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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
