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Introduction to The Habits of Mind April 15, 2010 3:30-4:30 PM (SEA #12–342 General) Lenoir County Public Schools
Essential Question <ul><li>How might the infusion of Habits of Mind support you and your students as you facilitate the us...
Objectives <ul><li>Today you will… </li></ul><ul><li>Actively  engage  in conversations and activities to  increase factua...
Connections to the Standards <ul><li>21 st  Century Framework ( Rainbow ) </li></ul><ul><li>The ISTE National Educational ...
Pre-Assessment “Finger Asessment” <ul><li>Prepare to  rate your knowledge  of the topic </li></ul><ul><li>Write what you k...
Cultivating  A  THOUGHT-FULL  LEARNING COMMUNITY  in your Classroom WITH  HABITS OF MIND 04/19/10 District Activity - 2010
Warm up! <ul><li>Get Ready to think! </li></ul><ul><li>Get Ready to think! </li></ul><ul><li>Get Ready to think! </li></ul...
Striving for  Accuracy and Precision 04/19/10 District Activity - 2010 Finding Humor
Discovering  &  Exploring   Habits  of Mind 04/19/10 District Activity - 2010 Presented by: Arthur L. Costa, ED. D.  &  Be...
<ul><li>Thinking about thinking (metacognition) </li></ul><ul><li>Taking responsible risks </li></ul><ul><li>Striving for ...
<ul><li>HABITS OF MIND </li></ul><ul><li>Ways of thinking </li></ul><ul><li>Help you know what to do when you don’t know t...
Remember this… <ul><li>&quot;Motivation is what gets you started. Habit is what keeps you going.&quot; Jim Ryuh </li></ul>...
CURRICULUM MIND SHIFTS <ul><li>FROM: </li></ul><ul><li>Not only knowing right answers. </li></ul><ul><li>TO: </li></ul><ul...
WHY HABITS OF MIND? <ul><li>TRANSDISCIPLINARY </li></ul><ul><li>AS GOOD FOR ADULTS AS THEY ARE FOR STUDENTS </li></ul><ul>...
21 st  Century Skills Framework <ul><li>Life & Career Skills </li></ul><ul><li>Flexibility & Adaptability </li></ul><ul><l...
North Carolina Professional Teaching Standards <ul><li>Using the Habits of Mind supports the New Vision of Teaching in Nor...
NC Standards for Teachers <ul><li>Standard 1: Teachers demonstrate leadership </li></ul><ul><li>Standard 2: Teachers estab...
<ul><li>Standard IV:  Teachers facilitate learning for their students. </li></ul><ul><li>Teachers help students develop cr...
<ul><li>Standard IV:  </li></ul><ul><li>Teachers facilitate learning for their students. </li></ul><ul><li>G.  Teachers co...
So Remember… Mistakes are a natural part of learning… <ul><li>&quot;Admitting errors clears the score and proves you wiser...
Describing the Habits 04/19/10 District Activity - 2010 A  Habit of Mind  means having a disposition toward behaving intel...
Describing the Habits <ul><li>http://www.ascd.org/publications/books/108008/chapters/Describing_the_Habits_of_Mind.aspx </...
Thinking & Communicating with Clarity & Precision Get to the Point! Keep it short and simple! Designed by Kim Shocky, Nort...
Thinking Interdependently Two heads are better than one! What’s going to work?  Teamwork! Designed by Kim Shocky, Northeas...
Tree Map classifying, sorting, main idea & details 04/19/10 District Activity - 2010 Understanding the Habits of Mind
Tree Map classifying, sorting, main idea & details 04/19/10 District Activity - 2010 Understanding the Habits of Mind Pesi...
Introducing the Habits to your students… <ul><li>There is not one way to teach them.  </li></ul><ul><li>Use the language a...
HABITS OF MIND:  STAGES OF DEVELOPMENT <ul><li>The following framework is based on observations of students over the past ...
Follow Up… <ul><li>Begin using the language of the Habits. </li></ul><ul><li>Visit the HOM website  </li></ul><ul><li>Intr...
Ticket Out the Door <ul><li>Reflect  on the value of using  The Habits of Mind  to cultivate thinking in yourself and in y...
Thank You! 04/19/10 District Activity - 2010 Tezella G. Cline
How  might we  define the word  habit ? 04/19/10 District Activity - 2010
Dr. Costa asked this question: What traits would you like to see in your students? <ul><li>List the characteristics and be...
Dr. Costa asked this question: What traits would you like to see in students in your classroom? <ul><li>List the character...
How We Would Like All Students To Be Or Function: <ul><li>Confident </li></ul><ul><li>Take risks </li></ul><ul><li>Think b...
Why / Why Not? 04/19/10 District Activity - 2010 Do you see these traits?
The Condition of Not Knowing: <ul><li>“ To admit to not knowing is to risk vulnerability; to pretend to know is to risk er...
How  might we  define the word  habit ? <ul><li>Work together as a table group  to develop a table paragraph to define, ex...
04/19/10 District Activity - 2010 Some may think…
Or maybe… 04/19/10 District Activity - 2010
04/19/10 District Activity - 2010 21 st  Century Skills Framework Standards and Assessments Curriculum and Instruction Pro...
Understanding the  Habits of Mind - Assignment <ul><li>On a Chart:  Work with your group to explain your assigned  Habit o...
Time to Share! <ul><li>Explain your Habit of Mind </li></ul><ul><li>Explain your poster </li></ul><ul><li>(2 to 3 minutes)...
Getting to Know the Habits of Mind 04/19/10 District Activity - 2010 Habit Habit Notes Notes
Let’s Get Started… <ul><li>What ideas do you have for getting started? </li></ul><ul><li>Examine your Lesson Plans. </li><...
Instructional Model 04/19/10 District Activity - 2010 Effective Academic Instruction which promotes critical thinking  & I...
04/19/10 District Activity - 2010
Formulate  strategies to cultivate thinking in your classroom using The Habits of Mind? 04/19/10 District Activity - 2010 ...
Cultivate Thinking  04/19/10 District Activity - 2010 Encourage students to  evaluate  issues from different points of vie...
Cultivate Thinking  04/19/10 District Activity - 2010 Give information to find a solution instead of telling the solution....
More Ideas… <ul><li>I have successfully used The Habits of Mind with my fourth graders. We stress character education at L...
STAY FOCUSED ON THE THINKING PROCESS: “ Tell us what strategies you used to solve the problem.”  04/19/10 District Activit...
Sustaining and Engaging Metacognition 1 . Check for Accuracy 2 . Clarify 3 . Provide data not answers 4.  Resist making ju...
METACOGNITIVE PROBLEM: <ul><li>COMBINE THE FOLLOWING FOUR SENTENCES:   </li></ul><ul><li>The horse jumped over the fence. ...
Instructional Model 04/19/10 District Activity - 2010 Engaging  Instruction For  All Students Collaboration Data Analysis ...
Habits of Mind 04/19/10 District Activity - 2010 Persisting Managing Impulsivity Listening w/ understanding & empathy Thin...
Habits of Mind  attend to: <ul><li>Value  - choosing to  behave intelligently  </li></ul><ul><li>Inclination -  deciding t...
Sustaining and Engaging Metacognition 1 . Check for Accuracy 2 . Clarify 3 . Provide data not answers 4.  Resist making ju...
T HINK  A LOUD P ROBLEM  S OLVING <ul><ul><li>Pose challenging problems then:  </li></ul></ul><ul><ul><li>Invite students ...
04/19/10 District Activity - 2010 THERE ARE 3 SEPARATE, EQUAL-SIZE  BOXES AND INSIDE EACH BOX THERE  ARE 2 SEPARATE SMALL ...
Think about this! 04/19/10 District Activity - 2010
Answer 04/19/10 District Activity - 2010
Habits of Mind Assignment <ul><li>Read all general information about the Habits of Mind (overview) </li></ul><ul><li>Plan ...
Let’s Think! 04/19/10 District Activity - 2010 Arethia Franklin “ Think”
STAY FOCUSED ON THE THINKING PROCESS: “ Tell us what strategies you used to solve the problem.”  04/19/10 District Activit...
<ul><li>&quot; Success  is a state of mind. If you want success, start thinking of yourself as a success.&quot;  Dr. Joyce...
If You’re  Thinking  and You Know It! <ul><li>If You’re  Thinking  and You Know It Clap your hands! </li></ul><ul><li>If Y...
If You’re  Thinking  and You Know It! <ul><li>If You’re  Thinking  and You Know It  Stomp Your Feet! </li></ul><ul><li>If ...
If You’re  Thinking  and You Know It! <ul><li>If You’re  Thinking  and You Know It  Snap Your Fingers ! </li></ul><ul><li>...
If You’re  Thinking  and You Know It! <ul><li>If You’re  Thinking  and You Know It Say  Habits of Mind ! </li></ul><ul><li...
If You’re Thinking and You Know It! <ul><li>If You’re  Thinking  and You Know It Say Do All Four!  (Repeat 2 times) </li><...
Are You Thinking? <ul><li>Are you thinking? </li></ul><ul><li>Are you thinking? </li></ul><ul><li>Yes you are! </li></ul><...
HABITS OF MIND:  STAGES OF DEVELOPMENT <ul><li>The following framework is based on observations of students over the past ...
04/19/10 District Activity - 2010 Habits of Mind For your assessment this term you are to select from the activities below...
04/19/10 District Activity - 2010 Task Habits Summarize and Support your Answers Analyze each task and select Habits of Mi...
04/19/10 District Activity - 2010 Task Habits Summarize and Support your Answers Analyze each task and select Habits of Mi...
What is excellence? <ul><li>&quot;The ultimate measure of a man is not where he stands in moments of comfort and convenien...
04/19/10 District Activity - 2010
04/19/10 District Activity - 2010
Listening with Understanding and  Empathy 04/19/10 District Activity - 2010
04/19/10 District Activity - 2010
04/19/10 District Activity - 2010
04/19/10 District Activity - 2010
04/19/10 District Activity - 2010
04/19/10 District Activity - 2010
04/19/10 District Activity - 2010
04/19/10 District Activity - 2010
04/19/10 District Activity - 2010
04/19/10 District Activity - 2010
Today’s Work Assessment   <ul><li>Think about the Habits of Mind. Write about today’s work.  </li></ul><ul><li>Date: _____...
HABITS OF MIND Cultivating, Thinking and Discussing  <ul><li>READ AND DEFINE IT IN YOUR OWN WORDS </li></ul><ul><li>GIVE E...
WHAT IS IT ABOUT YOUR STUDENTS THAT MAKES YOU THINK THEY NEED TO LEARN HOW TO THINK? <ul><li>What do you see them doing? <...
POSE QUESTIONS THAT CAUSE THE STUDENT TO CHECK FOR ACCURACY: “How do you know you are right?” “What other ways can you pro...
Rules of Engagement 04/19/10 District Activity - 2010
BREAK 04/19/10 District Activity - 2010 Please return  at 10:45.
Warm up! <ul><li>How much would you pay for another person’s thoughts? </li></ul><ul><li>Your thoughts are of great value!...
Ahhhhhhh? 04/19/10 District Activity - 2010 Ahhh!
Penny for your thoughts… 04/19/10 District Activity - 2010 Let’s get moving!
04/19/10 District Activity - 2010
04/19/10 District Activity - 2010
04/19/10 District Activity - 2010
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04/19/10 District Activity - 2010
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<ul><li>I have no knowledge of this topic at all. </li></ul>04/19/10 District Activity - 2010 0
<ul><li>I have heard of this topic. </li></ul>04/19/10 District Activity - 2010 1
<ul><li>I have some general knowledge about this topic. </li></ul>04/19/10 District Activity - 2010 2
<ul><li>I have some specific knowledge of this topic. </li></ul>04/19/10 District Activity - 2010 3
<ul><li>I understand this topic and can explain it. </li></ul>04/19/10 District Activity - 2010 4
<ul><li>I have a deep understanding and could teach a class! </li></ul>04/19/10 District Activity - 2010 5
??????????? <ul><li>&quot;The true test of character is...how we behave when we don't know what to do.&quot; John Holt </l...
Habits of mind  attend to: <ul><li>Value  - choosing to  behave intelligently  </li></ul><ul><li>Inclination -  deciding t...
Warm up! <ul><li>How much would you pay for another person’s thoughts? </li></ul><ul><li>Your thoughts are of great value!...
Habits of Mind Assignment <ul><li>Plan your work (with group) </li></ul><ul><li>Read all information about the Habits of M...
Understanding the  Habits of Mind - Assignment <ul><li>On a Chart:  Work with your group to explain your assigned  Habit o...
HABITS OF MIND Cultivating, Thinking and Discussing  <ul><li>READ AND DEFINE IT IN YOUR OWN WORDS </li></ul><ul><li>GIVE E...
WHAT IS IT ABOUT YOUR STUDENTS THAT MAKES YOU THINK THEY NEED TO LEARN HOW TO THINK? <ul><li>What do you see them doing? <...
Sustaining and Engaging Metacognition 1 . Check for Accuracy 2 . Clarify 3 . Provide data not answers 4.  Resist making ju...
I don’t know… 04/19/10 District Activity - 2010
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Habits of mind for ipod teachers

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  • Lenoir County Public Schools 04/19/10 Professional Development - 2010
  • Lenoir County Public Schools 04/19/10 Professional Development - 2010 Finger Assessment – Use the hand – Handout and ask the participants to write on the number of fingers to show what they know about the topic. If they know nothing, then they will leave their hand and fingers blank. If they rate themselves as “1” they will write on one finger of the hand. IF “2” then they will write on two fingers. And so on… When finished they should put their names on the back of the paper (so that it does not show when they post them.) Then they can be posted. Teacher should read each before allowing them to share aloud to avoid having wrong/incorrect information repeated to all students.
  • Lenoir County Public Schools 04/19/10 Professional Development - 2010 Costa said “Building”, but we are saying cultivating… As you participate in the following activity, be aware of your thinking and how you feel.
  • Lenoir County Public Schools 04/19/10 Professional Development - 2010 Get Ready to Think… sing to the tune of The Adams Family ! During this activity you will be using some of the Habits of Mind.. Let’s begin to discover what they are and how they support us as we engage in this activity … After the activity: Now, think about == What were you thinking? How were you thinking? What were you doing? How did you know the song? How did you feel? Were you successful the first time? What did you do when you were not successful? Well you were using the Habits of Mind… (striving for accuracy and finding Humor!)
  • There are two that I will name that I observed you using… They are here… Lenoir County Public Schools 04/19/10 Professional Development - 2010
  • Lenoir County Public Schools 04/19/10 Professional Development - 2010
  • There are 16 Habits of Mind! Lenoir County Public Schools 04/19/10 Professional Development - 2010
  • Lenoir County Public Schools 04/19/10 Professional Development - 2010 The Habits of Mind keep us going when the going gets tough!
  • Lenoir County Public Schools 04/19/10 Professional Development - 2010
  • Lenoir County Public Schools 04/19/10 Professional Development - 2010 Resources: Where did they com from? Glatthorn Feuerstein Sternbeg Perkins Gardner Goleman
  • Lenoir County Public Schools 04/19/10 Professional Development - 2010
  • Lenoir County Public Schools 04/19/10 Professional Development - 2010
  • Use Chart paper… Write each Habit in your own words. Think of a symbol, character, concept, simile, and motto for teaching each habit. Create a Tree map for each of your habits. Show each item that will support your understanding of and the teaching of that habits. Lenoir County Public Schools 04/19/10 Professional Development - 2010
  • Go to slide 70 for teacher poster examples. Lenoir County Public Schools 04/19/10 Professional Development - 2010
  • Create a tree map to classify these I chose to use Think, Act, Feel Lenoir County Public Schools 04/19/10 Professional Development - 2010
  • Create a tree map to classify these I chose to use Think, Act, Feel Lenoir County Public Schools 04/19/10 Professional Development - 2010
  • Lenoir County Public Schools 04/19/10 Professional Development - 2010 Here are some tips to keep in mind as you prepare to introduce the Habits to your students. There are many ways to teach the habits. (cartoons, literature, brainstorming by students using Splash activity, Other activities that call for critical thinking) You can begin using the language of the Habits tomorrow! This is easy, free, and can have a great impact. There are stages of development for learning the Habits… that begins with Awareness and goes through Internalization! (see chart on next slide) As you begin start with an overview activity to engage students (could use the charting activity that we used today.) Think about the characteristics of your students .. What Habits could your students most benefit from? Introduce them one or two at a time. Consider your instructional content and the nature of your activities. As students to begin paying attention the Habits as they work.
  • Lenoir County Public Schools 04/19/10 Professional Development - 2010 See Handout that outlines each stage. Stress the use of Thinking Maps where it calls for Graphic Organizers.
  • Lenoir County Public Schools 04/19/10 Professional Development - 2010
  • Lenoir County Public Schools 04/19/10 Professional Development - 2010
  • Lenoir County Public Schools 04/19/10 Professional Development - 2010
  • Lenoir County Public Schools 04/19/10 Professional Development - 2010 Participants should use their circle maps to help them write a paragraph to describe what a habit is. Each person writes a sentence. Move the paper around the table and take turns writing a sentence. By the end of the time, your table will have written a paragraph to define, explain, and give examples of a habit.
  • Lenoir County Public Schools 04/19/10 Professional Development - 2010
  • Lenoir County Public Schools 04/19/10 Professional Development - 2010
  • Lenoir County Public Schools 04/19/10 Professional Development - 2010
  • Lenoir County Public Schools 04/19/10 Professional Development - 2010
  • Lenoir County Public Schools 04/19/10 Professional Development - 2010 WE must create an atmosphere that values thinking and not just the “right answers”. Habits of Mind can be a tool to assist us in cultivating thinking in our classrooms and schools and even in ourselves.
  • Lenoir County Public Schools 04/19/10 Professional Development - 2010 Participants should use their circle maps to help them write a paragraph to describe what a habit is. Each person writes a sentence. Move the paper around the table and take turns writing a sentence. By the end of the time, your table will have written a paragraph to define, explain, and give examples of a habit.
  • Lenoir County Public Schools 04/19/10 Professional Development - 2010
  • Lenoir County Public Schools 04/19/10 Professional Development - 2010
  • Lenoir County Public Schools 04/19/10 Professional Development - 2010 This framework is represented by the rainbow which represent the student outcomes. These are the skills, knowledge and expertise that students should master to be successful in work and life in the 21 st Century. Under the rainbow are the Five - 21 st Century Critical Supports.
  • Lenoir County Public Schools 04/19/10 Professional Development - 2010
  • Lenoir County Public Schools 04/19/10 Professional Development - 2010
  • Lenoir County Public Schools 04/19/10 Professional Development - 2010
  • Lenoir County Public Schools 04/19/10 Professional Development - 2010 Take a few moments to think about how you might introduce the Habits to your students. Look at your lesson plans and look for places where you can begin to discuss and introduce the habits.
  • Lenoir County Public Schools 04/19/10 Professional Development - 2010
  • Lenoir County Public Schools 04/19/10 Professional Development - 2010
  • Lenoir County Public Schools 04/19/10 Professional Development - 2010 Journal Entry Prepare yourself to complete a task (Which habits will you need to depend on to complete this assignment? Why?) Reflection on an assignment (Which habits did you use as you completed the assignment?) Observation – As you watched __________ what habits did you observe them using?
  • Lenoir County Public Schools 04/19/10 Professional Development - 2010
  • Lenoir County Public Schools 04/19/10 Professional Development - 2010
  • Lenoir County Public Schools 04/19/10 Professional Development - 2010
  • Lenoir County Public Schools 04/19/10 Professional Development - 2010
  • Lenoir County Public Schools 04/19/10 Professional Development - 2010
  • Lenoir County Public Schools 04/19/10 Professional Development - 2010
  • Lenoir County Public Schools 04/19/10 Professional Development - 2010
  • Lenoir County Public Schools 04/19/10 Professional Development - 2010 There are 16 Habits that are currently identified. Here are some of them. Go to Raleigh Posters ppt. to see examples of posters that were created.
  • Lenoir County Public Schools 04/19/10 Professional Development - 2010 Value: Choosing to employ a pattern of intellectual behavior rather than less productive patterns. &lt;CLICK&gt; Inclination: Feeling the tendency to employ a pattern of intellectual behaviors .&lt;CLICK&gt; Sensitivity: Perceiving opportunities for, and appropriateness of, employing the pattern of behaviors. &lt;CLICK&gt; Capability: Possessing the basic skills and capacities to carry through with the behaviors. &lt;CLICK&gt; Commitment: Constantly striving to reflect on and improve performance of the pattern of intellectual behaviors. &lt;CLICK&gt; Policy: Making it a policy to promote and incorporate the patterns of intellectual behaviors into actions, decisions, and resolutions of problematic situations.
  • Lenoir County Public Schools 04/19/10 Professional Development - 2010
  • Lenoir County Public Schools 04/19/10 Professional Development - 2010
  • Lenoir County Public Schools 04/19/10 Professional Development - 2010
  • Lenoir County Public Schools 04/19/10 Professional Development - 2010
  • Lenoir County Public Schools 04/19/10 Professional Development - 2010
  • Lenoir County Public Schools 04/19/10 Professional Development - 2010
  • Lenoir County Public Schools 04/19/10 Professional Development - 2010
  • Lenoir County Public Schools 04/19/10 Professional Development - 2010
  • Lenoir County Public Schools 04/19/10 Professional Development - 2010
  • Lenoir County Public Schools 04/19/10 Professional Development - 2010
  • Lenoir County Public Schools 04/19/10 Professional Development - 2010
  • Lenoir County Public Schools 04/19/10 Professional Development - 2010
  • Lenoir County Public Schools 04/19/10 Professional Development - 2010
  • Lenoir County Public Schools 04/19/10 Professional Development - 2010
  • Lenoir County Public Schools 04/19/10 Professional Development - 2010
  • Lenoir County Public Schools 04/19/10 Professional Development - 2010
  • Lenoir County Public Schools 04/19/10 Professional Development - 2010
  • Lenoir County Public Schools 04/19/10 Professional Development - 2010
  • Lenoir County Public Schools 04/19/10 Professional Development - 2010
  • Lenoir County Public Schools 04/19/10 Professional Development - 2010
  • Lenoir County Public Schools 04/19/10 Professional Development - 2010
  • Lenoir County Public Schools 04/19/10 Professional Development - 2010
  • Lenoir County Public Schools 04/19/10 Professional Development - 2010
  • Lenoir County Public Schools 04/19/10 Professional Development - 2010
  • Lenoir County Public Schools 04/19/10 Professional Development - 2010
  • Lenoir County Public Schools 04/19/10 Professional Development - 2010
  • Lenoir County Public Schools 04/19/10 Professional Development - 2010
  • Lenoir County Public Schools 04/19/10 Professional Development - 2010
  • Lenoir County Public Schools 04/19/10 Professional Development - 2010
  • Lenoir County Public Schools 04/19/10 Professional Development - 2010
  • Lenoir County Public Schools 04/19/10 Professional Development - 2010
  • Lenoir County Public Schools 04/19/10 Professional Development - 2010
  • Lenoir County Public Schools 04/19/10 Professional Development - 2010
  • Lenoir County Public Schools 04/19/10 Professional Development - 2010
  • Lenoir County Public Schools 04/19/10 Professional Development - 2010
  • Lenoir County Public Schools 04/19/10 Professional Development - 2010
  • Lenoir County Public Schools 04/19/10 Professional Development - 2010
  • Lenoir County Public Schools 04/19/10 Professional Development - 2010
  • Lenoir County Public Schools 04/19/10 Professional Development - 2010 If you know what they are thinking you know how and what to teach them. It is of great value to you if you know something about “how” they think! This will guide your thinking as you plan lessons and engaging activities for them!
  • Lenoir County Public Schools 04/19/10 Professional Development - 2010
  • Lenoir County Public Schools 04/19/10 Professional Development - 2010
  • Lenoir County Public Schools 04/19/10 Professional Development - 2010
  • Lenoir County Public Schools 04/19/10 Professional Development - 2010
  • Lenoir County Public Schools 04/19/10 Professional Development - 2010
  • Lenoir County Public Schools 04/19/10 Professional Development - 2010
  • Lenoir County Public Schools 04/19/10 Professional Development - 2010
  • Lenoir County Public Schools 04/19/10 Professional Development - 2010
  • Lenoir County Public Schools 04/19/10 Professional Development - 2010
  • Lenoir County Public Schools 04/19/10 Professional Development - 2010
  • Lenoir County Public Schools 04/19/10 Professional Development - 2010
  • Lenoir County Public Schools 04/19/10 Professional Development - 2010
  • Lenoir County Public Schools 04/19/10 Professional Development - 2010
  • Lenoir County Public Schools 04/19/10 Professional Development - 2010
  • Lenoir County Public Schools 04/19/10 Professional Development - 2010
  • Lenoir County Public Schools 04/19/10 Professional Development - 2010 Value: Choosing to employ a pattern of intellectual behavior rather than less productive patterns. &lt;CLICK&gt; Inclination: Feeling the tendency to employ a pattern of intellectual behaviors .&lt;CLICK&gt; Sensitivity: Perceiving opportunities for, and appropriateness of, employing the pattern of behaviors. &lt;CLICK&gt; Capability: Possessing the basic skills and capacities to carry through with the behaviors. &lt;CLICK&gt; Commitment: Constantly striving to reflect on and improve performance of the pattern of intellectual behaviors. &lt;CLICK&gt; Policy: Making it a policy to promote and incorporate the patterns of intellectual behaviors into actions, decisions, and resolutions of problematic situations.
  • Lenoir County Public Schools 04/19/10 Professional Development - 2010 If you know what they are thinking you know how and what to teach them. It is of great value to you if you know something about “how” they think! This will guide your thinking as you plan lessons and engaging activities for them!
  • Lenoir County Public Schools 04/19/10 Professional Development - 2010
  • Lenoir County Public Schools 04/19/10 Professional Development - 2010
  • Lenoir County Public Schools 04/19/10 Professional Development - 2010
  • Lenoir County Public Schools 04/19/10 Professional Development - 2010
  • Lenoir County Public Schools 04/19/10 Professional Development - 2010
  • Lenoir County Public Schools 04/19/10 Professional Development - 2010
  • Transcript of "Habits of mind for ipod teachers"

    1. 1. Introduction to The Habits of Mind April 15, 2010 3:30-4:30 PM (SEA #12–342 General) Lenoir County Public Schools
    2. 2. Essential Question <ul><li>How might the infusion of Habits of Mind support you and your students as you facilitate the use of the Ipods in your classroom? </li></ul>04/19/10 District Activity - 2010
    3. 3. Objectives <ul><li>Today you will… </li></ul><ul><li>Actively engage in conversations and activities to increase factual knowledge about The Habits of Mind </li></ul><ul><li>Read to summarize The Habits of Mind </li></ul><ul><li>Illustrate, explain , and describe your thinking related to one assigned Habit </li></ul><ul><li>Identify and explain connections to standards </li></ul><ul><li>Follow up…Brainstorm ways to infuse The Habits of Mind in your classroom/ school, and for yourself </li></ul>04/19/10 District Activity - 2010
    4. 4. Connections to the Standards <ul><li>21 st Century Framework ( Rainbow ) </li></ul><ul><li>The ISTE National Educational Technology Standards ( NETS – T and S) </li></ul><ul><li>North Carolina Professional Teaching Standards </li></ul><ul><li>Future-Ready Students for the 21st Century </li></ul><ul><li>New Evaluation Instrument for Teachers ( Rubric) </li></ul>
    5. 5. Pre-Assessment “Finger Asessment” <ul><li>Prepare to rate your knowledge of the topic </li></ul><ul><li>Write what you know about the topic on the front </li></ul><ul><ul><li>If 0 , write nothing and put your name on the back </li></ul></ul><ul><ul><li>If 1 , tell where or how you heard about this topic (Write on one finger) </li></ul></ul><ul><ul><li>If 2 , List what you know on two fingers (general knowledge) </li></ul></ul><ul><ul><li>If 3 , 4, or 5 , write specific information to record what you know about the topic and write on that number of fingers </li></ul></ul><ul><ul><li>Write your name on the back of your paper </li></ul></ul><ul><ul><li>*Walk to the wall area and place your hand on the wall. </li></ul></ul>04/19/10 District Activity - 2010 (No knowledge of this at all.)
    6. 6. Cultivating A THOUGHT-FULL LEARNING COMMUNITY in your Classroom WITH HABITS OF MIND 04/19/10 District Activity - 2010
    7. 7. Warm up! <ul><li>Get Ready to think! </li></ul><ul><li>Get Ready to think! </li></ul><ul><li>Get Ready to think! </li></ul><ul><li>Get Ready to think! </li></ul><ul><li>Get Ready to think! </li></ul>04/19/10 District Activity - 2010 Sing to tune of Adams Family Clap or snap fingers
    8. 8. Striving for Accuracy and Precision 04/19/10 District Activity - 2010 Finding Humor
    9. 9. Discovering & Exploring Habits of Mind 04/19/10 District Activity - 2010 Presented by: Arthur L. Costa, ED. D. & Bena Kallick, PH. D. What are the Habits of Mind?
    10. 10. <ul><li>Thinking about thinking (metacognition) </li></ul><ul><li>Taking responsible risks </li></ul><ul><li>Striving for accuracy </li></ul><ul><li>Finding humor </li></ul><ul><li>Questioning & posing problems </li></ul><ul><li>Thinking interdependently </li></ul><ul><li>Applying past knowledge to new situations </li></ul><ul><li>Remaining open to continuous learning </li></ul>Habits of Mind <ul><li>Persisting </li></ul><ul><li>Thinking and Communicating w/clarity and precision </li></ul><ul><li>Managing Impulsivity </li></ul><ul><li>Gathering data from all senses </li></ul><ul><li>Listening w/ understanding and empathy </li></ul><ul><li>Creating, imagining, innovating </li></ul><ul><li>Thinking flexibly </li></ul><ul><li>Responding with wonderment and awe </li></ul><ul><li>TGC - 2009 </li></ul>
    11. 11. <ul><li>HABITS OF MIND </li></ul><ul><li>Ways of thinking </li></ul><ul><li>Help you know what to do when you don’t know the answer </li></ul><ul><li>Allow you to talk about our thinking </li></ul><ul><li>Support you as you learn </li></ul>
    12. 12. Remember this… <ul><li>&quot;Motivation is what gets you started. Habit is what keeps you going.&quot; Jim Ryuh </li></ul>04/19/10 District Activity - 2010
    13. 13. CURRICULUM MIND SHIFTS <ul><li>FROM: </li></ul><ul><li>Not only knowing right answers. </li></ul><ul><li>TO: </li></ul><ul><li>Also knowing how to behave when answers are not immediately apparent. </li></ul>04/19/10 District Activity - 2010
    14. 14. WHY HABITS OF MIND? <ul><li>TRANSDISCIPLINARY </li></ul><ul><li>AS GOOD FOR ADULTS AS THEY ARE FOR STUDENTS </li></ul><ul><li>FOCUSED ON LONG RANGE, ENDURING, ESSENTIAL LEARNINGS </li></ul>04/19/10 District Activity - 2010
    15. 15. 21 st Century Skills Framework <ul><li>Life & Career Skills </li></ul><ul><li>Flexibility & Adaptability </li></ul><ul><li>Initiative & Self-Direction </li></ul><ul><li>Social & Cross-Cultural Skills </li></ul><ul><li>Productivity & Accountability </li></ul><ul><li>Leadership & Responsibility </li></ul>04/19/10 District Activity - 2010
    16. 16. North Carolina Professional Teaching Standards <ul><li>Using the Habits of Mind supports the New Vision of Teaching in North Carolina </li></ul><ul><li>Supports teachers in addressing and meeting the NC Professional Teaching Standards </li></ul><ul><li>Supports teachers in addressing the Future-Ready Goals </li></ul>04/19/10 District Activity - 2010
    17. 17. NC Standards for Teachers <ul><li>Standard 1: Teachers demonstrate leadership </li></ul><ul><li>Standard 2: Teachers establish a respectful environment for a diverse population of students </li></ul><ul><li>Standard 3: Teachers know the content they teach </li></ul><ul><li>Standard 4: Teachers facilitate learning for their students </li></ul><ul><li>Standard 5: Teachers reflect on their practice </li></ul>
    18. 18. <ul><li>Standard IV: Teachers facilitate learning for their students. </li></ul><ul><li>Teachers help students develop critical thinking and problem-solving skills: </li></ul><ul><li>Encourage students to ask questions, think creatively, develop and test innovative ideas, synthesize knowledge and draw conclusions </li></ul><ul><li>Help students exercise and communicate sound reasoning; understand connections; make complex choices; and frame, analyze, and solve problems </li></ul>Standard Element Descriptors
    19. 19. <ul><li>Standard IV: </li></ul><ul><li>Teachers facilitate learning for their students. </li></ul><ul><li>G. Teachers communicate effectively: </li></ul><ul><li>Communicate clearly with students in a variety of ways </li></ul><ul><li>Assist students in articulating thoughts and ideas clearly and effectively </li></ul>HOM - Thinking and Communicating with clarity and precision
    20. 20. So Remember… Mistakes are a natural part of learning… <ul><li>&quot;Admitting errors clears the score and proves you wiser than before.&quot; Arthur Guiterman </li></ul>04/19/10 District Activity - 2010
    21. 21. Describing the Habits 04/19/10 District Activity - 2010 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.
    22. 22. Describing the Habits <ul><li>http://www.ascd.org/publications/books/108008/chapters/Describing_the_Habits_of_Mind.aspx </li></ul>04/19/10 District Activity - 2010 <ul><li>Use your handout to read about your assigned Habit. </li></ul><ul><li>Work with your partner or table group to complete the assignment </li></ul>
    23. 23. Thinking & Communicating with Clarity & Precision Get to the Point! Keep it short and simple! Designed by Kim Shocky, Northeast Elementary School
    24. 24. Thinking Interdependently Two heads are better than one! What’s going to work? Teamwork! Designed by Kim Shocky, Northeast Elementary School
    25. 25. Tree Map classifying, sorting, main idea & details 04/19/10 District Activity - 2010 Understanding the Habits of Mind
    26. 26. Tree Map classifying, sorting, main idea & details 04/19/10 District Activity - 2010 Understanding the Habits of Mind Pesistence Manage Impulsivity Metacognition
    27. 27. Introducing the Habits to your students… <ul><li>There is not one way to teach them. </li></ul><ul><li>Use the language and model the use of the Habits. </li></ul><ul><li>There are stages of development </li></ul><ul><li>Provide an overview activity. </li></ul><ul><li>Consider which Habits your students need most </li></ul><ul><li>Introduce one at a time. </li></ul><ul><li>Consider your instructional content and activities </li></ul><ul><li>Ask students to pay attention to Habits while working </li></ul>04/19/10 District Activity - 2010
    28. 28. HABITS OF MIND: STAGES OF DEVELOPMENT <ul><li>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. </li></ul>04/19/10 District Activity - 2010 0 1 2 3 4 5 6 Awareness What are HOM Recognition How Prediction & Valuing When and Why Adoption Use Reflection Assessment & growth Internalizing Life Long
    29. 29. Follow Up… <ul><li>Begin using the language of the Habits. </li></ul><ul><li>Visit the HOM website </li></ul><ul><li>Introduce the Habits to your students. </li></ul><ul><li>Send me an email reflection about how it goes. </li></ul><ul><li>Tell someone about the Habits. </li></ul>04/19/10 District Activity - 2010 Habits Of Mind
    30. 30. Ticket Out the Door <ul><li>Reflect 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? </li></ul>04/19/10 District Activity - 2010
    31. 31. Thank You! 04/19/10 District Activity - 2010 Tezella G. Cline
    32. 32. How might we define the word habit ? 04/19/10 District Activity - 2010
    33. 33. Dr. Costa asked this question: What traits would you like to see in your students? <ul><li>List the characteristics and behaviors that you would like to see in your students as they learn each day? </li></ul>04/19/10 District Activity - 2010 Share with a partner then share with the group.
    34. 34. Dr. Costa asked this question: What traits would you like to see in students in your classroom? <ul><li>List the characteristics and behaviors that you would like to see in your students as they learn each day? </li></ul>04/19/10 District Activity - 2010 Share with a partner and then we’ll hear from your table.
    35. 35. How We Would Like All Students To Be Or Function: <ul><li>Confident </li></ul><ul><li>Take risks </li></ul><ul><li>Think before acting </li></ul><ul><li>Challenge assumptions </li></ul><ul><li>Questioning </li></ul><ul><li>Reflective </li></ul><ul><li>Proactive </li></ul><ul><li>Independent leaders, thinkers, workers </li></ul><ul><li>Taking charge (having a plan of action, self directed) </li></ul><ul><li>Persisting (stick to it) </li></ul><ul><li>Venture forth with ideas </li></ul><ul><li>Make connections (interacting and learning with other leaders </li></ul><ul><li>Connecting - feel-think-act. </li></ul><ul><li>Complex thinkers </li></ul><ul><li>Creative </li></ul><ul><li>Inquisitive </li></ul><ul><li>Emotional strength (control) </li></ul>04/19/10 District Activity - 2010
    36. 36. Why / Why Not? 04/19/10 District Activity - 2010 Do you see these traits?
    37. 37. The Condition of Not Knowing: <ul><li>“ To admit to not knowing is to risk vulnerability; to pretend to know is to risk error.” </li></ul><ul><li>Corcocan, 1981 </li></ul><ul><li>Permission granted by: Leslie Huling, Austin Educational Associates, Austin Texas. </li></ul>04/19/10 District Activity - 2010
    38. 38. How might we define the word habit ? <ul><li>Work together as a table group to develop a table paragraph to define, explain, and give examples of a habit. </li></ul>04/19/10 District Activity - 2010
    39. 39. 04/19/10 District Activity - 2010 Some may think…
    40. 40. Or maybe… 04/19/10 District Activity - 2010
    41. 41. 04/19/10 District Activity - 2010 21 st Century Skills Framework Standards and Assessments Curriculum and Instruction Professional Development Learning Environments Student Outcomes 21 st Century Supports
    42. 42. Understanding the Habits of Mind - Assignment <ul><li>On a Chart: Work with your group to explain your assigned Habit of Mind </li></ul><ul><li>TITLE </li></ul><ul><li>CREATE A SIMILE: “…. (name the habit of mind) IS LIKE A…..…. BECAUSE…….” </li></ul><ul><li>CREATE A LOGO OR SYMBOL FOR THE HABIT OF MIND </li></ul><ul><li>COMPOSE A BRIEF STATEMENT, SLOGAN, OR SONG THAT SUMMARIZES THE HABIT OF MIND </li></ul><ul><li>Be ready to present! </li></ul>04/19/10 District Activity - 2010
    43. 43. Time to Share! <ul><li>Explain your Habit of Mind </li></ul><ul><li>Explain your poster </li></ul><ul><li>(2 to 3 minutes) </li></ul><ul><li>Listeners should record on the sheet provided (see next slide) </li></ul>04/19/10 District Activity - 2010 Habits of Mind
    44. 44. Getting to Know the Habits of Mind 04/19/10 District Activity - 2010 Habit Habit Notes Notes
    45. 45. Let’s Get Started… <ul><li>What ideas do you have for getting started? </li></ul><ul><li>Examine your Lesson Plans. </li></ul><ul><li>What are you teaching tomorrow/ this week? </li></ul><ul><li>How might any of the Habits support your students in accomplishing your objectives in the lesson? </li></ul>04/19/10 District Activity - 2010
    46. 46. Instructional Model 04/19/10 District Activity - 2010 Effective Academic Instruction which promotes critical thinking & Intelligent behaviors Collect Data Plan Communicate Collaborate Explore Resources Analyze Data Behavior Management Study Skills Critical Thinking Skills Learning Strategies Interventions Target <ul><li>Sources of Data: </li></ul><ul><li>Cumulative and confidential files </li></ul><ul><li>Previous teachers </li></ul><ul><li>IEP </li></ul><ul><li>PEP </li></ul><ul><li>State Test results </li></ul><ul><li>Local test data </li></ul><ul><li>DIBELS data </li></ul><ul><li>Observations </li></ul><ul><li>Student </li></ul><ul><li>Parent </li></ul><ul><li>Analyze data and </li></ul><ul><li>use it as </li></ul><ul><li>you plan and teach. </li></ul><ul><li>Contacts : </li></ul><ul><li>Parents </li></ul><ul><li>Other teachers </li></ul><ul><li>Support staff </li></ul><ul><li>Communicate and </li></ul><ul><li>collaborate with </li></ul><ul><li>others to make use </li></ul><ul><li>of all resources. </li></ul><ul><li>Behavior Plan: </li></ul><ul><li>Rules </li></ul><ul><li>Skills lessons </li></ul><ul><li>Consequences </li></ul><ul><li>Rewards </li></ul><ul><li>Procedures </li></ul><ul><li>Ongoing Feedback </li></ul><ul><li>Positive Behavior </li></ul><ul><li>Support </li></ul><ul><li>Teach students </li></ul><ul><li>how to think/study </li></ul><ul><li>content and how </li></ul><ul><li>to learn, retain, </li></ul><ul><li>and use it.. </li></ul><ul><li>Thinking Maps </li></ul><ul><li>Summaries </li></ul><ul><li>Cornell Notes </li></ul><ul><li>Study tools </li></ul><ul><li>Habits of Mind </li></ul>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 Collaboration Skills
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    48. 48. Formulate strategies to cultivate thinking in your classroom using The Habits of Mind? 04/19/10 District Activity - 2010 Habits of Mind
    49. 49. Cultivate Thinking 04/19/10 District Activity - 2010 Encourage students to evaluate issues from different points of view, then support their statements. Use language and questions that will trigger deeper thought.
    50. 50. Cultivate Thinking 04/19/10 District Activity - 2010 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.
    51. 51. More Ideas… <ul><li>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. </li></ul>04/19/10 District Activity - 2010 Sharon Green —Fourth grade teacher —The Laurence School —Los Angeles, California
    52. 52. STAY FOCUSED ON THE THINKING PROCESS: “ Tell us what strategies you used to solve the problem.” 04/19/10 District Activity - 2010 How? What were you thinking?
    53. 53. Sustaining and Engaging Metacognition 1 . Check for Accuracy 2 . Clarify 3 . Provide data not answers 4. Resist making judgments 5. Stay focused on thinking 6. Encourage Persistence 04/19/10 District Activity - 2010
    54. 54. METACOGNITIVE PROBLEM: <ul><li>COMBINE THE FOLLOWING FOUR SENTENCES: </li></ul><ul><li>The horse jumped over the fence. </li></ul><ul><li>The horse was gray. </li></ul><ul><li>The jump was done gracefully. </li></ul><ul><li>The fence was low and made of brick. </li></ul>04/19/10 District Activity - 2010
    55. 55. Instructional Model 04/19/10 District Activity - 2010 Engaging Instruction For All Students Collaboration Data Analysis Management Learning Strategies Target Tezella G. Cline, 2006 Where / How does HOM fit into our Instructional Model?
    56. 56. Habits of Mind 04/19/10 District Activity - 2010 Persisting Managing Impulsivity Listening w/ understanding & empathy Thinking Flexibly Metacognition Accuracy & Precision Questioning Finding Humor Use all Senses Thinking Interdependently Responding with Wonderment & Awe Read each/ awareness
    57. 57. Habits of Mind attend to: <ul><li>Value - choosing to behave intelligently </li></ul><ul><li>Inclination - deciding to use a certain behavior </li></ul><ul><li>Sensitivity - knowing when to use them </li></ul><ul><li>Capability - having skills & capacity to use them </li></ul><ul><li>Commitment - reflecting on improvement </li></ul><ul><li>Policy - promoting and incorporating their daily use </li></ul>04/19/10 District Activity - 2010
    58. 58. Sustaining and Engaging Metacognition 1 . Check for Accuracy 2 . Clarify 3 . Provide data not answers 4. Resist making judgments 5. Stay focused on thinking 6. Encourage Persistence 04/19/10 District Activity - 2010
    59. 59. T HINK A LOUD P ROBLEM S OLVING <ul><ul><li>Pose challenging problems then: </li></ul></ul><ul><ul><li>Invite students to describe their plans </li></ul></ul><ul><ul><li>and strategies for solving the problem. </li></ul></ul><ul><ul><li>Share their thinking as they are </li></ul></ul><ul><ul><li>implementing their plan. </li></ul></ul><ul><ul><li>Reflect on/evaluate the </li></ul></ul><ul><ul><li>effectiveness of their strategy . </li></ul></ul>04/19/10 District Activity - 2010
    60. 60. 04/19/10 District Activity - 2010 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 MANY BOXES ARE THERE ALL TOGETHER? METACOGNITIVE PROBLEM:
    61. 61. Think about this! 04/19/10 District Activity - 2010
    62. 62. Answer 04/19/10 District Activity - 2010
    63. 63. Habits of Mind Assignment <ul><li>Read all general information about the Habits of Mind (overview) </li></ul><ul><li>Plan your work (with group) </li></ul><ul><li>Focus on your assigned Habit </li></ul><ul><li>Develop ideas and plan for your chart </li></ul><ul><li>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 </li></ul><ul><li>Be ready to share your ideas with everyone </li></ul>04/19/10 District Activity - 2010
    64. 64. Let’s Think! 04/19/10 District Activity - 2010 Arethia Franklin “ Think”
    65. 65. STAY FOCUSED ON THE THINKING PROCESS: “ Tell us what strategies you used to solve the problem.” 04/19/10 District Activity - 2010
    66. 66. <ul><li>&quot; Success is a state of mind. If you want success, start thinking of yourself as a success.&quot; Dr. Joyce Brothers </li></ul>04/19/10 District Activity - 2010 You are who and what you think you are!
    67. 67. If You’re Thinking and You Know It! <ul><li>If You’re Thinking and You Know It Clap your hands! </li></ul><ul><li>If You’re Thinking and You Know It Clap your hands! </li></ul><ul><li>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! </li></ul>04/19/10 District Activity - 2010
    68. 68. If You’re Thinking and You Know It! <ul><li>If You’re Thinking and You Know It Stomp Your Feet! </li></ul><ul><li>If You’re Thinking and You Know It Stomp Your Feet ! </li></ul><ul><li>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 ! </li></ul>04/19/10 District Activity - 2010
    69. 69. If You’re Thinking and You Know It! <ul><li>If You’re Thinking and You Know It Snap Your Fingers ! </li></ul><ul><li>If You’re Thinking and You Know It Snap Your Fingers ! </li></ul><ul><li>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! </li></ul>04/19/10 District Activity - 2010
    70. 70. If You’re Thinking and You Know It! <ul><li>If You’re Thinking and You Know It Say Habits of Mind ! </li></ul><ul><li>If You’re Thinking and You Know It Say Habits of Mind ! </li></ul><ul><li>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 ! </li></ul>04/19/10 District Activity - 2010 Habits of Mind! Habits of Mind! Habits of Mind!
    71. 71. If You’re Thinking and You Know It! <ul><li>If You’re Thinking and You Know It Say Do All Four! (Repeat 2 times) </li></ul>04/19/10 District Activity - 2010 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 All Four! Habits of Mind!
    72. 72. Are You Thinking? <ul><li>Are you thinking? </li></ul><ul><li>Are you thinking? </li></ul><ul><li>Yes you are! </li></ul><ul><li>Yes you are! </li></ul><ul><li>Using persistence, Clarity, Precision </li></ul><ul><li>Habits of Mind </li></ul>04/19/10 District Activity - 2010 Sing to the tune of, “Are you Sleeping?”
    73. 73. HABITS OF MIND: STAGES OF DEVELOPMENT <ul><li>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. </li></ul>04/19/10 District Activity - 2010 0 1 2 3 4 5 6 Awareness What are HOM Recognition How Prediction & Valuing When and Why Adoption Use Reflection Assessment & growth Internalizing Life Long
    74. 74. 04/19/10 District Activity - 2010 Habits of Mind For 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! <ul><li>A = 5 </li></ul><ul><li>Describe a time when you have persisted and succeeded. </li></ul><ul><li>Make a comic strip that shows the use of a HoM. </li></ul><ul><li>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. </li></ul><ul><li>B = 6 </li></ul><ul><li>Write a rap song about the HoM or a particular Habit. </li></ul><ul><li>Create a game about the HoM. Try it out with your table group. </li></ul><ul><li>Design a model that represents a particular HoM. </li></ul><ul><li>C = 7 </li></ul><ul><li>Survey at least 3 of your family members. Which Habits do they think are the most important and why? </li></ul><ul><li>Create a superhero that uses the HoM to solve problems. Show how your superhero has used the HoM to save the day. </li></ul><ul><li>D = 8 </li></ul><ul><li>Describe what the school would be like if everyone used the HoM using specific examples. </li></ul><ul><li>Write a letter to the SAT team outlining how the HoM could change the schoolyard for the better. </li></ul><ul><li>E = 9 </li></ul><ul><li>Write a creative story that shows the use of the Habits. </li></ul><ul><li>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. </li></ul><ul><li>How would the world be different if all the world’s leaders used the HoM? </li></ul><ul><li>F = 10 </li></ul><ul><li>Create the front page of a newspaper that uses the HoM both in stories and advertising. </li></ul><ul><li>Find an article from the newspaper and write about how it relates to the HoM. (1/2 page). </li></ul><ul><li>Research a group / company and explain with examples how they have used the HoM. </li></ul>
    75. 75. 04/19/10 District Activity - 2010 Task Habits Summarize and Support your Answers Analyze each task and select Habits of Mind needed for success. Summarize and support your answers. First-year teacher Veteran teacher learning to use HOM (your choice) Learning to drive a car
    76. 76. 04/19/10 District Activity - 2010 Task Habits Summarize and Support your Answers Analyze each task and select Habits of Mind needed for success. Summarize and support your answers. KHS Basketball Team The Carolina Basketball team President of Toyota President of the U.S.
    77. 77. What is excellence? <ul><li>&quot;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.&quot; Dr. Martin Luther King, Jr. &quot;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.&quot; Aristotle </li></ul>04/19/10 District Activity - 2010
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    80. 80. Listening with Understanding and Empathy 04/19/10 District Activity - 2010
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    90. 90. Today’s Work Assessment <ul><li>Think about the Habits of Mind. Write about today’s work. </li></ul><ul><li>Date: _____________________________ Name: (Optional)____________________________________ </li></ul><ul><li>Describe the most significant things you learned from this session. </li></ul><ul><li>Describe how this presentation helped you learn about the Habits of Mind . </li></ul><ul><li>Which activities did you value most? Why? </li></ul><ul><li>How did the activities support your learning as you processed the Habits of Mind ? </li></ul><ul><li>How does the work you do in your classroom connect with this content … Habits of Mind ? </li></ul><ul><li>What are your ideas for using what you have learned about Habits of Mind in your classroom? </li></ul><ul><li>Describe the type of follow-up you would benefit from. </li></ul><ul><li>Describe the effectiveness of this presenter and provide any additional comments for improvement. (Use the back if needed.) </li></ul>04/19/10 District Activity - 2010 TGC, 2007 - 2008
    91. 91. HABITS OF MIND Cultivating, Thinking and Discussing <ul><li>READ AND DEFINE IT IN YOUR OWN WORDS </li></ul><ul><li>GIVE EXAMPLES: WHAT DO YOU HEAR PEOPLE SAYING OR SEE THEM DOING AS THEY USE THE HABIT OF MIND </li></ul><ul><li>DESCRIBE SITUATIONS WHEN IT IS IMPORTANT TO USE THE HABIT OF MIND </li></ul><ul><li>POSE QUESTIONS INTENDED TO ELICIT THE HABIT OF MIND IN OTHERS </li></ul>04/19/10 District Activity - 2010
    92. 92. WHAT IS IT ABOUT YOUR STUDENTS THAT MAKES YOU THINK THEY NEED TO LEARN HOW TO THINK? <ul><li>What do you see them doing? </li></ul><ul><li>What do you hear them saying? </li></ul><ul><li>How are they feeling? </li></ul><ul><li>How would you like them to be? </li></ul>04/19/10 District Activity - 2010
    93. 93. 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?” 04/19/10 District Activity - 2010
    94. 94. Rules of Engagement 04/19/10 District Activity - 2010
    95. 95. BREAK 04/19/10 District Activity - 2010 Please return at 10:45.
    96. 96. Warm up! <ul><li>How much would you pay for another person’s thoughts? </li></ul><ul><li>Your thoughts are of great value! </li></ul><ul><li>The thoughts of your students are of great value also! </li></ul>04/19/10 District Activity - 2010
    97. 97. Ahhhhhhh? 04/19/10 District Activity - 2010 Ahhh!
    98. 98. Penny for your thoughts… 04/19/10 District Activity - 2010 Let’s get moving!
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    105. 105. <ul><li>I have no knowledge of this topic at all. </li></ul>04/19/10 District Activity - 2010 0
    106. 106. <ul><li>I have heard of this topic. </li></ul>04/19/10 District Activity - 2010 1
    107. 107. <ul><li>I have some general knowledge about this topic. </li></ul>04/19/10 District Activity - 2010 2
    108. 108. <ul><li>I have some specific knowledge of this topic. </li></ul>04/19/10 District Activity - 2010 3
    109. 109. <ul><li>I understand this topic and can explain it. </li></ul>04/19/10 District Activity - 2010 4
    110. 110. <ul><li>I have a deep understanding and could teach a class! </li></ul>04/19/10 District Activity - 2010 5
    111. 111. ??????????? <ul><li>&quot;The true test of character is...how we behave when we don't know what to do.&quot; John Holt </li></ul>04/19/10 District Activity - 2010
    112. 112. Habits of mind attend to: <ul><li>Value - choosing to behave intelligently </li></ul><ul><li>Inclination - deciding to use a certain behavior </li></ul><ul><li>Sensitivity - knowing when to use them </li></ul><ul><li>Capability - having skills & capacity to use them </li></ul><ul><li>Commitment - reflecting on improvement </li></ul><ul><li>Policy - promoting and incorporating their daily use </li></ul>04/19/10 District Activity - 2010
    113. 113. Warm up! <ul><li>How much would you pay for another person’s thoughts? </li></ul><ul><li>Your thoughts are of great value! </li></ul><ul><li>The thoughts of your students are of great value also! </li></ul>04/19/10 District Activity - 2010
    114. 114. Habits of Mind Assignment <ul><li>Plan your work (with group) </li></ul><ul><li>Read all information about the Habits of Mind (overview) </li></ul><ul><li>Focus on your assigned Habit </li></ul><ul><li>Develop ideas and plan for your chart </li></ul><ul><li>Be ready to share your ideas with your group tomorrow </li></ul><ul><li>Tomorrow…use all ideas to create your group’s chart explaining your Habit of Mind </li></ul>04/19/10 District Activity - 2010
    115. 115. Understanding the Habits of Mind - Assignment <ul><li>On a Chart: Work with your group to explain your assigned Habit of Mind </li></ul><ul><li>TITLE </li></ul><ul><li>CREATE A SIMILE: “…. (name the habit of mind) IS LIKE A…..…. BECAUSE…….” </li></ul><ul><li>CREATE A LOGO OR SYMBOL FOR THE HABIT OF MIND </li></ul><ul><li>COMPOSE A BRIEF STATEMENT, SLOGAN, OR SONG THAT SUMMARIZES THE HABIT OF MIND </li></ul><ul><li>Be ready to present! </li></ul>04/19/10 District Activity - 2010
    116. 116. HABITS OF MIND Cultivating, Thinking and Discussing <ul><li>READ AND DEFINE IT IN YOUR OWN WORDS </li></ul><ul><li>GIVE EXAMPLES: WHAT DO YOU HEAR PEOPLE SAYING OR SEE THEM DOING AS THEY USE THE HABIT OF MIND </li></ul><ul><li>DESCRIBE SITUATIONS WHEN IT IS IMPORTANT TO USE THE HABIT OF MIND </li></ul><ul><li>POSE QUESTIONS INTENDED TO ELICIT THE HABIT OF MIND IN OTHERS </li></ul>04/19/10 District Activity - 2010
    117. 117. WHAT IS IT ABOUT YOUR STUDENTS THAT MAKES YOU THINK THEY NEED TO LEARN HOW TO THINK? <ul><li>What do you see them doing? </li></ul><ul><li>What do you hear them saying? </li></ul><ul><li>How are they feeling? </li></ul><ul><li>How would you like them to be? </li></ul>04/19/10 District Activity - 2010
    118. 118. Sustaining and Engaging Metacognition 1 . Check for Accuracy 2 . Clarify 3 . Provide data not answers 4. Resist making judgments 5. Stay focused on thinking 6. Encourage Persistence 04/19/10 District Activity - 2010
    119. 119. I don’t know… 04/19/10 District Activity - 2010
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