BUILDING A MORE THOUGHT-FULL LEARNING COMMUNITY WIT by mr8Omq2

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									   BUILDING A MORE
THOUGHT-FULL LEARNING
   COMMUNITY WITH
    HABITS OF MIND
“JUST LIKE ME”
ESSENTIAL QUESTIONS:


What   are the characteristics of effective,
 creative problem solvers?
 How might educators create school and
 classroom conditions to learn, practice,
 assess and report students' growth toward
 internalizing these habits?
AGENDA: Day I

Introductions and Overview of Workshop--
 Discovering and Exploring Habits of Mind
Focus on Students--their dispositions of learning
Habits of Mind: Their place in the curriculum
Activating and Engaging Habits of Mind
   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?
HOW WE WOULD LIKE
   THEM TO BE
       HABITS OF MIND
          Discussion
 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
         ON A CHART:

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 OR
 SLOGAN THAT SUMMARIZES THE
 HABIT OF MIND
COMPARE YOUR LIST OF ATTRIBUTES:

“HOW WOULD YOU LIKE THEM TO BE?”

WITH THE LIST OF HABITS OF MIND.
FIND SIMILARITIES
SHARING THE VISION
Habits of mind Dimensions:
 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
WHY HABITS OF MIND?
TRANSDISCIPLINARY
AS GOOD FOR ADULTS AS THEY ARE FOR
 STUDENTS
FOCUSED ON LONG RANGE, ENDURING,
 ESSENTIAL LEARNINGS
“HABIT IS A
 CABLE; WE
 WEAVE IT EACH
 DAY, AND AT
 LAST WE CANNOT
 BREAK IT.”
  CURRICULUM MIND SHIFTS

FROM:               TO:
 Not only knowing     Also knowing
  right answers.     how to behave
                     when answers
                     are not
                     immediately
                     apparent.
EFFECTIVE THINKING
                     HABITS OF MIND
   REQUIREMENTS:


                      COGNITIVE TASKS
                       THAT DEMAND
                     SKILLFUL THINKING




                        THINKING
                         THINKING
                          SKILLS
                          SKILLS




                          CONTENT
       UNDERSTANDING:
      WHAT DO WE MEAN?

          “He understands me”.
        “She understands French”.
   “Students understand the concept”.
 “She understands the laws of physics”.
“We have an agreement of understanding”.
“This is my understanding of the matter.”
   THINK - PAIR - SHARE

 What do you mean by “understanding”?

 What would you see/hear students
 doing if they “understand?”

 Add your own thoughts
EVIDENCE OF UNDERSTANDING:

CAN STUDENTS:
 EXPLAIN IT ACCURATELY?
 GIVE THEIR INTERPRETATION?
 TAKE ANOTHER’S PERSPECTIVE?
 EMPATHIZE?
 ASK FURTHER QUESTIONS?
 APPLY IT ELSEWHERE?
EFFECTIVE THINKING
   REQUIREMENTS:




                     THINKING
                      SKILLS
 THINKING VERBS FOUND IN
       STANDARDS

ANALYZE     EXPLORE      RESPOND
APPLY       DIAGRAM      SUPPORT
CLASSIFY    IDENTIFY     REPRESENT
COMPARE     INTERPRET    VISUALIZE
CONNECT     JUDGE        REASON
CONTRAST    OBSERVE      VERIFY
DESCRIBE    ORGANIZE     SOLVE
DISCUSS     PARAPHRASE   SUMMARIZE
ELABORATE   PREDICT      SIMPLIFY
“THINKING IS THE HARDEST
WORK THERE IS WHICH IS
WHY SO FEW PEOPLE
ENGAGE IN IT.”

           HENRY FORD
 DIRECT INSTRUCTION IN
    THINKING SKILLS
 Do   students know how to perform the
thinking skills?
 Can   students describe the steps in the
thinking process?
 Can they correctly   label the skills when
they use them?

 Do  they apply the skills spontaneously
when solving problems?
LABELING THINKING
SKILLS AND PROCESSES: E.g.

 "Let's look at      "Lets COMPARE
these two pictures”   these two pictures.”

 "What do you        "What do you PREDICT
think will happen     will happen when…?”
when…?”

 "Lets work          "Let's ANALYZE this
this problem."        problem.”
 LABELING THINKING
 SKILLS AND PROCESSES: E.g.

"How do you know        "What EVIDENCE do
that's true?”            you have to support..?”

"How else could         ”In what situations
you use this…?”          might you APPLY this…?”


“Do you think that is   “As you EVALUATE
the best alternative?    these alternatives….”
LABELING THINKING
SKILLS AND PROCESSES: E.g.

"What do you think "What do you SPECULATE
would happen if…”       might happen if…”

"What did you           "What CONCLUSIONS
think of this story?”    might you draw ...

"How can you           ”How does your
explain…?"              HYPOTHESIS explain…?
EFFECTIVE THINKING
   REQUIREMENTS:




                      COGNITIVE TASKS
                        THAT DEMAND
                     SKILLFUL THINKING
LEARNING TASKS
 Engaging skillfully in a variety
 of authentic, rich activities that
 require strategic planning,
 creative approaches and the
 application of organized,
 multiple and complex thinking
 skills.
 RICH TASKS REQUIRING
   SKILLFUL THINKING

"EXECUTIVE PROCESSES"
   (METACOGNITION)

  SOLVING A PROBLEM

  MAKING A DECISION

  CREATING SOMETHING NEW

  CONSTRUCTING MEANING
EFFECTIVE THINKING
                     HABITS OF MIND
   REQUIREMENTS:


                      COGNITIVE TASKS
                       THAT DEMAND
                     SKILLFUL THINKING




                        THINKING
                         THINKING
                          SKILLS
                          SKILLS




                          CONTENT
       LESSON ANALYSIS
What math concepts were being learned in
 this lesson?
In which thinking skills were students
  engaging?

What was the nature of the task the
 students were performing?

Which habits of mind were students drawing
 upon?
 THINK - PAIR - SHARE

 ANTICIPATE A LESSON YOU ARE
 PLANNING TO TEACH.

WHAT CONCEPTS, THINKING
 SKILLS, TASKS AND HABITS OF
 MIND MIGHT BE INCLUDED?
HABITS OF MIND:


              NOT ANOTHER
              LAYER TO BE
              ADDED TO AN
              ALREADY
              OVERCROWDED
              CURRICULUM….
LIKE A TAPESTRY---

RATHER, HABITS
OF MIND ARE
WOVEN
THROUGHOUT
THE CURRICULM
AND THE SCHOOL.
    SUMMARIZE YOUR
UNDERSTANDING OF THE
 HABITS OF MIND AND
  THEIR PLACE IN THE
     CURRICULUM
ACTIVATING
    AND
 ENGAGING
 HABITS OF
   MIND
 Paired
 Verbal
 Fluency
              HABITS OF MIND:
   A JOURNEY OF CONTINUOUS GROWTH
1. Exploring meanings


2. Expanding Capacities

3. Increasing Alertness
4. Extending Values

 5. Building Commitment

  INTERNALIZATION
HABITS OF MIND:                     Expanding
DIMENSIONS OF GROWTH                Capacities




      Exploring                                          Extending
                              INTERNALIZATION
      Meanings                                            Values
                                   OF THE
                               HABITS OF MIND




                                                   Building
                       Increasing                Commitment
                       Alertness
1. PERSISTING


Persevering on a task
even though the resolution
is not immediately apparent.



            Stick to it!
     Failed in business, 1831
  Defeated for legislature, 1832
  Again failed in business, 1833
   Elected to legislature, 1834
   Defeated for Speaker, 1838
    Defeated for elector, 1840
   Defeated for Congress, 1843
    Elected to Congress, 1846
   Defeated for Congress, 1848
    Defeated for Senate, 1855
 Defeated for vice-president, 1858
    Defeated for Senate, 1858
Elected President of the United States,
                 1860

           Abraham Lincoln
  PERSISTING:
       Share an experience
      in your life in which
     persistence paid off.

What skills and strategies did
          you employ?
             WEBBING DIAGRAM



 `


               STRATEGIES
                   FOR
              PERSISTENCE…




In table groups, create a mind-map for
     “what to do when I get stuck”.
2. MANAGING IMPULSIVITY


Acting with forethought
and deliberation.



      Take your time!
MANAGING
IMPULSIVITY

 “DON’T CALL OUT
 IN ASSEMBLY IF
   YOU LOOSE A
TOOTH. YOU WAIT
 UNTIL ASSEMBLY    Clip
    IS OVER.”
  GAGE, GRADE 1
DISCUSSION:

 What is motivating the decision about
 what is the right thing to do?
 How do you know?

 What considerations might have guided him,
  what strategies might he have used to take
  more appropriate actions?
MANAGING IMPULSIVITY

What advice would you give
 this person as to how to
respond to this situation?
3. LISTENING WITH UNDERSTANDING
    AND EMPATHY

  Devoting mental energies to understanding
  others’ thoughts and feelings.




                  Understand others!
LISTENING SEQUENCE:

   • Pause
   • Paraphrase
   • Probe
     • Inquire
     • Clarify
Pausing:

 Using wait-time before responding
 to or asking a question allows time
 for more complex thinking, enhances
 dialogue and improves decision making.
WAIT TIME
“After having asked a question, the
 average teacher waits 1 second before
 either calling on a student, asking another
 question or answering the question
 him/herself.”
Rowe, M. B. "Wait Time and Rewards as Instructional Variables:
  Their Influence on Language, Logic and Fate Control. "Journal of
  Research, in Science Teaching 11, 2: 81-84. (Spring 1974).
LEARNING TO WAIT

Gauging how long to wait -
 Watch the eyes!
 Count backward from 3.
  Paraphrasing:

Lets others know that you are
listening, that you understand
or are trying to understand
them and that you care.
Probing:

Increases the clarity and precision
of the group's thinking by refining
understandings, terminology
and interpretations.
9. THINKING AND
COMMUNICATING WITH CLARITY
AND PRECISION


Striving for accurate
communication in written
and oral form.


Think Clearly!
THINKING AND COMMUNICATING
WITH CLARITY AND PRECISION


                 “SURFACE LANGUAGE”

                 GENERALIZATIONS
                    DELETIONS
                   DISTORTIONS

                   DEEP STRUCTURE
                      LANGUAGE
Paying attention to self and
          others:

Awareness of what you are saying, how it is said
and how others are responding; attending to
learning styles; being sensitive to your own and
others' emotions.
Listener: Use the
Pause, Paraphrase Probe
sequence

  Speaker: Finish this sentence:

  “AS I REFLECT ON THE PAST
  SCHOOL YEAR, I AM MOST PROUD
  OF………”
? WHAT METACOGNITIVE
STRATEGIES DID YOU EMPLOY
TO MONITOR AND MANAGE
YOUR LISTENING SKILLS?
Listener: Use the
Pause, Paraphrase Probe
sequence
  Speaker: Finish this sentence:

  “AS I ANTICIPATE THE NEXT
  SCHOOL YEAR, I’M MOST EXCITED
  ABOUT…….”
? WHAT VALUES ARE YOU
EXPRESSING WHEN YOU
LISTEN TO OTHERS SO
INTENTLY?
PARAPHRASE WHAT YOU’VE
  LEARNED ABOUT THE,
IMPORTANCE, EFFECTS AND
  MENTAL PROCESSES OF
    LISTENING WITH
  UNDERSTANDING AND
        EMPATHY
          JOURNAL REFLECTION


As you reflect on the day’s events,
 what key ideas do you want to
 remember that you will take back to
 your classroom practice?
HOMEPLAY

Describe to others what you are learning.
Isolate and practice Listening skills.
Recognize Habits of Mind in self and
 others.
Self-administer HOM Inventory, pp 27-28
 in Learning Guide

								
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