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

    • Habits of Mind in the Curriculum Denderant Burney Takeesha Clark Savon Williams
    • 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”
    • 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
    • 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.
    • 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.
    • 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.
      • 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)
    • 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.
    • 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/
    • 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
    • Thinking
      • Thinking Words:
        • Analyze, Apply Classify, compare, Conclude, Connect, contrast, Evaluate, Generalize, Hypothesize, Identify, Inquire, Interpret, Judge, Observe, Organize, Predict, Solve, Summarize, Test
    • 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.