughts and feelings.

Listening Sequence

•Pause•Paraphrase•Probe• Inquire• Clarify

Speaker: Finish thissentence:

“As I consider personalizinglearning, I am wondering…”

Listener: Use thePause, Paraphrase Probe Sequence

Speaker: Finish this sentence:

“As I reflect on my plans forhow I might make somechanges behalf of teaching andlearning, I am considering…”

Listener: Use thePause, Paraphrase Probe Sequence

WHAT VALUES ARE YOUEXPRESSING WHEN YOULISTEN TO OTHERS SOINTENTLY?

Asyouwatchthisvideo,observethestrategiesthatDeeandMariausewhentheylistenwithunderstandingandempathy.

PARAPHRASE WHAT YOU’VE LEARNED ABOUT THE,

IMPORTANCE, EFFECTS AND MENTAL PROCESSES OF

LISTENING WITH UNDERSTANDING AND

EMPATHY