1. BUILDING A THOUGHT-FULL LEARNING COMMUNITY WITH HABITS OF MIND

2. AGENDA Day I EXPLORING HABITS OF MIND AND THEIR PLACE IN CURRICULUM ACTIVATING AND ENGAGING HABITS OF MIND Day II ASSESSING AND REPORTING ON HABITS OF MIND

3. 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?

4. HOW WE WOULD LIKE THEM TO BE: Confident Take risk Think before acting Challenge assumptions Questioning Reflective Proactive Independent learners, thinkers, workers Taking charge of themselves (having a plan of action, self directed) Persisting (stick to it) Venture forth with ideas Make connections (interacting and learning with each other Connecting - feel-think- act. Complex thinkers Creative Inquisitive Emotional strength (control)

5. SHARING THE VISION

6. Habits of mind attend to: 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

7. WHY HABITS OF MIND?  TRANSDISCIPLINARY  AS GOOD FOR ADULTS AS THEY ARE FOR STUDENTS  FOCUSED ON LONG RANGE, ENDURING, ESSENTIAL LEARNINGS

8. z“HABIT IS A CABLE;WE WEAVE IT EACH DAY, AND AT LAST WE CANNOT BREAK IT.”

9. CURRICULUM MIND SHIFTS FROM: Not only knowing right answers. TO: Ô Also knowing how to behave when answers are not immediately apparent.

10. BREAK Please return at 10:45.

11. HABITS OF MIND Discussion 4READ AND DEFINE IT IN YOUR OWN WORDS 4GIVE EXAMPLES: WHAT DO YOU HEAR PEOPLE SAYING OR SEE THEM DOING AS THEY USE THE HABIT OF MIND 4DESCRIBE SITUATIONS WHEN IT IS IMPORTANT TO USE THE HABIT OF MIND 4POSE QUESTIONS INTENDED TO ELICIT THE HABIT OF MIND IN OTHERS

12. On a Chart: 4TITLE 4CREATE A SIMILE: “…. (name the habit of mind) IS LIKE A…..…. BECAUSE…….” 4CREATE A LOGO OR SYMBOL FOR THE HABIT OF MIND 4COMPOSE A BRIEF STATEMENT OR SLOGAN THAT SUMMARIZES THE HABIT OF MIND

13. COMPARE YOUR LIST OF ATTRIBUTES: “HOW WOULD YOU LIKE THEM TO BE?” WITH THE LIST OF HABITS OF MIND. FIND SIMILARITIES

14. THINKING SKILLS HABITS OF MIND COGNITIVE TASKS THAT DEMAND SKILLFUL THINKING EFFECTIVE THINKING REQUIREMENTS: CONTENT THINKING SKILLS

15. ANALYSIS OF VIDEO TAPE ? 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?

16. THINK - PAIR - SHARE ð ANTICIPATE A LESSON YOU ARE PLANNING TO TEACH. ðWHAT CONCEPTS, THINKING SKILLS, TASKS AND HABITS OF MIND MIGHT BE INCLUDED?

17. LUNCH Please return at 1:15.

18. BUILDING A THOUGHT-FULL LEARNING COMMUNITY WITH HABITS OF MIND

19. ACTIVATING AND ENGAGING HABITS OF MIND

20.  P aired H V erbal H F luency

21. . Stick to it! 1. PERSISTING Persevering on a task even though the resolution is not immediately apparent.

22. SHARE AN EXPERIENCE IN YOUR LIFE IN WHICH PERSISTENCE PAID OFF.

23. 2. MANAGING IMPULSIVITY Take your time! Acting with forethought and deliberation.

24. Managing Impulsivity WAIT TIME Ü“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).

25. 3. LISTENING WITH UNDERSTANDING AND EMPATHY Understand others! Devoting mental energies to understanding others’ thoughts and feelings.

26. P ause P araphrase P robe Inquire Clarify LISTENING SEQUENCE :

27. Pausing: Using wait-time before responding to or asking a question allows time for more complex thinking, enhances dialogue and improves decision making.

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

29. Probing: Increases the clarity and precision of the group's thinking by refining understandings, terminology and interpretations.

30. THINKING AND COMMUNICATING WITH CLARITY AND PRECISION GENERALIZATIONS DELETIONS DISTORTIONS DEEP STRUCTURE LANGUAGE “SURFACE LANGUAGE”

31. 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.

32. Speaker: Finish this sentence: “AS I REFLECT ON THIS PAST SCHOOL TERM, I AM MOST PROUD OF………” Listener: Use the Pause, Paraphrase Probe sequence

33. ? WHAT METACOGNITIVE STRATEGIES DID YOU EMPLOY TO MONITOR AND MANAGE YOUR LISTENING SKILLS?

34. Speaker: Finish this sentence: “AS I ANTICIPATE THE NEXT SCHOOL TERM, I’M MOST EXCITED ABOUT…….” Listener: Use the Pause, Paraphrase Probe sequence

35. ? What values are you expressing when you listen to one another so intently?

36. PARAPHRASE WHAT YOU’VE LEARNED ABOUT THE, IMPORTANCE, EFFECTS AND MENTAL PROCESSES OF LISTENING WITH UNDERSTANDING AND EMPATHY

37. 4. THINKING FLEXIBLY: 4. THINKING FLEXIBLY Look at it another way! Changing perspectives, generating alternatives, considering options.

38. THINKING SKILLS HABITS OF MIND COGNITIVE TASKS THAT DEMAND SKILLFUL THINKING EFFECTIVE THINKING REQUIREMENTS: CONTENT THINKING SKILLS

39. ANALYSIS OF VIDEO TAPE ? 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?

40. THINK - PAIR - SHARE ð ANTICIPATE A LESSON YOU ARE PLANNING TO TEACH. ðWHAT CONCEPTS, THINKING SKILLS, TASKS AND HABITS OF MIND MIGHT BE INCLUDED?

41. Think about your thinking! 5. METACOGNITION Being aware of your own thoughts, feelings, and actions and their effects of on others

42. Metacognition: à T hink à A loud à P roblem à S olving

43. T HINK A LOUD P ROBLEM S OLVING Pose challenging problems then: 4 Invite students to describe their plans and strategies for solving the problem. 4 Share their thinking as they are implementing their plan. 4 Reflect on/evaluate the effectiveness of their strategy.

44. A friend is one before whom I may think aloud. --Ralph Waldo Emerson

45. POSE QUESTIONS THAT CAUSE THE STUDENT TO CHECK FOR ACCURACY: “How do you know you are right?” “What other ways can you prove that you are correct?”

46. Pause and Clarify-- (don’t interrupt) “Explain what you mean when you said ‘you just figured it out’.” “When you said you started at the beginning, how did you know where to begin?”

47. Provide data, not answers “I think you heard it wrong; let me repeat the question.” “You need to check your addition.”

48. RESIST MAKING VALUE- JUDGMENTS: “So, your answer is 48. Who came up with a different answer?”

49. STAY FOCUSED ON THE THINKING PROCESS: “Tell us what strategies you used to solve the problem.”

50. ENCOURAGE PERSISTENCE: “C’mon, you can do it!”

51. METACOGNITIVE PROBLEM: COMBINE THE FOLLOWING FOUR SENTENCES: 4The horse jumped over the fence. 4The horse was gray. 4The jump was done gracefully. 4The fence was low and made of brick.

52. IF THE SECOND LETTER IN THE WORD: WEST COMES AFTER THE FOURTH LETTER IN THE ALPHABET, CIRCLE THE LETTER A BELOW. IF IT DOES NOT, CIRCLE THE LETTER B. A B METACOGNITIVE PROBLEM:

53. IF THE CIRCLE IS TALLER THAN THE SQUARE AND THE CROSS IS SHORTER THAN THE SQUARE, PUT A K IN THE CIRCLE.HOWEVER, IF THIS IS NOT THE CASE,PUT A T IN THE SECOND TALLER FIGURE.

54. THERE ARE 3 SEPARATE, EQUAL-SIZE BOXES AND INSIDE EACH BOX THERE ARE 2 SEPARATE SMALL BOXES. INSIDE EACH OF THE SMALL BOXES, THERE ARE 4 EVEN SMALLER BOXES. HOW MANY BOXES ARE THERE ALL TOGETHER? METACOGNITIVE PROBLEM:

55. Sustaining and Engaging Metacognition 1. Check for Accuracy 2. Clarify 3. Provide data not answers 4. Resist making judgments 5. Stay focused on thinking 6. Encourage Persistence

56. 7. QUESTIONING AND POSING PROBLEMS How do you know? Having a questioning attitude. Developing strategies to produce needed data. Finding problems to solve.

57. Questioning And Problem Posing

58. 7. QUESTIONING AND POSING PROBLEMS How do you know? Having a questioning attitude. Developing strategies to produce needed data. Finding problems to solve.

59. Questioning with Intention: 1. Are invitational: Approachable voice, Plurals, Tentativeness, Invitational stems 2. Positive presuppositions 3. Complex levels

60. PLURALS "What are some of your goals?” "What ideas do you have?" "What outcomes do you seek?" "What alternatives are you considering?

61. TENTATIVENESS “What might be some factors that would cause……?” “In what other ways could you solve this problem?” "What hunches do you have that may explain this situation?”

62. Invitational Stems: 4“As you recall….” 4“As you anticipate…….” 4“As you envision……” 4“Given what you know about…….”

63. PRESUPPOSITIONS: Hidden meanings below the surface of language. For example: “Even Mary could get passing grade in that class.”

64.  LIMITING PRESUPPOSITIONS 4“DO YOU HAVE AN OBJECTIVE?” 4“WHY WERE YOU UNSUCCESSFUL?” 4“IF ONLY YOU HAD LISTENED.”

65. EMPOWERING PRESUPPOSITIONS “WHAT ARE SOME OF THE GOALS THAT YOU HAVE IN MIND FOR THIS MEETING?”

66. EMPOWERING PRESUPPOSITIONS “AS YOU CONSIDER YOUR ALTERNATIVES WHAT SEEMS MOST PROMISING?”

67. EMPOWERING PRESUPPOSITIONS “WHAT PERSONAL LEARNINGS OR INSIGHTS WILL YOU CARRY FORWARD TO FUTURE SITUATIONS?”

68. Compose a question intended to invite one or more of the habits of mind. Use the criteria: 4Invitational Stems 4Plurals 4Tentative Language 4Positive Presuppositions

69. HOMEPLAY 1. DESCRIBE TO OTHERS WHAT YOU ARE LEARNING 2. ISOLATE AND PRACTICE PAUSE, PARAPHRASE PROBE