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Habits of mind in the curriculum chapter 3 (rochelle teachers)
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Habits of mind in the curriculum chapter 3 (rochelle teachers)


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  • 1. Habits of Mind in the Curriculum Denderant Burney Takeesha Clark Savon Williams
  • 2. Purpose of HOM
    • Provides guidelines for a process for interaction
    • Creates a culture of people thinking together, resulting in building a culture through negotiation.
    • Illuminates ideas, solves problems, and accommodates differences.
    • Creates a “Shared Vision”
  • 3. Sharing a Vision for Process
    • School adopts a vision about HOM grade levels and subject areas are excelled.
    • Develops a consistent set of behaviors that are reinforced, transferred, and revisited at school, at home, and in the community
    • Each class reinforce the values of HOM
  • 4. Sharing Common Beliefs
    • Programs and curriculum designs can be enriched by integrating HOM.
    • When developing a program addressing social emotional learning, HOM can foster more thoughtful interactions.
    • HOM is an educational pattern that encourages broader, more panoramic, encompassing, and lifelong learning. No longer short-termed, fragmented, or unrelated.
    • Research suggests, over a period of time, students who are treated intelligently, actually become more so.
  • 5. Elevating the Curriculum
    • HOM curriculum focuses on THINKING, INSTRUCTION, and ASSESSMENT. (p.44-45)
    • Curriculum requirements and standards must be studied for teachers to broaden student knowledge by (covering) the curriculum and deepen student knowledge by allowing them to (uncover) the curriculum.
    • 30 min of Generative discussion may lead to better understanding than 20 min. of detailed coverage of information.
  • 6. Continued…
    • Result of Generative Discussion:
      • Project-based learning allowing students to be more self-directed and responsible for learning.
      • Coaching may be required
      • Raising the expectation for higher-level thinking makes HOM a necessary part of curriculum.
  • 7.
    • Overall goal of HOM is to encourage students to develop these characteristics that will result in successfully working at a higher level.
    • HOM’s are a part of the generative curriculum (Students think beyond the test to find application in other subjects, in future careers, and in their lives)
  • 8. Designing Curriculum with HOM
    • “ Curriculum Mapping”
      • Teachers detail what they currently teach and consider how it builds on the foundation of previous learnings and anticipates those of future years.
      • Define content, skills, and assessments that guide instructional decisions.
      • Share maps across grades, subjects, and schools and consider what is excessive, repetitious, necessary, or missing.
      • Entire staff should engage in this process
      • HOM must be considered among all the varying curriculum goals and outcomes.
  • 9. Content
    • Teachers focus on the coherence and increasing effects of activities in the classroom.
      • Questions to ask self: What concepts do I want my students to know as a result of this activity? What will I do to help them understand? How will I know they understand the concepts/
  • 10. Thinking
    • It’s embeded in subject matter standards describing what students are to do in meeting the content standard.
      • i.e. “analyze the differences”, or “ draw conclusions”)
      • Content becomes a vehicle for experiencing, practicing, and applying the processes needed to think creatively and critically
  • 11. Thinking
    • Thinking Words:
      • Analyze, Apply Classify, compare, Conclude, Connect, contrast, Evaluate, Generalize, Hypothesize, Identify, Inquire, Interpret, Judge, Observe, Organize, Predict, Solve, Summarize, Test
  • 12. Habits of Mind
    • Effects are not immediate. Requires many experiences, encounters, reflections, rehearsals, practice sessions, and instructions.
    • Must teach the vocabulary or HOM, deliberately structuring questions and having students plan and reflect on their use of the habits.
    • Advertise HOM in the schools and speak it’s language
    • Must differentiate based on the individual needs of the students.