Habits of mind for kinston high, feb. 24, 2011
Upcoming SlideShare
Loading in...5
×
 

Like this? Share it with your network

Share

Habits of mind for kinston high, feb. 24, 2011

on

  • 4,266 views

This presentation provides an introduction to the Habits of Mind with activities to support participants as they process the Habits. Also includes teacher-created posters which are great examples.

This presentation provides an introduction to the Habits of Mind with activities to support participants as they process the Habits. Also includes teacher-created posters which are great examples.

Statistics

Views

Total Views
4,266
Views on SlideShare
4,251
Embed Views
15

Actions

Likes
2
Downloads
137
Comments
0

1 Embed 15

http://www.pinterest.com 15

Accessibility

Categories

Upload Details

Uploaded via as Microsoft PowerPoint

Usage Rights

© All Rights Reserved

Report content

Flagged as inappropriate Flag as inappropriate
Flag as inappropriate

Select your reason for flagging this presentation as inappropriate.

Cancel
  • Full Name Full Name Comment goes here.
    Are you sure you want to
    Your message goes here
    Processing…
Post Comment
Edit your comment
  • Get Ready to Think… sing to the tune of The Adams Family!
  • Having knowledge of the Habits and using them will support us in learning and in reflecting on our thinking and discussing our thinking.
  • 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.
  • Costa said “Building”, but we are saying cultivating…
  • Value: Choosing to employ a pattern of intellectual behavior rather than less productive patterns. Inclination: Feeling the tendency to employ a pattern of intellectual behaviors . Sensitivity: Perceiving opportunities for, and appropriateness of, employing the pattern of behaviors. Capability: Possessing the basic skills and capacities to carry through with the behaviors. Commitment: Constantly striving to reflect on and improve performance of the pattern of intellectual behaviors. Policy: Making it a policy to promote and incorporate the patterns of intellectual behaviors into actions, decisions, and resolutions of problematic situations.
  • Resources: Where did they com from? Glatthorn Feuerstein Sternbeg Perkins Gardner Goleman
  • Now, record your knowledge of the Habits.
  • 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!
  • Get Ready to Think… sing to the tune of The Adams Family!
  • Value: Choosing to employ a pattern of intellectual behavior rather than less productive patterns. Inclination: Feeling the tendency to employ a pattern of intellectual behaviors . Sensitivity: Perceiving opportunities for, and appropriateness of, employing the pattern of behaviors. Capability: Possessing the basic skills and capacities to carry through with the behaviors. Commitment: Constantly striving to reflect on and improve performance of the pattern of intellectual behaviors. Policy: Making it a policy to promote and incorporate the patterns of intellectual behaviors into actions, decisions, and resolutions of problematic situations.
  • 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!

Habits of mind for kinston high, feb. 24, 2011 Presentation Transcript

  • 1. Lenoir County Public Schools Reaping the Harvest of Change… Through High Quality Professional Development Presented by: Tezella G. Cline, Professional Development Specialist Preparing all students to be competitive and productive citizens in a global economy
  • 2. Introduction to Habits of Mind for Kinston High School Lenoir County Public Schools 02/24/11 2011 Reaping the Harvest of Change
  • 3. Outcomes
    • To promote high academic achievement for all students
    • To foster a supportive, thoughtful environment where students think, speak, and behave intelligently
    • To use Habits of Mind to plan activities that promote critical thinking in all content areas
  • 4. Objectives
    • Today you will…
    • Actively engage in group, partner, and individual activities to analyze The Habits of Mind
    • Read to summarize The Habits of Mind
    • Illustrate, explain , and describe your group’s thinking related to one assigned Habit
    • Reflect on the value of using The Habits of Mind to cultivate thinking and support your response
    • Brainstorm ways to apply The Habits of Mind in your classroom and school and predict possible outcomes
  • 5. Ground Rules Cultivating Excellence… 1. Have fun! 2. Learn about thinking and have fun! 3. Interact and think! 4. Think about your thinking. 5. Share your thoughts about your thinking! 6. Relax , enjoy, and have fun thinking! What rules are important to you during our time together? What type of working atmosphere is best for you? What About… Snacks? Restroom? Breaks? Cell phones? Start times/ ending time? Other?
  • 6. My Notes – ______________ Date: _______________ Name: _____________ My ideas… My questions… Notes…
  • 7. Discovering & Exploring Habits of Mind Presented by: Arthur L. Costa, ED. D. & Bena Kallick, PH. D.
  • 8. Pre-Assessment “A Sticky Assignment”
    • Get a sticky note
    • Prepare to rate your knowledge of the topic
    • Write what you know about the topic on the front
      • If 0 , write a “?”
      • If 1 , tell where or how you heard about this topic
      • If 2 , List what you know (general knowledge)
      • If 3 , 4, or 5 , write specific information to record what you know about the topic
      • Write your name on the back of your sticky note
      • *Walk to the wall area and place your sticky note on the graph in the appropriate location… (get a ticket)
    (No knowledge of this at all.) (I have heard of)
  • 9. Graph your knowledge… Habits of Mind 0 1 4 3 2 6 5 9 8 7 Name:_________________ 10 February 24, 2011 Before Training After Training October 24 March June 1 – 2 Heard of HOM 0 – no knowledge 3 – 4 Can name 5 – 6 Can name & describe 7 – 8 Can name & explain 9 – 10 Can explain, give examples & apply
  • 10. Graph your knowledge… Habits of Mind 0 1 4 3 2 6 5 9 8 7 Name:_________________ 10 January 5, 2011 Before Training Partner’s Name: _________________ After Training June Use a marker to create a bar graph to track your progress. Mark your current level of knowledge. March Record notes to document and reflect on what you have learned.
  • 11. Graph your knowledge… Habits of Mind 0 1 4 3 2 6 5 9 8 7 Name:_________________ 10 February 24, 2011 Before Training Partner’s Name: _________________ After Training June March
  • 12. Habits of Mind
    • Ways of thinking
    • Help you know what to do when you don’t know the answer
    • Allow you to talk about thinking
    • Support you as you learn
    • Support and sustain student engagement
  • 13. Warm up!
    • Get Ready to think!
    • Get Ready to think!
    • Get Ready to think!
    • Get Ready to think!
    • Get Ready to think!
    Sing to tune of Adams Family Clap or snap fingers
  • 14. So, what were you thinking?
    • During the activity
      • Thinking
      • Feeling
      • Doing
      • Saying to yourself
      • - How successful were you with the activity? Why?
  • 15. What Are Habits of Mind?
    • Read from your handout and highlight the answers:
      • What is a Habits of Mind?
      • How many Habits are there?
      • Name each of the Habits of Mind?
  • 16. I don’t know…
  • 17. The Condition of Not Knowing:
    • “ To admit to not knowing is to risk vulnerability; to pretend to know is to risk error.”
    • Corcocan, 1981
    • Permission granted by: Leslie Huling, Austin Educational Associates, Austin Texas.
  • 18. Dr. Costa asked this question:
    • List the characteristics and behaviors that you would like to see in your students as they learn each day?
    Share with a partner and then we’ll hear from your table. What traits would you like to see in your students here at Southwood Elementary School?
  • 19. How We Would Like All Students To Be Or Function:
    • Confident
    • Take risks
    • Think before acting
    • Challenge assumptions
    • Questioning
    • Reflective
    • Proactive
    • Independent leaders, thinkers, workers
    • Taking charge (having a plan of action, self directed)
    • Persisting (stick to it)
    • Venture forth with ideas
    • Make connections (interacting and learning with other leaders
    • Connecting - feel-think-act.
    • Complex thinkers
    • Creative
    • Inquisitive
    • Emotional strength (control)
  • 20. Cultivating A THOUGHT-FULL LEARNING COMMUNITY WITH HABITS OF MIND
  • 21. Habits of Mind Persisting Managing Impulsivity Listening w/ understanding & empathy Thinking Flexibly Metacognition Accuracy & Precision Questioning Finding Humor Use all Senses Thinking Interdependently Responding with Wonderment & Awe
  • 22. Handout /Packet
    • Read pages 1 – 2
      • How many Habits are there?
      • Think of words or phrases that could explain each Habit.
      • Be aware of these habits as you prepare to engage in our next activity
      • At the end of the activity, you will be asked to reflect on your thinking to connect to these Habits
  • 23. 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.
  • 24. STAY FOCUSED ON THE THINKING PROCESS: “ Tell us what strategies you used to solve the problem.” How? What were you thinking?
  • 25. 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
  • 26. T HINK A LOUD P ROBLEM S OLVING
      • 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
      • effectiveness of their strategy .
  • 27. So Remember… Mistakes are a natural part of learning…
    • "Admitting errors clears the score and proves you wiser than before." Arthur Guiterman
  • 28. Why use these?
    • Habits of Mind
    Cultivate thinking Promote intelligent behaviors Support all subject areas Everyone benefits Can be applied to any situation It’s Free!
  • 29. 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
  • 30. WHY HABITS OF MIND?
    • TRANSDISCIPLINARY
    • AS GOOD FOR ADULTS AS THEY ARE FOR STUDENTS
    • FOCUSED ON LONG RANGE, ENDURING, ESSENTIAL LEARNINGS
  • 31. CURRICULUM MIND SHIFTS
    • FROM:
    • Not only knowing right answers.
    • TO:
    • Also knowing how to behave when answers are not immediately apparent.
  • 32. Remember this…
    • "Motivation is what gets you started. Habit is what keeps you going." Jim Ryuh
  • 33. Are You Thinking?
    • Are you thinking?
    • Are you thinking?
    • Yes you are!
    • Yes you are!
    • Using persistence, Clarity, Precision
    • Habits of Mind
    Sing to the tune of, “Are you Sleeping?”
  • 34. HOM Connections
    • 21 Century Skills
      • Life & Career Skills
        • Flexibility & Adaptability
        • Initiative & Self-Direction
        • Social & Cross-cultural Skills
        • Productivity & Accountability
        • Leadership & Responsibility
    • NC Professional Teaching Standards
      • Standard IV: Teachers facilitate learning for their students
        • Element E – Teachers help students develop critical thinking and problem-solving skills
        • Element G – Teachers communicate effectively
  • 35. Think about this!
  • 36. Answer
  • 37. 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
    • Be ready to share your ideas with everyone when time is called
    2 pages in white packet
  • 38. 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
    • Be ready to present!
    Show some examples –slide 64
  • 39. Groups
    • 3 or 4 people in the group
    • One Habit is Assigned to your group
    • Prepare to present
    • Chart Paper
    • Add color
    • Be creative!
    • Really show us the Habit!
  • 40. Habits of Mind Presentation
    • Get ready for your chart presentation!
    Take notes on the sheet provided.
  • 41. Time to Share!
    • Explain your Habit of Mind
    • Explain your poster
    • (2 to 3 minutes)
    • Listeners should record notes on the sheet provided
    Habits of Mind Tan Packet
  • 42. Graph your knowledge… Habits of Mind 0 1 4 3 2 6 5 9 8 7 Name:_________________ 10 January 5, 2011 Before Training After Training October 24 March June 1 – 2 Heard of HOM 0 – no knowledge 3 – 4 Can name 5 – 6 Can name & describe 7 – 8 Can name & explain 9 – 10 Can explain, give examples & apply
  • 43. Getting Started… Teaching the Habits Of Mind Tips Reminders Ideas Suggestions
  • 44. 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.
    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
  • 45. Teaching the Habits of Mind
    • There is not one way to teach them
    • Use the language and model using the Habits
    • Provide an overview activity
    • Introduce them one at a time
    • Start with the Habits your students need most
    • Encourage students to use the language as they reflect on their thinking
    • Pay attention to the Stages
    • Consider your instructional content and activities
    • Remind students to pay attention to Habits as they work
    • Assess the students knowledge and use of the Habits over time
  • 46. 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!
  • 47. 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 !
  • 48. 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!
  • 49. 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 !
    Habits of Mind! Habits of Mind! Habits of Mind!
  • 50. If You’re Thinking and You Know It!
    • If You’re Thinking and You Know It Say Do All Four! (Repeat 2 times)
    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!
  • 51. Follow Up Ideas…
    • Begin using the Habits yourself
    • Visit the HOM website
    • Introduce the Habits to your students
    • Send me an email reflection
    • Have students to create posters
    • Contact me to visit your classroom
    • Create a school-wide HOM wiki
  • 52. Thank You! Tezella G. Cline
  • 53. Formulate strategies to cultivate thinking in your classroom using The Habits of Mind? Habits of Mind
  • 54. 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.
    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
  • 55. Cultivate Thinking Encourage students to evaluate issues from different points of view, then support their statements. Use language and questions that will trigger deeper thought.
  • 56. Cultivate Thinking 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.
  • 57. 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.
    Sharon Green —Fourth grade teacher —The Laurence School —Los Angeles, California
  • 58. Habits of Mind Assignment: 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 = 5
    • Describe a time when you have persisted and succeeded.
    • Make a comic strip that shows the use of a HoM.
    • 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 = 6
    • Write a rap song about the HoM or a particular Habit.
    • Create a game about the HoM. Try it out with your table group.
    • Design a model that represents a particular HoM.
    • C = 7
    • Survey at least 3 of your family members. Which Habits do they think are the most important and why?
    • Create a superhero that uses the HoM to solve problems. Show how your superhero has used the HoM to save the day.
    • D = 8
    • Describe what the school would be like if everyone used the HoM using specific examples.
    • Write a letter to the SAT team outlining how the HoM could change the schoolyard for the better.
    • E = 9
    • Write a creative story that shows the use of the Habits.
    • 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.
    • How would the world be different if all the world’s leaders used the HoM?
    • F = 10
    • Create the front page of a newspaper that uses the HoM both in stories and advertising.
    • Find an article from the newspaper and write about how it relates to the HoM. (1/2 page).
    • Research a group / company and explain with examples how they have used the HoM.
  • 59. Task Habits Summarize and Support your Answers (why? or how?) Analyze each task and select Habits of Mind needed for success. Summarize and support your answers. White handout packet First-year teacher Veteran teacher learning to use HOM or Tech. tool (your choice) Learning to drive a car or teaching your son/ daughter to drive
  • 60. 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 Persisting Flexible First year is difficult, feels lonely So many factors to deal with Veteran teacher learning to use HOM Remain open to continuous learning Professional growth must never stop New areas of focus New standards (your choice) Learning to drive a car Taking responsible risks Dangerous Must practice to learn
  • 61. Foster Critical Thinking
    • Encourage students to look at issues and situations from many points of view
    • Use language and questions that will trigger deeper thought
    • Give information to find a solution rather than telling the solution
    • Ask students to tell you about their own thinking
    • Use words such as compare, analyze, predict, classify, conclude, give evidence
    • Allow students to analyze a problem, decide what is needed, and then act
    • Let students see you trying new things, learning, growing, and thinking through problems
  • 62. Encourage the use of precise words instead of generalizations Ask students to give evidence, reasons, and to provide examples to back up their statements Larry Bell
  • 63. ???????????
    • "The true test of character is...how we behave when we don't know what to do." John Holt
  • 64. 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
  • 65. Today’s Work Assessment
    • Think about the Habits of Mind. Write about today’s work.
    • Date: _____________________________ Name: (Optional)____________________________________
    • Describe the most significant things you learned from this session.
    • Describe how this presentation helped you learn about the Habits of Mind .
    • Which activities did you value most? Why?
    • How did the activities support your learning as you processed the Habits of Mind ?
    • How does the work you do in your classroom connect with this content … Habits of Mind ?
    • What are your ideas for using what you have learned about Habits of Mind in your classroom?
    • Describe the type of follow-up you would benefit from.
    • Describe the effectiveness of this presenter and provide any additional comments for improvement. (Use the back if needed.)
    TGC, 2007 - 2008 Turn in before leaving.
  • 66.  
  • 67. Listening with Understanding and Empathy
  • 68.  
  • 69.  
  • 70.  
  • 71.  
  • 72.  
  • 73.  
  • 74.  
  • 75.  
  • 76.  
  • 77. HABITS OF MIND Cultivating, 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
  • 78. 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?
  • 79. 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?”
  • 80. Rules of Engagement
  • 81. BREAK Please return at 10:45.
  • 82. 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!
  • 83. Ahhhhhhh? Ahhh!
  • 84. Penny for your thoughts… Let’s get moving!
  • 85.  
  • 86.  
  • 87.  
  • 88.  
  • 89.  
  • 90.  
  • 91. Or maybe…
  • 92.
    • I have no knowledge of this topic at all.
    0
  • 93.
    • I have heard of this topic.
    1
  • 94.
    • I have some general knowledge about this topic.
    2
  • 95.
    • I have some specific knowledge of this topic.
    3
  • 96.
    • I understand this topic and can explain it.
    4
  • 97.
    • I have a deep understanding and could teach a class!
    5
  • 98. Objectives
    • Today you will…
    • Actively engage in group, partner, and individual activities to process and deepen your understanding of the Habits of Mind
    • Chart and present your group’s thinking related to one assigned Habit
    • Reflect on the value of using the Habits of mind to cultivate thinking
    • Brainstorm ways to apply the Habits of Mind in your classroom and school
  • 99. Warm up!
    • Get Ready to think!
    • Get Ready to think!
    • Get Ready to think!
    • Get Ready to think!
    • Get Ready to think!
    Sing to tune of Adams Family Clap or snap fingers
  • 100. 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
  • 101. 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!
  • 102. Ahhhhhhh? Ahhh!
  • 103. Penny for your thoughts… Let’s get moving!
  • 104. 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
  • 105. 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
    • Be ready to present!
  • 106. HABITS OF MIND Cultivating, 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
  • 107. 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?
  • 108. 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.
  • 109. 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:
  • 110. 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
  • 111. 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?”
  • 112.
    • "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