2 YEAR 9 Key competencies Multiple Intelligences Each person is able to learnAll humans are born with eight different intelligencesEach intelligence learns differentlyWordNumberBodyMusicPicturePeopleSelfNature
3 YEAR 10 Building upon what you did in year 9 Pathways – further study, work, etcTaking it a step furtherWhat are your strengths?What areas would you like to work on?What Habits would you like to develop?
4 What are the HABITS OF MIND? Art CostaResearch into the behaviour of successful people – the best in their field, e.g. athletesWhat do they have in common with the way they go about using their minds?Learning to behave more intelligentlyCame up with 16 habits
5 You are already using many of the habits, at school and outside of school Giving you a language to use
7 PERSISTING Stick to it! Trying different strategies Finding different ways to reach your goalsRemaining focused
8 MANAGING IMPULSIVITY Take your time! Thinking before acting (how many of us DON’T do that?)Choose your response‘Think time’ and ‘wait time’ – e.g. count to three before call out
9 THINKING FLEXIBLY Look at it another way Looking at something one way and imagining it a different wayBeing open to alternatives, differences, changeComing at problems from a different angleRedefining what the problem is‘As a result of hearing everyone’s opinions, I have changed my mind…’
10 LISTENING WITH EMPATHY & UNDERSTANDING Understand others Understanding where another person is coming fromAnother’s point of view and emotionsLISTENING versus HEARINGAre we always able to summarise the opinions of others?Before last point – students to pair up and each to briefly say what their favourite chocolate bar is and why, other person is to listen then I will select a few students from audience to summarise what the other said
11 STRIVING FOR ACCURACY Check it again Striving for your personal bestSet high standardsGetting it right – doing it betterChecking and finding ways to improve constantlyIs ‘satisfactory’ good enough?
12 Thinking about your thinking METACOGNITION Know your knowing Being aware of your own thoughts, strategies, feelings & actionsReflecting – what works and what doesn’t work?Metacognitive awareness – how did you solve your problem?= ?Ask students to add the above sum in head (answer is 408)How did they work it out? E.g = 300, = 100, 6+2 = 8
13 QUESTIONING & POSING PROBLEMS How do you know? Having a questioning attitudeDo you remember when you were five?Knowing what data you needDeveloping questioning strategies to develop that dataWhat questions do you ask of someone you’ve met for the first time?Find someone you don’t know wellWhat would you like to find out from that person?What questions did you ask? How many of you asked questions that got a yes or no answer? We all do itExamples of questions asked
14 APPLYING PAST KNOWLEDGE TO NEW SITUATIONS Use what you learn! Access prior knowledgeTake knowledge beyond the situation in which it was learned‘Numb3rs’The show NUMBERS – using Maths knowledge to solve casesApplying learning of another language to understanding of English
15 THINKING & COMMUNICATING WITH CLARITY AND PRECISION Be clear! Fuzzy language – ‘EVERYBODY thinks that this is so…’ Really? Is there not ONE person who doesn’t think this way?Being accurate when talking and writingAvoiding over generalising, distorting, deleting, exaggeratingNobody likes when it gets to 40 degrees – really?Important when writing essays and giving oral presentations
16 CREATING, IMAGINING, INNOVATING Try a different way Coming up with new ideasBeing originalIncluding a DVD of an activity completed in class to include in your portfolios
17 TAKING RESPONSIBLE RISKS Venture out! Reach for the starsTrying something newGoing outside your comfort zone – growing as a personMeasuring up the risksHow many of us find talking in front of a group scary?Giving talksStart small – slowly edge outPractice speaking in front of a friend, then family, then a class then eventually the schoolDoesn’t mean doing dangerous things – it’s about challenging yourselves
18 GATHERING DATA THROUGH ALL SENSES Use your natural pathways Tasting, smelling, touching, moving, listening, seeingGathering different sorts of dataLearning best by taking information in using all our sensesWhat data could you gather if you were to do an assignment on dogs?Information from encyclopedia, Internet, etcInterview dog ownersWatch dogs being trained, at a park, etcPlay with/pat dog
19 THINKING INTERDEPENDENTLY Work together! Working with othersLearning from othersTeam workWorking effectivelyAgain it takes practice
20 FINDING HUMOUR Laugh a little! Seeing the funny side of thingsLaughing at ourselvesNot about putting others downThis habit is demonstrated by the most successful people - Steven Spielberg, Eric Bana, Eddie McGuireMost advanced form of intelligence – it is a difficult thing to doThis doesn’t mean laughing when inappropriateRather it is about being able to see the light side of lifeBreak time – work in groups of about four and get yourselves laughing!!
21 RESPONDING WITH WONDERMENT & AWE Have fun figuring it out Passionate, amazed, intriguedLove doing what you are doingThe most successful love what they do –examples?Opposite of:‘That’s boring…’‘Who cares…’
22 REMAINING OPEN TO CONTINUOUS LEARNING I have so much more to learn The teacher myth: ‘we know it all’Door staying openThe most successful people always want to learn more, to improve, to get better – E.g. EinsteinOpposite of being arrogant‘I know it all’
23 ONE LAST POINT Nothing’s stopping you from becoming the most successful person you can be.
24 HABITS OF MIND PORTFOLIOS WHAT IS A PORTFOLIO?Collection of workShows effort, growth and achievementReflecting about learningSelf evaluatingSetting goals
25 WHAT CAN YOU INCLUDE? Tests Oral presentations Worksheets Role plays Journal writingMusical piecesArtworkWhat else?NB. Include photographs for work pieces that can’t be put into your portfolio – e.g. plays, ceramics, etc
26 PORTFOLIO PROCESS Collect – in your log Select – pieces to include Reflect – using the portfolio entry sheetConnect – at parent-teacher interviews
27 TERM 1 Becoming familiar with the Habits of Mind Use your Year 9 portfolio to work out your strengths and problem areas and to set learning goals for the yearBased on your goals, you will then select four Habits of MindCover page of portfolio
28 Responding & interacting THE 16 HABITS OF MINDThinkingThinking about your thinking (metacognition)Thinking and communicating with clarity & precisionThinking interdependentlyThinking flexiblyResponding & interactingListening with understanding and empathyTaking responsible risksResponding with wonderment and aweFinding humourRemaining open to continuous learningData gatheringApplying past knowledge to new situationsQuestioning and problem posingGather data through all sensesCompleting a taskPersistingManaging impulsivityStriving for accuracyCreating, imagining & innovating
29 You will show your development in each habit by selecting a minimum of two pieces of work or activitiesA total of 8 entries – 2 x 4 habitsEach piece you include must come from a different subject
30 Term 2 Complete entries for two of the habits you have chosen Each entry is to be annotated (with your reflection on how well you achieved the habit)
31 Term 3 Present portfolios at parent-teacher interviews Complete entries for other two habits you have chosen
32 Term 4 Finishing touches Revisit goal setting – have you achieved your goals and how?
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