Transcript
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Introduction to The Habits of Mind

April 15, 20103:30-4:30 PM

(SEA #12–342 General)

Lenoir County Public Schools

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Essential Question

How might the infusion of Habits of Mind support you and your students as you facilitate the use of the Ipods in your classroom?

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ObjectivesToday you will…• Actively engage in conversations and activities to

increase factual knowledge about The Habits of Mind

• Read to summarize The Habits of Mind

• Illustrate, explain, and describe your thinking related to one assigned Habit

• Identify and explain connections to standards

Follow up…Brainstorm ways to infuse The Habits of Mind in your classroom/ school, and for yourself

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Connections to the Standards

• 21st Century Framework (Rainbow)• The ISTE National Educational Technology

Standards ( NETS – T and S)• North Carolina Professional Teaching

Standards• Future-Ready Students for the 21st Century • New Evaluation Instrument for Teachers

(Rubric)

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Pre-Assessment“Finger Asessment”

• Prepare to rate your knowledge of the topic• Write what you know about the topic on the front

– If 0, write nothing and put your name on the back – If 1, tell where or how you heard about this topic (Write on one finger)

– If 2, List what you know on two fingers (general knowledge)

– If 3, 4, or 5, write specific information to record what you know about the topic and write on that number of fingers

– Write your name on the back of your paper

*Walk to the wall area and place your hand on the wall.

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(No knowledge of this at all.)

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Cultivating A THOUGHT-FULL

LEARNING COMMUNITY

in your ClassroomWITH

HABITS OF MIND

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Warm up!• Get Ready to think!

• Get Ready to think!

• Get Ready to think!• Get Ready to think!• Get Ready to think!

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Sing to tune of Adams FamilyClap or snap fingers

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Striving for Accuracy and

Precision

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Finding Humor

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Discovering &

Exploring

Habits of Mind

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Presented by:Arthur L. Costa, ED. D.

& Bena Kallick, PH. D.

What are the Habits of Mind?

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Habits of Mind •Persisting

•Thinking and Communicating w/clarity and precision

•Managing Impulsivity

•Gathering data from all senses

•Listening w/ understanding and empathy

•Creating, imagining, innovating

•Thinking flexibly

•Responding with wonderment and awe

TGC - 2009

•Thinking about thinking (metacognition)

•Taking responsible risks

•Striving for accuracy

•Finding humor

•Questioning & posing problems

•Thinking interdependently

•Applying past knowledge to new situations

•Remaining open to continuous learning

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HABITS OF MIND•Ways of thinking

•Help you know what to do when you don’t know the answer

•Allow you to talk about our thinking

•Support you as you learn

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Remember this…"Motivation is what gets you started. Habit is what keeps you going."Jim Ryuh

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WHY HABITS OF MIND?TRANSDISCIPLINARY

AS GOOD FOR ADULTS AS THEY ARE FOR STUDENTS

FOCUSED ON LONG RANGE, ENDURING, ESSENTIAL LEARNINGS

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21st Century Skills Framework

Life & Career Skills

• Flexibility & Adaptability• Initiative & Self-Direction• Social & Cross-Cultural Skills• Productivity & Accountability• Leadership & Responsibility

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North Carolina Professional Teaching Standards

• Using the Habits of Mind supports the New Vision of Teaching in North Carolina

• Supports teachers in addressing and meeting the NC Professional Teaching Standards

• Supports teachers in addressing the Future-Ready Goals

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NC Standards for Teachers Standard 1: Teachers demonstrate leadership

Standard 2: Teachers establish a respectful environment for a diverse population of students

Standard 3: Teachers know the content they teach

Standard 4: Teachers facilitate learning for their students

Standard 5: Teachers reflect on their practice

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Standard IV: Teachers facilitate learning for their students.

E.Teachers help students develop critical thinking and problem-solving skills:

Encourage students to ask questions, think creatively, develop and test innovative ideas, synthesize knowledge and draw conclusions

Help students exercise and communicate sound reasoning; understand connections; make complex choices; and frame, analyze, and solve problems

Standard

Element

Descriptors

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Standard IV: Teachers facilitate learning for their students.

G. Teachers communicate effectively:Communicate clearly with students in a variety of ways

Assist students in articulating thoughts and ideas clearly and effectively

HOM - Thinking and Communicating with clarity and precision

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So Remember…Mistakes are a natural part of learning…

"Admitting errors clears the score and proves you wiser than before."Arthur Guiterman

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Describing the Habits

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A Habit of Mind means having a disposition toward behaving intelligently when faced with problems, the answers to which are not immediately known.

Research in effective thinking and intelligent behavior by Feuerstein (1980), Glatthorn & Baron (1985), Sternberg (1985), Perkins (1985), and Ennis (1985) indicates that there are some identifiable characteristics of effective thinkers.

These effective thinking characteristics have been called “Habits of Mind” These are what intelligent people do when they are confronted with problems, the resolution to which are not immediately apparent. There are additional ways of thinking and the authors challenge us to continue to identify them.

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Describing the Habits

http://www.ascd.org/publications/books/108008/chapters/Describing_the_Habits_of_Mind.aspx

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1. Use your handout to read about your assigned Habit.

1. Work with your partner or table group to complete the assignment

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Thinking & Communicating with Clarity & Precision

Get to the Point!Keep it short and simple!

Designed by Kim Shocky, Northeast Elementary School

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Thinking InterdependentlyTwo heads are better than one!

What’s going to work? Teamwork!

Designed by Kim Shocky, Northeast Elementary School

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Tree Mapclassifying, sorting, main idea & details

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Understanding the Habits of Mind

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Tree Mapclassifying, sorting, main idea & details

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Understanding the Habits of Mind

Pesistence Manage ImpulsivityMetacognition

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Introducing the Habits to your students…• There is not one way to teach them. • Use the language and model the use of the Habits.• There are stages of development• Provide an overview activity.• Consider which Habits your students need most• Introduce one at a time. • Consider your instructional content and activities• Ask students to pay attention to Habits while working

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HABITS OF MIND: STAGES OF DEVELOPMENT

The following framework is based on observations of students over the past 15 years. As students develop their Habits of Mind they seem to progress through several stages described below.

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0 1 2 3 4 5 6

AwarenessWhat are HOM

RecognitionHow

Prediction & ValuingWhen and Why

AdoptionUse

ReflectionAssessment & growth

Internalizing Life Long

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Follow Up…

• Begin using the language of the Habits.• Visit the HOM website • Introduce the Habits to your students.• Send me an email reflection about how it

goes. • Tell someone about the Habits.

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HabitsOfMind

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Ticket Out the DoorReflect on the value of using The Habits of Mind to

cultivate thinking in yourself and in your students. How might the HOM support you and your students as you learn about and use the Ipod in your classroom?

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Thank You!

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Tezella G. Cline

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The Condition of Not Knowing:

“To admit to not knowing is to risk vulnerability; to pretend to know is to risk error.”

Corcocan, 1981Permission granted by: Leslie Huling, Austin Educational Associates, Austin Texas.

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Some may think…

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Or maybe…

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21st Century Skills Framework

Standards and AssessmentsCurriculum and InstructionProfessional DevelopmentLearning Environments

Student O

utcomes 21 st Century Supports

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Understanding the Habits of Mind - Assignment

On a Chart: Work with your group to explain your assigned Habit of Mind

TITLE

CREATE A SIMILE: “…. (name the habit of mind) IS LIKE A…..…. BECAUSE…….”

CREATE A LOGO OR SYMBOL FOR THE HABIT OF MIND

COMPOSE A BRIEF STATEMENT, SLOGAN, OR SONG THAT SUMMARIZES THE HABIT OF MIND

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Time to Share!

• Explain your Habit of Mind

• Explain your poster (2 to 3 minutes)

• Listeners should record on the sheet provided (see next slide)

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Habits of Mind

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Getting to Know the Habits of Mind

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Habit HabitNotes Notes

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Let’s Get Started…• What ideas do you have for getting started?• Examine your Lesson Plans.• What are you teaching tomorrow/ this week? • How might any of the Habits support your

students in accomplishing your objectives in the lesson?

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Instructional Model

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EffectiveAcademic Instruction

which promotescritical thinking

&Intelligent behaviors

Collect Data

PlanCommunicate

CollaborateExploreResources

Analyze Data

Behavior Management

Study SkillsCritical Thinking Skills

Learning StrategiesInterventions

Target

Sources of Data:•Cumulative and confidential files•Previous teachers•IEP•PEP•State Test results•Local test data•DIBELS data•Observations•Student•Parent Analyze data and use it as you plan and teach.

Contacts:•Parents•Other teachers•Support staffCommunicate and collaborate withothers to make use of all resources.

Behavior Plan:•Rules •Skills lessons•Consequences•Rewards•Procedures•Ongoing Feedback•Positive Behavior Support

Teach students how to think/studycontent and howto learn, retain, and use it..•Thinking Maps•Summaries•Cornell Notes•Study tools•Habits of Mind

IET 2006

Supports students with social and behavior skills by having them think about how they respond and think before they respond

HOM gives students tools for thinking about and discussing their thinking

Promotes critical thinking & intelligent behaviors

Life /Career Skills

Col

labo

ratio

n Sk

ills

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Formulate strategies to cultivate thinking in your classroom using The Habits of Mind?

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Habits of Mind

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Cultivate Thinking

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Encourage students to evaluate issues from different points of view, then support their statements.

Use language and questions that will trigger deeper thought.

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Cultivate Thinking

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Give information to find a solution instead of telling the solution.

Ask students to tell you about their thinking and encourage them to use precise words instead of generalizations.

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More Ideas…

I have successfully used The Habits of Mind with my fourth graders. We stress character education at Laurence, and I have found the Habits of Mind to be great character-developing tools. I have also integrated the Habits of Mind with literature. Once the students are familiar with the meanings of each Habit, I instruct them to link specific Habits of Mind to characters in the novels we are reading. They are asked to evaluate a main character's behavior throughout the novel and to choose two or three Habits of Mind they believe that character is using. They must provide passages of text that support their choice and describe in their own words exactly how that character is using a particular Habit of Mind.

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Sharon Green—Fourth grade teacher—The Laurence School—Los Angeles, California

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STAY FOCUSED ON THE THINKING PROCESS:

“Tell us what strategies you used to solve the problem.”

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How?What were you thinking?

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Sustaining and Engaging

Metacognition1. Check for Accuracy2. Clarify3. Provide data not answers4. Resist making judgments5. Stay focused on thinking6. Encourage Persistence

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METACOGNITIVE PROBLEM:

COMBINE THE FOLLOWING FOUR SENTENCES:

The horse jumped over the fence. The horse was gray. The jump was done gracefully. The fence was low and made of

brick.04/07/23 District Activity - 2010 54

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Habits of Mind

04/07/23 District Activity - 2010 56Read each/ awareness

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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

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Sustaining and Engaging

Metacognition1. Check for Accuracy2. Clarify3. Provide data not answers4. Resist making judgments5. Stay focused on thinking6. Encourage Persistence

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THINK ALOUDPROBLEM SOLVING

Pose challenging problems then: Invite students to describe their

plans and strategies for solving the problem.

Share their thinking as they are

implementing their plan.Reflect on/evaluate the

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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 MANYBOXES ARE THERE ALL TOGETHER?

METACOGNITIVE PROBLEM:

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Think about this!

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Answer

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Habits of Mind Assignment• Read all general information about the Habits of

Mind (overview)• Plan your work (with group)• Focus on your assigned Habit• Develop ideas and plan for your chart• Use all ideas to create your group’s chart explaining

your Habit of Mind (plan only or complete the chart) 10 minutes near the beginning of next session will be spent on charts

• Be ready to share your ideas with everyone

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Let’s Think!

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Arethia Franklin“Think”

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STAY FOCUSED ON THE THINKING PROCESS:

“Tell us what strategies you used to solve the problem.”

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"Success is a state of mind. If you want success, start thinking of yourself as a success." Dr. Joyce Brothers

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You are who and what you think you are!

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If You’re Thinking and You Know It!

• If You’re Thinking and You Know It Clap your hands!

• If You’re Thinking and You Know It Clap your hands!

• If You’re Thinking and You Know It Then Your Work Will Surely Show It. If You’re Thinking and You Know It Clap your hands!

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If You’re Thinking and You Know It!

• If You’re Thinking and You Know It Stomp Your Feet!

• If You’re Thinking and You Know It Stomp Your Feet!

• If You’re Thinking and You Know It Then Your Work Will Surely Show It. If You’re Thinking and You Know It Stomp Your Feet!

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If You’re Thinking and You Know It!• If You’re Thinking and You Know It Snap Your Fingers!

• If You’re Thinking and You Know It Snap Your Fingers!

• If You’re Thinking and You Know It Then Your Work Will Surely Show It. If You’re Thinking and You Know It Snap Your Fingers!

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If You’re Thinking and You Know It!• If You’re Thinking and You Know It Say Habits of Mind!

• If You’re Thinking and You Know It Say Habits of Mind!

• If You’re Thinking and You Know It Then Your Work Will Surely Show It. If You’re Thinking and You Know It Say Habits of Mind!

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If You’re Thinking and You Know It!If You’re Thinking and You Know It Say Do All

Four! (Repeat 2 times)

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If you’re Thinking and You Know It Then Your Work will Surely Show It… If You’re Thinking and You Know It Say All Four!

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Are You Thinking?• Are you thinking?• Are you thinking?• Yes you are!• Yes you are!• Using persistence, Clarity, Precision• Habits of Mind

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Sing to the tune of, “Are you Sleeping?”

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HABITS OF MIND: STAGES OF DEVELOPMENT

The following framework is based on observations of students over the past 15 years. As students develop their Habits of Mind they seem to progress through several stages described below.

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0 1 2 3 4 5 6

AwarenessWhat are HOM

RecognitionHow

Prediction & ValuingWhen and Why

AdoptionUse

ReflectionAssessment & growth

Internalizing Life Long

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Habits of MindFor your assessment this term you are to select from the activities below. Each category of activities has a different point value. You must complete activities that add up to 40 points. Have fun!

A = 51.Describe a time when you have persisted and succeeded.2.Make a comic strip that shows the use of a HoM.3.Explain with examples which HoM you are good at and which ones you need to improve. Include the actions you will take to improve on these Habits.

B = 61.Write a rap song about the HoM or a particular Habit.2.Create a game about the HoM. Try it out with your table group.3.Design a model that represents a particular HoM.

C = 71.Survey at least 3 of your family members. Which Habits do they think are the most important and why?2.Create a superhero that uses the HoM to solve problems. Show how your superhero has used the HoM to save the day.

D = 81.Describe what the school would be like if everyone used the HoM using specific examples.2.Write a letter to the SAT team outlining how the HoM could change the schoolyard for the better.

E = 91.Write a creative story that shows the use of the Habits.2.In pairs or a group, develop a play about a HoM. Act out the play in front of the class. The class should be able to guess the Habit you are performing.3.How would the world be different if all the world’s leaders used the HoM?

F = 101.Create the front page of a newspaper that uses the HoM both in stories and advertising.2.Find an article from the newspaper and write about how it relates to the HoM. (1/2 page).3.Research a group / company and explain with examples how they have used the HoM.

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First-year teacher

Veteran teacher learning to use HOM(your choice)

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Task Habits Summarize and Support your Answers

Analyze each task and select Habits of Mind needed for success. Summarize and support your answers.

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KHS Basketball TeamThe Carolina Basketball teamPresident of Toyota

President of the U.S.

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Task Habits Summarize and Support your Answers

Analyze each task and select Habits of Mind needed for success. Summarize and support your answers.

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What is excellence?

"The ultimate measure of a man is not where he stands in moments of comfort and convenience, but where he stands at times of challenge and controversy."Dr. Martin Luther King, Jr.

"Excellence is an art won by training and habituation. We do not act rightly because we have virtue or excellence, but we rather have those because we have acted rightly. We are what we repeatedly do. Excellence, then, is not an act but a habit."Aristotle

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Listening with Understanding

and Empathy

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Today’s Work Assessment Think about the Habits of Mind. Write about today’s work. Date: _____________________________ Name: (Optional)____________________________________

1. Describe the most significant things you learned from this session.

2. Describe how this presentation helped you learn about the Habits of Mind.

3. Which activities did you value most? Why?

4. How did the activities support your learning as you processed the Habits of Mind?

5. How does the work you do in your classroom connect with this content …Habits of Mind?

6. What are your ideas for using what you have learned about Habits of Mind in your classroom?

7. Describe the type of follow-up you would benefit from.

8. Describe the effectiveness of this presenter and provide any additional comments for improvement. (Use the back if needed.)

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HABITS OF MINDCultivating, Thinking and

Discussing 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

POSE QUESTIONS INTENDED TO ELICIT THE HABIT OF MIND IN OTHERS

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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?

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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?”

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Rules of Engagement

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BREAK

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Please return at 10:45.

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Warm up!• How much would you pay for

another person’s thoughts?

• Your thoughts are of great value!

• The thoughts of your students are of great value also!

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Ahhhhhhh?

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Ahhh!

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Penny for your thoughts…

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Let’s get moving!

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I have no knowledge of this topic at all.

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0

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I have heard of this topic.

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1

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I have some general knowledge about this topic.

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2

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I have some specific knowledge of this topic.

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3

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I understand this topic and can explain it.

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4

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I have a deep understanding and could teach a class!

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5

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???????????"The true test of character is...how

we behave when we don't know what to do."John Holt

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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

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Warm up!• How much would you pay for

another person’s thoughts?

• Your thoughts are of great value!

• The thoughts of your students are of great value also!

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Habits of Mind Assignment• Plan your work (with group)• Read all information about the Habits of Mind

(overview)• Focus on your assigned Habit• Develop ideas and plan for your chart• Be ready to share your ideas with your group

tomorrow• Tomorrow…use all ideas to create your

group’s chart explaining your Habit of Mind

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Understanding the Habits of Mind - Assignment

On a Chart: Work with your group to explain your assigned Habit of Mind

TITLE

CREATE A SIMILE: “…. (name the habit of mind) IS LIKE A…..…. BECAUSE…….”

CREATE A LOGO OR SYMBOL FOR THE HABIT OF MIND

COMPOSE A BRIEF STATEMENT, SLOGAN, OR SONG THAT SUMMARIZES THE HABIT OF MIND

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HABITS OF MINDCultivating, Thinking and

Discussing 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

POSE QUESTIONS INTENDED TO ELICIT THE HABIT OF MIND IN OTHERS

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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?

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Sustaining and Engaging

Metacognition1. Check for Accuracy2. Clarify

3. Provide data not answers4. Resist making judgments5. Stay focused on thinking6. Encourage Persistence

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I don’t know…

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