1. Habits of Mind
Skills and Attitudes for 21st Century Citizenship
1st DOST-SEI Project STAR International Conference
August 7 – 9, 2019 at PICC, Manila
Jo-Ann M. Cordovilla
Bicol University
2. Activity 0: Piece of the Puzzle
• Each participant has one piece of a parallelogram.
• Complete the parallelogram by finding the table where a piece has
been placed as well as the other persons who hold pieces of the same
shape.
• The designated table will be your workspace and the other persons
holding a piece of the same parallelogram will be your group-mates
for this session.
3. Activity 1: The White Elephant Exchange
• There are ten paper bags on the table. The objective of each group is
to acquire the most valuable bag.
• Group 1 selects a bag from the table. The succeeding groups can
choose to pick a bag from the table or “steal” the bag of another
group. A group whose bag has been stolen can choose to pick a new
bag or “steal” from another group.
4. Activity 4: The White Elephant Exchange
• Some conditions for “stealing”:
• A bag can only be stolen once per turn
• After three steals, the turn automatically comes to an end
• After group 10 has taken a turn, group 1 gets a chance to “steal” from
another group applying the same conditions for “stealing”.
5. Activity Debriefing
• Did you get the bag that you wanted at the beginning? Why or why
not?
• How did you select the most valuable bag?
• What criteria did you use to select the “most valuable” bag? Did your
criteria work? Why or why not?
7. The Present-Day Mismatch
• Students are often disengaged from
schooling; they need and want skills to be
able to create value rather than follow
instructions.
• Many employers say a lack of coping skills is
the main reason for employment
difficulties. Employers want to recruit
people who know how to learn, who can
work well with others, who can
communicate, and solve problems.
12. What is the difference between Q1 and Q2?
Question 1
• You go to the grocery store and
buy 3 apples, 4 bananas, and 2
pears. How many pieces of fruit
did you buy?
Question 2
• You go to the grocery store.
There are 8 varieties of apples.
You buy 3 of each kind. How
many apples did you buy?
13. What is the difference between Q1 and Q3?
• Question 3:
On Saturday, you run several errands. You go to the grocery store
where you buy 3 apples, 4 bananas, and 2 oranges. You also buy 2
heads of cabbage, 8 large carrots, 3 eggplants, and 5 onions. You then
go to another store where you buy 6 bars of soap, 4 100-watt light
bulbs, and 1 broom. Finally, you stop at the hardware store, where you
purchase 1 Phillips-head screwdriver, 1 crescent wrench, 8 nuts, 8
bolts, and 7 drywall screws. How many items did you buy in total?
14. What are habits of mind?
• They are a set of problem solving, life related skills, necessary to
effectively operate in society and promote strategic reasoning,
insightfulness, perseverance, creativity, and craftsmanship.
• The understanding and application of habits of mind serve to provide
the individual with skills to work through real-life situations and equip
that person to respond using awareness (cues), thought, and
intentional strategy in order to gain a positive outcome.
15. The 16 Habits of Mind
1. Persisting
• Remaining focused and completing tasks despite difficulties or challenges
2. Managing impulsivity
• Thinking before acting; remaining calm, thoughtful and deliberate
3. Listening with understanding and empathy
• Paying attention to try to get an idea of what others are thinking or feeling
4. Thinking flexibly
• Looking at things from different perspectives and considering other options
16. The 16 Habits of Mind
5. Thinking about thinking
• Being aware of own thoughts, feelings, intentions, and actions
6. Striving for accuracy
• Nurturing a desire for exactness, fidelity, and craftsmanship
7. Questioning and posing problems
• Developing a questioning attitude
8. Applying past knowledge to new situations
• Using knowledge beyond the situation it was learned
17. The 16 Habits of Mind
9. Thinking and communicating with clarity and precision
• Striving to be accurate and clear when speaking and writing
10. Gathering data through all senses
• Using the faculties of sight, sound, smell, taste, and touch to get information
11. Creating, imagining, and innovating
• Thinking and doing things that are different from the norm
12. Responding with wonderment and awe
• Appreciating and marveling at the world and the universe
18. The 16 Habits of Mind
13. Taking responsible risks
• Willing to try new things within boundaries
14. Finding humor
• Looking for the whimsical, absurd, ironic and unexpected in life
15. Thinking interdependently
• Learning from and working with others in reciprocal situations
16. Remaining open to continuous learning
• Welcoming of new experiences and knowledge
23. Activity 3: Building a coin bridge
• The task of each group is to make a bridge-like structure that (a) is as
long as a popsicle stick and (b) can carry the heaviest weight without
breaking.
• Each group will be given ten (10) popsicle sticks only.
• Each stick can be exchanged for masking tape of the same length as
the stick.
• The best bridge is the one that can successfully carry the most weight
using the least amount of sticks and masking tape.
24.
25. Integrating HoM into the Curriculum
Habits of Mind, Teacher Training, and the K12 Curriculum
28. Do Project STAR trainings build habits of mind?
• Teaching through Problem Solving
• Inquiry-based Learning
• Interdisciplinary Contextualization
• Teaching Science and Math through Language Strategies
• Design Thinking
29. Repurposing the Curriculum Guide
PERFORMANCE STANDARDS HABIT/S OF MIND TEACHER ACTION
The learners should be able to
develop a written plan and
implement a “Newton’s Olympics”
The habits of mind I can develop
for this performance standard are:
(a) Thinking interdependently
(b) Imagining and innovating
(c) Persisting
I can develop this habit of mind in
my students by:
(a) Organizing working committees
with clear responsibilities
(b) Asking students to redesign or
customize content to suit their
audience
(c) Monitoring student work and
providing constructive advice to
overcome their difficulties
30. Activity 4: Integrating HoM in lessons
I choose the topic: When I teach this, I will: In doing so, I will be able to teach
the habits of mind of:
Choose one topic or lesson from the
curriculum guide (any level)
Describe the activities that students
will do when you teach the topic or
lesson
List the habits of mind that can be
potentially developed when
students perform the activities
32. References
• Costa, Arthur L. Chapter 2: Describing the Habits of Mind. Retrieved June 25, 2019:
www.ascd.org/publications/books/108008
• Heick, Terry. Integrating the Habits of Mind in the Classroom. January 2019:
www.teachthought.com/pedagogy/strategies-for-integrating-the-habits-of-in-the-classroom
• (Author unknown). 21st Century Skills for Global Citizens. Retrieved June 20, 2019:
www.britishcouncil.org
• Alhamlan, Suad. A Systematic Review: Using Habits of Mind to Improve Student’s Thinking in
Class. February 2018: www.doi.org/10.5539/hes.v8n1p25
• Heick, Terry. Integrating the 16 Habits of Mind. October 2012: www.edutopia.org/blog/habits-of-
mind-terrell-heick
• Murray, Jeffrey W. Skills development, habits of mind and the spiral curriculum: A dialectical
approach to undergraduate general education curriculum mapping. March 2016: Cogent
Education www.dx.doi.org/10.1080/2331186X.2016.1156807
• Murray, Jacqui. Teaching Strategies: The 16 Habits of Mind. Retrieved June 25, 2019:
www.teachhub.com/teaching-strategies-16-habits-of-mind
33. Activity 5: The Coffee and Tea Chain
• Each group will receive a set of paper links with something written on
them. The words are all about coffee and tea.
• Arrange the paper links in a chain so that the words written on them
form sentences about coffee and tea.
• The best chains are those that can use all the available paper links.
(Hint: The chain can have more than one loop.)
• (Challenge) Can you form the chain so that a link can be cut out and
the rest reattached to still form a correct sentence?
