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


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

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