2. SCHOLARLINESS: Building Habits of a Scholar
Presented by: Sandi Ortiz Ishii
GATE Supervisor
Garden Grove Unified
Circle Map: What is a scholar? Whole group activity to assess prior knowledge…
Scholarliness developed by Dr. Sandra Kaplan, USC

3. A SCHOLAR defined…
One who attends school or studies with a teacher
A student: pupil

4. Habits of a Scholar… A set of traits that are present
in the lives of life-long learners
and successful students

5. Building a foundation for a culture of learners
HABITS supports…
Building a
foundation for a
culture of learners
Bringing these traits into the classroom and using them as a frame of reference for behavior / work habits supports

6. What is the need? Achievement Gap Students as passive learners
Missing piece to Academic Learning
Students need to be explicitly taught how to be students.
We cant assume or get annoyed when students don’t do these things. They must be explicitly taught, modeled and practiced. We can’t expect to tell or blame and see improvement.
We do what we do best-teach.
We need to wage war on Schoolie mentality. This is a form of academic bullying. Face head on, replace with the hope of education.

7. Where Did Scholarliness Come From?
Dr. Sandra Kaplan
USC, Rossier School of Education
Gifted Education Training
Iconic Representation
Gifted Dr.. Sandra Kaplan, Professor at USC, has trained on the elements of Scholarliness over the years at institutes for Gifted and Talented students. Often gifted students develop poor work habits due to the ease of the general education curriculum and they need to taught how to emulate the Habits of a Scholar. The icons associated with each element builds comprehensibility for EL or young students.

8. What research says…
One or more of the Habits supported by research in…
Multicultural Ed, Gay
Habits of Mind, Costa
Understanding By Design, McTeigh & Wiggins
Emotional IQ- Gardner

9. Keys to Effective Schools - W. Hawley, 2007
[In effective schools]“…skills are taught with a view to their application in particular settings … In addition, these skills include general learning and study skills…”

10. Pathways to Scholarliness
Transitioning from dependent to independent thought
Engaging in self directed learning - Taking Pride
Making connections with the world
Text to self
Text to text
Text to world

11. Pathways to Scholarliness
Developing a value for learning
Using self-reflection to discover the self
Understanding there are different pathways to problem solving
AVID kids message… believe in us… teachers powerful force in lives of kids…
My own … allowed quiet until high school

12. The Goal Understand scholarly behaviors Maximize student potential
Explicitly teach students how to be learners
Value the intellectual struggle
Elevate the importance of being a student
Short term goals - own data doing great
Long term goals - future…creates purpose

13. Curiosity
When students have the opportunity to ask their own questions, it has a dramatic impact on the extent to which students continue their journey of thinking and learning.
Quality Questioning (2005)
At this point we have not given the packet yet, in order to participate in a team building activity without prior knowledge

14. Habits of a Scholar A Team Building Introduction…
Create groups of 4
Discuss and match the following:
Title of Habit
Definition of Habit
Icon of Habit
Signal when done
Those with prior knowledge may not speak or point- expressions ok
Check for completion - if incorrect we will tell you number incorrect but not which ones… purpose generate conversation and thought. Everyone is a winner- first one done is a double winner

15. Academic Humility Scholars understand that no matter how
much we learn, there is
always more to learn.
NOTE THE ACADEMIC LANGUAGE: teach it, model, provide examples, review, repeatedly use it.
This goes along with the saying “The More We Know, The More We Realize We Don’t Know.”
This idea contrast greatly with a “KNOW IT ALL.”
THE GLASS IS ALWAYS HALF FULL (not half empty).
**Great Example: Gandhi
When you introduce these elements or habits of a scholar, give examples and also help them to make connections with someone they know or even themselves. For example: How do you show humility?

16. Ponder Ideas
Scholars take the time to think about what they are learning.
Always thinking. Being reflective, under the surface.
GREAT EX: SOCRATES

17. Multiple Perspectives
Scholars look at the world using many different perspectives.
This is similar to depth and complexity.
EXAMPLE: Walt Disney; Judges
RESEARCH SAYS THAT HIGHLY EFFECTIVE SCHOOLS FACILITATE STUDENT EXPLORATION OF
ALTERNATIVE VIEWPOINTS (BUEHL, MANNING, COX, AND FIVES, 2005)

18. Preparation
Scholars are prepared and ready to learn with all the necessary tools for the job.
EXAMPLE: Sally Ride- Astronaut;
Discuss jobs and tools they need. Ex-Hairdresser; Chef; Architect; Doctor; Dentist; etc. Need the right tools to do the job right.

19. Goal Setting
Scholars set goals in life and learning; both long-term goals and short-term goals.
RESEARCH SAYS THAT WHEN TEACHERS FOCUS ON ASSESSMENT AS LEARNING, THEY USE CLASSROOM ASSESSMENT AS THE VEHICLE FOR HELPING STUDENTS DEVELOP, PRACTICE, AND BECOME COMFORTABLE WITH REFLECTION AND CRITICAL ANALYSIS OF THEIR OWN LEARNING. (THE KEYS TO EFFECTIVE SCHOOLS).
IMPORTANT TO SET SHORT TERM AND LONG TERM GOALS.
Ask stud. to give examples: When do you set goals; Why? By associating the habit with a particular person, you are helping students build a repertoire of role models they can identify with.
EX: Cesar Chavez

20. Intellectual Risk-taking
Scholars are willing to take intellectual risks. They think “outside of the box.”
RESEARCH SAYS THAT TEACHERS IN EFFECTIVE SCHOOLS CONVEY CONFIDENCE THAT STUDENTS WILL LEARN SUCCESS THROUGH HARD WORK ON ACADEMIC TASKS; THEY PROVIDE A SAFE ENVIRONMENT IN WHICH STUDENTS HAVE THE OPPORTUNITY TO MAKE MISTAKES AND TO TRY AGAIN WITHOUT BEING JUDGED AS “STUPID. ” (KEYS TO EFFECTIVE SCHOOLS)
(LOWERING THE AFFECTIVE FILTER).
EX: Martin Luther King, Jr.
By the way, these habits are not in any particular order; not necessarily more important than the others;
They are interwoven.
Students can self-reflect and connect by sharing: EX: How have you shown that you have taken risks? Teachers should share stories as well.

21. Excellence
Scholars take pride in their work and seek excellence in their finished products.
EX: Dr. Seuss
Scholars know there is always room for improvement; Strive to get better;

22. Intellectual Curiosity
Scholars are curious about learning and are willing to ask questions and seek answers.
RESEARCH SAYS QUESTIONING CAN KEEP STUDENTS THINKING AND LEARNING BEYOND AN INITIAL CORRECT RESPONSE. WHAT TEACHERS DO WITH STUD. RESPONSES EX. MOVE STUD. TO ASK THEIR OWN QUESTIONS OR EXTEND A PEER’S RESPONSE, HAS A DRAMATIC IMPACT ON THE EXTENT TO WHICH STUDENTS CONTINUE THEIR JOURNEY OF THNKING AND LEARNING (QUALITY QUESTIONING, 2005)
EX: Albert Einstein
Build in questioning strategies; Workshop on Oct. 2.

23. Save Ideas
Scholars organize their learning and find ways to save their ideas.
This connects with their use of planners, agendas, and binders.

24. Perseverance
Scholars exercise their minds and learn to keep going, even when faced with hard work.
Explain that to persevere requires hardship in the path of success;
Discuss the importance about the journey in achieving goals not just arriving at the goal; We often learn from our mistakes along the way; We get better as we go;
DISCUSS the feeling one gets when achieving a tough task vs. easy one.
EX: Olympic athletes didn’t just become medal winners; They all started somewhere and went through many hardships to get where they are.

25. Scholars use and look at many varied resources when learning.
EX: ABE LINCOLN
If you don’t know the answer; Be willing to find out and not just say “I don’t know!” Take ownership, responsibility, know where to get answers. BE RESOURCEFUL!
You can build in self reflection activities so that students can make connections with these habits; Make the abstract more concrete.

26. HABIT TOOLS Use as… Connections between scholar and self
Prompts for Biography
Studies
Scholarly Development
Prompts for Literature
Responses

27. Is Cesar Chavez a Scholar?
Read the biography of Cesar Chavez and look for traits of a scholar.
Note examples of scholarliness.
Setting Goals
Excellence
Intellectual Risk Taker
Perseverance

28. What does it look like in your class?

29. Behavior Management Display the Scholarly Habits
Model and demonstrate the expectations of each scholarly skill.
Students need time to practice each of them.
Interact and engage students with these “Scholarly Habits”
Honor students who are developing or demonstrating the skill.

30. Engagement Strategies…
Join a Discussion Like a Scholar
Use prompts as a scaffold
Teach them to talk like a scholar
Critical to EL learners… experts at being quiet…
WHY… don’t want to be stupid… don’t want to be make fun of… shy… lacks confidence… never asked to step up

31. Scholarly Activities Can I find scholarly traits in me?
One way to find out is to study scholars. Can I find some of the scholarly traits in me?
Can I find scholarly traits in me?

32. Set a Habit’s Goal

33. Study a Scholar

34. Where do I find a Scholar?
Base Program
Community
Library
Internet: biography.com; myhero.com
Trade Books
Times in Education, i.e. Hispanic Explorers in Science and Technology
Show examples in TE for HM or Science/Social Studies
2nd grade I.e. Biographies in HM

35. Teachers as Scholars
We as teachers must set the primary example for scholarly behavior
Share your own intellectual struggles
Use academic vocabulary and language patterns
Engage in intellectual debate
Challenge yourself to grow intellectually
Excerpt from Dr. Kaplan training, USC
KIDS Are Hooked by Stories. Memory attached better to stories / emotional connection
SOPHISTICATED LANGUAGE STORY
CHALLENGE SELF … being her does just that!

36. Additional References
Hawley, Willis (edited) (2007). The Keys to Effective Schools: Educational Reform as Continuous Improvement. Thousand Oaks, CA, Corwin Press & National Education Association.
Walsh, Jackie & Sattes, Beth. Quality Questioning. (2005) Thousand Oaks, CA, Corwin Press.

37. Questions or Clarifications