Professional Documents
Culture Documents
OF
MIND:
Essen2al
Disposi2ons
for
the
21st
and
22nd
Centuries
Century
College
and
Career
Readiness
Intellectual
Openness
Inquisi2veness
Analysis
Reasoning,
Argumenta2on
and
Proof
Interpreta2on
Precision
and
Accuracy
Problem
Solving
Conley,
D.
T.
Redening
College
Readiness.
Eugene,
OR:
Educa%on
Policy
Improvement
Center.
21st
Century
Skills
- Critical Thinking
- Creative Thinking
- Collaboration
- Communication
Habits
of
Mind
and
Research
(7
minutes)
The
Habits
of
Mind:
A
subset
of
Disposi2ons
1. Persis%ng
9.
Thinking
and
Communica%ng
with
Clarity
and
Precision
2. Managing
Impulsivity
10.
Gathering
Data
Through
All
3. Listening
with
Understanding
and
Empathy
Senses
11.
Crea%ng,
Imagining,
Innova%ng
4. Thinking
Flexibly
12.
Responding
with
Wonderment
and
5. Thinking
about
Thinking
Awe
6. Striving
for
Accuracy
13.
Taking
Responsible
Risks
7. Ques%oning
and
Posing
14.
Finding
Humor
Problems
15.
Thinking
Interdependently
8. Applying
Past
Knowledge
to
New
Situa%ons
16.
Remaining
Open
to
Con%nuous
Learning
HABITS
OF
MIND
JIGSAW
HOM
DIALOGUE
(5
Minutes)
Learning
Guide
Pp.
3
-
14
Edited by
Arthur L. Costa
1985
1991
2001
The
Habits
of
Mind
1. Persis%ng
9.
Thinking
and
Communica%ng
with
Clarity
and
Precision
2. Managing
Impulsivity
10.
Gathering
Data
Through
All
3. Listening
with
Understanding
and
Empathy
Senses
11.
Crea%ng,
Imagining,
Innova%ng
4. Thinking
Flexibly
12.
Responding
with
Wonderment
and
5. Thinking
about
Thinking
Awe
6. Striving
for
Accuracy
13.
Taking
Responsible
Risks
7. Ques%oning
and
Posing
14.
Finding
Humor
Problems
15.
Thinking
Interdependently
8. Applying
Past
Knowledge
to
New
Situa%ons
16.
Remaining
Open
to
Con%nuous
Learning
15 Minute Break!
Welcome
back from
break!
Habits
of
Mind
in
the
Curriculum:
Three
basic
decisions:
"
OUTCOMES
"
STRATEGIES
"
ASSESSMENT
REFRAMING
TEACHING
AND
LEARNING
Habits of Mind
as Outcomes
Learning Strategies
Assessment
Socratic/Inquiry
On-going
Thinking Maps Curriculum
Decision
Formative
Social Networking
Making Self-Evaluative
Problem Based
Are
we
preparing
students
for
a
life
of
tests
or
for
the
tests
of
life?
SHARING
THE
VISION
Habits of Mind are drawn forth
when confronted with problems,
enigmas, conflicts, ambiguities, the
resolution of which is not
immediately apparent.
THEREFORE..
A CURRICULUM MINDSHIFT
IS NEEDED
FROM: TO:
Not only knowing Also knowing
right answers. how to behave
when answers are
not immediately
apparent.
WHY
HABITS
OF
MIND?
#Transdisciplinary
#As
good
for
adults
as
they
are
for
students
#Focused
on
long
range,
enduring,
essen2al
learnings
Habit
is
a
cable:
We
weave
it
each
day,
and
at
last
we
cannot
break
it.
REFRAMING
TEACHING
AND
LEARNING
Habits of Mind as
Outcomes
Learning Strategies
Socratic/Inquiry
Thinking Maps Curriculum
Social Networking Decision
Making
Problem Based
Exploring
Ways
to
Integrate
the
Habits
of
Mind
Starring
Role!
Suppor%ng
Lead!
Ensemble!
In
groups
of
3.
Count
o
1
-
3
Turn
to
pp
20-21
in
your
handout
Highligh%ng
main
ideas:
All:
Read
rst
2
paragraphs.
1s:
Read
Paragraphs
3
&
4
2s:
Read
paragraphs
5
&
6
3s:
Read
paragraphs
7
&
8
All:
Read
paragraph
9
HABITS OF MIND:
in the Ensemble
Think--
Pair--
Share
What
do
you
observe
the
teachers
doing
to
foster
the
Habits
of
Mind
as
the
ensemble?
HABIT OF MIND
in a Supporting
Role
What
did
you
observe?
What
did
you
see
the
teacher
doing
to
foster
the
Habits
of
Mind
as
a
member
of
the
Cast?
Understand others!
LISTENING
SEQUENCE:
Pause
Paraphrase
Probe
Inquire
Clarify
PAUSING:
Using
wait-+me
before
responding
to
or
asking
a
ques+on
allows
+me
for
more
complex
thinking,
enhances
dialogue
and
improves
decision
making.
PAUSING
In
a
recent
study,
a
team
of
scien%sts
showed
that
in
listening
to
a
musical
symphony,
just
a
one
to
two
second
break
between
movements
triggers
a
urry
of
mental
ac%vity.
So
could
a
one
to
two
second
pause
between
sentences
be
just
as
powerful
in
helping
others
comprehend
our
informa%on?
PAUSING
Think Clearly!
THINKING
AND
COMMUNICATING
WITH
CLARITY
AND
PRECISION
SURFACE LANGUAGE
GENERALIZATIONS
DELETIONS
DISTORTIONS
DEEP
STRUCTURE
LANGUAGE
Paying
apen2on
to
self
and
others:
Awareness
of
what
you
are
saying,
how
it
is
said
and
how
others
are
responding;
aBending
to
learning
styles;
being
sensi+ve
to
your
own
and
others'
emo+ons.
Listener: Use the
Pause, Paraphrase Probe
sequence
Speaker:
Finish
this
sentence:
Habits of Mind as
Outcomes
Learning Strategies
Socratic/Inquiry
Assessment
Thinking Maps Curriculum
On-going
Social Networking Decision Formative
Problem Based Making Self-Evaluative
ASSESSMENT STRATEGIES:
CHECKLISTS
HOW ARE WE DOING CHECKLIST
"Examples
"Non Examples
"Attributes
"Generalization
Jerome Bruner
Summarize
your
understanding
of the Habits
of Mind and
their place in
the curriculum
IN
SCHOOL
OR
JOB-ALIKE
GROUPS
ALAN
KAY
APPLE
COMPUTER
CO.