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Page 1: How to Teach - The Institute for Habits of Mind · 2014. 6. 1. · 7 How to Teach Habits of Mind by Jean Edwards ©ThinkShop 2008 Introduce the Habits of Mind Go over the 16 Habits
Page 2: How to Teach - The Institute for Habits of Mind · 2014. 6. 1. · 7 How to Teach Habits of Mind by Jean Edwards ©ThinkShop 2008 Introduce the Habits of Mind Go over the 16 Habits

How to Teach

Habits of Mind

by Jean Edwards

Illustrations by Peter Lole

Thinking skills resources for teachersCOPYRIGHT Permission is granted for the purchaser to photocopy sufficient copies for non-commercial educational purposes. This permission is not transferable and applies only to the purchasing individual or institution.

Page 3: How to Teach - The Institute for Habits of Mind · 2014. 6. 1. · 7 How to Teach Habits of Mind by Jean Edwards ©ThinkShop 2008 Introduce the Habits of Mind Go over the 16 Habits

How to Teach Habits of Mindby Jean Edwards

ISBN 1-877377-44-9

©ThinkShop 2008Published by ThinkShop Thinking Resources Ltd.,PO Box 4031Nelson 7045New Zealand

Phone: +64 3 546 6855Fax: +64 3 546 [email protected]

We would like to acknowledge the pioneering work and influence of Arthur L. Costa and Bena Kallick. They have been working together to promote Habits of Mind in schools, businesses, homes, and communities since 1992, and they are the originators of the Habits of Mind (approach to thinking behaviours). Their books on HOM are available from ASCD in the USA, http://www.ascd.org

Arthur L. Costa, Ed.D. is an Emeritus Professor of Education at California State University, Sacramento and Co-Director of the Institute for Intelligent Behavior in El Dorado Hills, California, and Bena Kallick, Ph.D. is a private consultant providing services to school districts, state departments of education, professional organizations and public sector agencies throughout the United States and abroad.

See Acknowledgements on page 63 for more information and websites of interest.

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Introduction 5 - Integrating HOM with authentic learning and teaching. With a message from Art Costa and Bena Kalick - co-developers of Habits of Mind

- What are the Habits of Mind?

- HOM and the Key Competencies

- Flowchart- steps for introducing to your class

Section 1: Introduce The Habits of Mind 8 - How to teach the HOM: Your hand on the doorknob

- The 16 HOM - a chart and self-scoring

- Progress chart

Section 2: Making Posters 12 - Group work: worksheet

- Sample worksheet completed

- Criteria for poster

Section 3: Famous quotes 16

Section 4: Putting Habits of Mind into practice 31 - Strategies to infuse the HOM into regular teaching

- Tools and prompts for using the HOM

Section 5: Assessment Tools 34 -My ongoing thinking

- A rubric

- Reflection sheet on HOM

- Sample GT’s (Graphic Thinkers)

Section 6: Whole-school Professional Development 57 - Key Competencies or Learning Objectives, and HOM

- Indicators for assessing HOM (staff worksheet)

- Indicators: completed sheet

Section 7: Additional resources, Acknowledgements 64

CONTENTS

Page 5: How to Teach - The Institute for Habits of Mind · 2014. 6. 1. · 7 How to Teach Habits of Mind by Jean Edwards ©ThinkShop 2008 Introduce the Habits of Mind Go over the 16 Habits

How to Teach Habits of Mind by Jean Edwards ©ThinkShop 20085

Want a solid UNDERPINNING for your whole school curriculum? Then Use the Habits of Mind

Want to integrate the Key Competencies, Higher-level Learning and Inquiry Learning?

Integrate HOM with:

ÑThe Key Competencies ÑCurriculum Objectives ÑHigher-level Learning ÑInquiry Learning

INTRODUCTION

Habits of Mind are dispositions that are skillfully and mindfully employed by characteristically intelligent, successful people when they are confronted with problems, the solutions to which are not immediately apparent. The Habits of Mind are not just “kid stuff.” All members of the school community _ students, staff and parents _ can practise and therefore continuously improve their Habits of Mind. The Habits of Mind become the norms of the school. They are invested into the school culture as well as becoming the goals of the curriculum and assessment.

This publication makes a valuable addition to a growing number of resources intended to support teachers and parents in making the world a more cooperative, thought-full and compassionate place. If you would like to know more about the Habits of Mind, go to www.instituteforhabitsofmind.com

Art Costa and Bena Kalick; co-developers of Habits of Mind.

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How to Teach Habits of Mind by Jean Edwards ©ThinkShop 20086

The Habits of Mind What are they? The Habits of Mind dovetail very neatly with the Key Competencies.

The Habits of Mind are partially thinking dispositions. They are the attitudes and dispositions that individuals may draw on when they are confronted with a problem whose solutions may not be readily apparent. They are a useful and user-friendly means of helping learners to understand their own dispositions or traits, and their learning styles; utilising their understandings of their own strengths and weaknesses to improve their learning. Students are encouraged to reflect on and to transfer their skills and understandings into all areas of their lives.

Art Costa identifies sixteen Habits of Mind. However I’d suggest that rather than trying to use all sixteen together, you simply focus in on the relevant ones for your class. Allow your students to work on their own individual strengths and weaknesses. Students don’t need to memorise all sixteen of them!

Student’s RoleProbably the most important aspect of using the HOM is that it is for the STUDENT to SELF-ASSESS. It’s a pointless exercise if the teacher is imposing these standards on students externally; the aim is for students to internally adopt the HOM, to self-monitor, and to consciously strive to self-improve. There are inventories that a student may use, or a teacher may use, to identify which HOM to begin with.

Incorporate Habits of Mind with Authentic LearningAs the New Zealand Curriculum¹ states, “the Key Competencies are intended to be developed in contexts that are challenging, have personal relevance to students, and require them to actively engage with problems.”

Today’s classroom should be an authentic learning experience for students, where students not only follow an inquiry process to develop a research process, but are provided with the opportunities to co-construct the curriculum. Students need greater input into the decision-making process _ from a starting point of deciding what resources to use, and assisting in the use of assessment tools, through to larger-scale such as co-construction of a theme of study². Developing the HOM is an integral part of autonomous learning.

The HOM dovetail beautifully with the Key Competencies. As Art Costa says, HOM is knowing what to do when students don’t know the answer. Understanding and improving the students’ thinking behaviours is the underpinning of all learning.

The underpinnings of this authentic learning are:

Ñ An open-ended inquiry

Ñ A UBD-type framework (basing learning on Big Questions)

Ñ Philosophical discussions or questioning

Ñ High-level thinking

Ñ Choice for students

Ñ Habits of Mind or understanding your own thinking behaviours

Ñ Reflection and transfer

¹ http://nzcurriculum.tki.org.nz/the_new_zealand_curriculum² see Beane (2006)

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How to Teach Habits of Mind by Jean Edwards ©ThinkShop 20087

Introduce the Habits of MindGo over the 16 Habits with your students, and let them identify their own main strength(s) and weakness(es). Remember to discuss your own too!

Make posters (great for wall displays)Assign students into small groups (e.g. matching Habits of Mind focus)Display and go over the sample DEFINITIONS sheet (opposite) of “Looks Like”, “Sounds Like” etc. Hand out blank copies of the worksheet (p. -------). In each group, all group members have to fill in the sheet together (Thinking Interdependently). Individual students can then make their own wall-posters to display, about their Habit of Mind. It should include a slogan, a logo, and an explanatory sentence.

Choose your focus - which Habits of Mind?Suggestion - Either Using all 16 HOM:Each student selects one weakness to focus on for a set period of time (e.g. one week). Hand out copies of the THINKING BEHAVIOURS sheet A; each student and a peer (or yourself) can then assess and comment as needed.

Or to narrow the focus: As the teacher, CHOOSE perhaps five of the Habits of Mind that you think are most appropriate to your class, and enter them on THINKING BEHAVIOURS sheet B. Each student and a peer (or yourself) can then assess and comment as needed.

Using the Habits of MindAs stated earlier, the key point is to allow your students to monitor their own individual strengths and weaknesses. It is only meaningful if the students themselves take responsibility for identifying, monitoring and reflecting on their application and improvement.

THIS IS NOT AN ACTIVITY WHERE YOU SHOULD BE ENTERING TICKS OR GRADES IN YOUR RECORD BOOK.It is sufficient to ask individual students which one of the Habits of Mind is their focusfor the week, and the students should keep a record of their progress monitoring the HOM.During class work, simply REMIND students to focus on their own individual Habits of Mind;e.g. comments such as “While we’re watching this film, if Persistence is your Habits of Mind to be working on, then you could demonstrate that by.....”

Assessing the Habits of MindHand out copies of the THINKING BEHAVIORS pages (p. 16 and 17). Use either the pre-filled one, or hand out the blank one and let students enter their focus for the week/session. Students and a peer/teacher then mark progress on the continuum, along with the date. Summary comments can be added at the bottom after several sessions.

SIX STEPS for introducing the Habits of Mindor Thinking Behaviours to your class

1.

2.

3.

4.

5.

6.

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How to Teach Habits of Mind by Jean Edwards ©ThinkShop 20088

Introducing the Habits of Mind

It is helpful to use an analogy to make relationships and the “big picture” clearer for students. I often use the “doorknob” analogy with my students. I ask them to imagine that using the HOM is like standing with their hand on the doorknob of the entry way to the rest of their lives.

I tell them, “No-one can MAKE you open the door. It is up to you to open the door. And so it is with the HOM. You have to turn that doorknob to open the door to successful thinking behaviours; it’s simply your choice. You can play games with yourself and put things off, or you can take the opportunity to really CHANGE the way you think and act. Grab and turn that doorknob!”

Teacher’s roleThe teacher’s role then, is to REMIND students to apply their own individual HOM. So you need to remind yourself to remind the students! For example:

“As we work through this Science activity, remember to take this opportunity to use your strong HOM and also to strive to improve your weaker one. Remember- your have your handle on the doorknob here- and YOU are the only one who can open this door for yourself!”

Teachers can also simply record the HOM that the student is currently working on; simply checking at roll call time once a week is an easy way to do this.

If you notice that a student has been doing particularly well with his or her HOM, you can discuss that with the student and ask if he or she would like to focus on a different one now.

Do remember that the whole point is that students internalise the HOM and consciously and subconsciously try to use and improve them, to improve their thinking behaviours and their learning behaviors.

Introduce the Habits of MindThere are three basic methods for introducing the HOM to your students; choose which is best for your class.

1. Introduce them all Ñ Hand out a copy of worksheet 1a to each student.

Ñ Orally review all 16 HOM, discuss any points raised or observations.

Ñ Note that a weakness does NOT mean a failing; it only means an area that you want to improve in, even if it’s already pretty good.

Ñ Ask students to identify one strength and one weakness each (give them about five minutes for this).

Ñ Students score themselves out of 10 on the worksheet, in column 1. (Column 2 is for later in the term, whenever you feel it is time to review progress.)

2. Introduce a fewHand out either Worksheet 1b, which is pre-filled for you with the five Habits of Mind probably most common in a regular class, or if you know your class well, then you can probably already identify the major common strengths and weaknesses you want your students to focus on in the beginning. So instead you can fill in the blank spaces on Worksheet 1c. and distribute copies.

3. One at a timeIntroducing them one at a time is probably best suited to the very young students. Introduce, reinforce and discuss one Habit Of Mind until you feel it is time to move on to a second one - for instance, one per week, or one per month.

SECTION 1

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How to Teach Habits of Mind by Jean Edwards ©ThinkShop 20089

Scores (1-10)1 2

The 16 Habits of MindScore yourself now and at the end of this unit.Find and score your STRENGTH and your WEAKNESS.

Habit Of Mind Definition Statements

Name:1a

Stick to it. Complete tasks. Remain focused.

Take your time. Think before you act. Remain calm, thoughtful and deliberate.

Concentrate on what others are saying. Try to get abetter idea of what they mean, as well as how they are feeling about the topic.

Look at the situation in another way. Change your perspective. Consider different options.

Be aware of your own thoughts, strategies, and actions _

and how they affect others. Know which strategies work for you and which ones don’t.Know what you need to do to improve your results.

Check your work again. Build a desire for exactness Craft your work as you would a piece of art or music by considering all aspects.

Ask questions: how, what, where, why, when, who?How do you know something is true? Develop a questioning attitude. Find problems to solve.

Use what you learn. Applying past knowledge to new situations.Transfer what you learn in one situation to another.

Be clear. Communicate accurately in both written and oral form. Avoid over-generalisations, exaggerations, deletions.

Gather information using all the sensory paths: taste, smell, touch, hearing and sight.

Try a different way. Generate novel ideas. Seek original ways of doing and thinking. Invent!

Seeing the “WOW” in our world. Let yourself be intrigued by the world’s phenomena and beauty. Find what is awesome and mysterious in the world. Fully appreciate the world around you and the advantages you have.

Push yourself beyond your comfort zone, but do it responsibly. Take risks, but also take care.

Laugh a little. Look for the strange and unexpected in life. Laugh at yourself whenever you can. Go through life with a smile on your face. Enjoy humour, but not when it causes others to suffer.

Work together. Truly work with and learn from othersin situations.

Learn from your experiences. Be humble enough to admit you don’t know. Resist accepting “good enough”all the time. Enjoy learning new things.

Persisting

Managing impulsivity

Listening withunderstandingand empathy

Thinking flexibly

Thinking about yourthinking (Metacognition)

Striving for accuracy

Questioning and posing problems

Applying pastknowledge to new situations

Thinking and communicating with clarity and precision

Gathering data throughall the senses

Creating, imagining andinnovating

Responding withwonderment and awe

Taking responsiblerisks

Finding humour

Thinkinginterdependently

Remaining open to continuous learning

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How to Teach Habits of Mind by Jean Edwards ©ThinkShop 200810

Habits of Mind

1. PERSISTING (I stick to it, remain focussed).

2. MANAGING IMPULSIVITY(I think before I act, I stay thoughtful, calm and deliberate).

3. THINKING FLEXIBLY (I look at things from different angles, consider other people’s viewpoints).

4. QUESTIONING AND POSING PROBLEMS (I check answers, ask for reasons, ask for other options).

5. APPLYING PAST KNOWLEDGE TO NEW SITUATIONS (I use what I’ve learned in one situation, in another).

My Summary about my thinking behaviours development:

Progress chart: My Habits of Mind focus

Name:

Mark where you think you are on the scale. Add the date underneath (e.g. 12.02.2010). Use the colour key to show who’s doing the assessing!

COLOUR KEY

£me £peer £teacher

Other person’s comments: (teacher, peer, parent) Name:

1b

Always Not yet

Always Not yet

Always Not yet

Always Not yet

Always Not yet

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How to Teach Habits of Mind by Jean Edwards ©ThinkShop 200811

Thinking Behaviours

My Summary about my thinking behaviours development:

Progress chart: My Thinking Behaviours focus

Name:

Mark where you think you are on the scale. Add the date underneath (e.g. 12.02.09). Use the colour key to show who’s doing the assessing!

COLOUR KEY

£me £peer £teacher

Other person’s comments: (teacher, peer, parent) Name:

1c

Always Not yet

Always Not yet

Always Not yet

Always Not yet

Always Not yet

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SECTION 2

Making postersGroup work firstAssign students into small groups (e.g. matching Habits of Mind focus)

Display and go over the sample DEFINITIONS sheet on page 15 of “Looks Like”, “Sounds Like” etc. Hand out blank copies of the worksheet (page 14). Each group has to fill in the sheet together. Individual students can then make their own wall-poster to display, about their particular habit of mind. It should include a slogan, a logo, and an explanatory sentence.

Then individually, students make their own poster using the information from their group work-sheet. You may need to set some criteria beforehand. A sample assessment sheet is provided for you on page 16.

Display the posters! Some suggestions:

Ñ Put up a few at a time in the main foyer, rotate them regularly

Ñ Have students present them in groups at assembly along with a skit and either a rap or a jingle

Ñ Publish them in the school newsletter

Ñ Publish them on your school website

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Group Members:

Date:

Habits of Mind - Worksheet for poster Task: Choose ONE of the Habits of Mind and complete the chart, showing how it might be defined, what it looks and sounds like, and what a suitable logo and slogan might be.

Habit:

Definition:

“ ”Looks like:

Sounds like:

Slogan:

Logo:

Keep going!

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How to Teach Habits of Mind by Jean Edwards ©ThinkShop 200814

The motivation to keep on trying to solve a problem with different methods; not giving up.

Concentrated expression- Absorbed- Crumpled paper- snacks- a plan

"Let's try another way..."…”“"How's about...”…”“"Are we on the right track?"”“"Let's research this."”“Crumpled paper“Quiet“"I'll get this if it kills me!"”

Keep going! There might be another way. It’s not a problem - it’s a challenge. Be proud when you DO YOUR BEST. Just a little bit more...…

Group Members:

Date:

Habits of Mind - Worksheet sampleTask: Choose ONE of the Habits of Mind and complete the chart, showing how it might be defined, what it looks and sounds like, and what a suitable logo and slogan might be.

Habit:

Definition:

“ ”Looks like:

Sounds like:

Slogan:

Logo:

Persisting

sample

Keep going!

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How to Teach Habits of Mind by Jean Edwards ©ThinkShop 200815

Name: Habit of Mind:

I remembered to use my weakest HOM on this!

Is my lettering legible? Can it be read across the room?

CATCHY HEADLINE? (and not necessarily straight across the top of the poster)

LAYOUT: have I used whitespace wisely?

LAYOUT: have I used placement of items to let the eye flow left to right

Have I given at least 3 examples of things students can say or think to practise this HOM?

I’ve included my slogan

I’ve included my logo

I’ve used colour to focus the eye

I’ve put my name on it

Criteria I’ve checked this A friend has checked this

Assessing my Poster

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How to Teach Habits of Mind by Jean Edwards ©ThinkShop 200816

Famous quotes on Habits of Mind

Ideas for use:Ñ Photocopy and hand out relevant section to the groups in your class who are working on that HOM for their posters. Ask them to choose one quote each and to EXPLAIN what it means in a sentence or two.

Ñ Make a class roster, and let students sign up to CHOOSE one and then display it on the classroom wall _ one student per week.

Ñ Choose one quote per week and use it as a discussion point with your class. What does the quote really mean? What are some examples that would illustrate this?

Ñ Use them in your school newsletter, with an explanation or example written by students.

More quotes available at http://www.instituteforhabitsofmind.com Go to “Resources” and choose your Habit of Mind.

1. Persistence “The secret of success is constancy to purpose.” (Benjamin Disraeli)

“Most of the important things in the world have been accomplished by people who have kept on trying when there seemed to be no hope at all.” (Dale Carnegie)

“Let me tell you the secret that has led me to my goal: my strength lies solely in my tenacity.” (Louis Pasteur)

“You’re not obligated to win. You’re obligated to keep trying to do the best you can every day.” (Marian Wright Edelman)

“You just need to be a flea against injustice. Enough committed fleas biting strategically can make even the biggest dog uncomfortable and transform even the biggest nation.” (Marian Wright Edelman)

“Aerodynamically the bumblebee shouldn’t be able to fly, but the bumblebee doesn’t know that so it goes on flying anyway.” (Mary Kay Ash)

SECTION 3

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2. Managing Impulsivity “The real art of conversation is not only to say the right thing at the right place but to leave unsaid the wrong thing at the tempting moment.” (Dorothy Nevill)

“The immature mind hops from one thing to another; the mature mind seeks to follow through.” (Harry A. Overstreet)

“Great things are not done by impulse, but by a series of small things brought together.” (Vincent Van Gogh)

“Speak when you’re angry and you’ll make the best speech you’ll ever regret.” (Laurence Peter)

“The secret of getting ahead is getting started. The secret of getting started is breaking your complex overwhelming tasks into small manageable tasks, and then starting on the first one.” (Mark Twain)

“Your life is the sum result of all the choices you make, both consciously and unconsciously. If you can control the process of choosing, you can take control of all aspects of your life. You can find the freedom that comes from being in charge of yourself.” (Robert F. Bennett, U.S. Senator)

“If you are patient in one moment of anger, you will avoid one hundred days of sorrow.” (Chinese proverb)

“A handful of patience is worth more than a bushel of brains.” (Dutch Proverb) “Before you start up a ladder, count the rungs.” (Yiddish proverb)

“The major way of doing anything with one’s self is to own one’s self. This means to take full responsibility and accountability for whatever I am doing at any moment, with anybody. It means, among other things, that I get rid of all the extra fingers that I point at people and situations to explain my behavior. When a person says “He made me mad” that is not accurate. It is “I made me mad.” When I permit myself the luxury of taking that full responsibility, then I’m on first base, at least, because then I can do something about it.” (W. W. Broadbent)

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3. Listening With Understanding and Empathy “A wise old owl sat on an oak; The more he saw the less he spoke; The less he spoke the more he heard; Why can’t we be like that wise old bird?” (Old English saying)

“Many a man would rather you heard his story than granted his request.” (Phillip Stanhope, Earl of Chesterfield)

“Big egos have little ears.” (Robert Schuller)

“A good listener is not only popular everywhere, but after a while he gets to know something.” (Wilson Mizner)

“Wisdom is the reward for a lifetime of listening... when you’d have preferred to talk.” (D.J. Kaufman)

“The best time to hold your tongue is the time you feel you must say something or bust.” (Josh Billings)

“Of all the skills of leadership, listening is the most valuable and one of the least understood. Most captains of industry listen only sometimes, and they remain ordinary leaders. But a few, the great ones, never stop listening. That’s how they get word before anyone else of unseen problems and opportunities.” (Peter Nulty. National Business Hall of Fame Fortune Magazine)

“A good listener tries to understand what the other person is saying. In the end he may disagree sharply, but because he disagrees, he wants to know exactly what it is he is disagreeing with.” (Kenneth A. Wells)

“The best salespeople are great listeners that’s how you find out what the buyer wants.” (Larry Wilson and Spencer Johnson)

“Just being available and attentive is a great way to use listening as a management tool. Some employees will come in, talk for twenty minutes, and leave having solved their problems entirely by themselves.” (Nicholas V. Luppa)

“You cannot truly listen to anyone and do anything else at the same time.” (M. Scott Peck)

“Listening looks easy, but it’s not simple. Every head is a world.” (Cuban Proverb)

“Big egos have little ears.” (Robert Schuller)

“Listening is a magnetic and strange thing, a creative force. The friends who listen to us are the ones we move toward. When we are listened to, it creates us, makes us unfold and expand.” (Karl Menninger)

“There are people who, instead of listening to what is being said to them, are already listening to what they are going to say themselves.” (Albert Guinon)

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4. Thinking Flexibly “As any jazz musician knows, it takes flexibility and adaptability for improvisation to create beauty.” (Doc Childre and Bruce Cryer, From Chaos to Coherence)

“The bend in the road is not the end of the road unless you refuse to take the turn.” (Anon)

“New ideas stir from every corner. They show up disguised innocently as interruptions, contradictions and embarrassing dilemmas. Beware of total strangers and friends alike who shower you with comfortable sameness, and remain open to those who make you uneasy, for they are the true messengers of the future.” (Rob Lebow)

“Be firm on principle but flexible on method.” (Zig Ziglar)

“Be clear about your goal but be flexible about the process of achieving it.” (Brian Tracy)

“An effective leader allows exceptions to the rule for exceptional results or when circumstance demands.” (John Wooden)

“To the man who only has a hammer, everything he encounters begins to look like a nail.” (Abraham H. Maslow)

“Life is change. Growth is optional. Choose wisely.” (Karen Kaiser Clark)

“Every great and deep difficulty bears in itself its own solution. It forces us to change our thinking in order to find it.” (Niels Bohr)

“A man convinced against his will, is of the same opinion still” (Anon)

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5. Thinking About Thinking (Metacognition) “Thinking is the hardest work there is, which is the probable reason so few engage in it.” (Henry Ford)

“Thought is action in rehearsal.” (Sigmund Freud)

“We do not learn from our experiences; we learn by reflecting on our experiences.” (John Dewey)

“Follow effective action with quiet reflection. From the quiet reflection will come even more effective action.” (Peter F. Drucker) “Those who occupy their minds with small matters, generally become incapable of greatness.” (Francois De La Rochefoucauld)

“The unexamined life is not worth living.” (Socrates)

“The object of reflection is invariably the discovery of something satisfying to the mind which was not there at the beginning of the search.” (Ernest Dimnet)

“Everyone thinks of changing the world, but no one thinks of changing himself. (Leo Tolstoy)

“The learn’d reflect on what before they knew.” (Alexander Pope)

“Knowledge of the self is the mother of all knowledge. So it is incumbent on me to know my self, to know it completely, to know its minutiae, its characteristics, its subtleties, and its very atoms.” (Kahlil Gibran)

“Learning is the ability to make sense out of something you observe based on your past experience and being able to take that observations and associate it with meaning.” (Ruth and Art Winter)

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6. Striving For Accuracy “Fast is fine, but ACCURACY is everything.” (Wyatt Earp, American Gambler, Gunfighter, Lawman)

“Accuracy is the twin brother of honesty; inaccuracy, of dishonesty.” (Charles Simmons)

“Accuracy of observation is the equivalent of accuracy of thinking.” (Wallace Stevens) “If I were to prescribe one process in the training of men which is fundamental to success in any direction, it would be thoroughgoing training in the habit of accurate observation. It is a habit which every one of us should be seeking ever more to perfect.” (Eugene G. Grace. 1876 - 1960)

“Even a stopped clock is right twice a day.” (Anon)

“Stern ACCURACY in inquiring, bold imagination in describing, these are the cogs on which history soars or flutters and wobbles.” (Thomas Carlyle)

“We often discover what will do, by finding out what will not do; and probably he who never made a mistake never made a discovery.” (Samuel Smiles)

7. Questioning and Posing Problems “Sometimes questions are more important than answers.” (Nancy Willard) “Learn from yesterday, live for today, hope for tomorrow. The important thing is not to stop questioning.” (Albert Einstein)

“I refuse to answer that question on the grounds that I don’t know the answer” (Douglas Adams)

“He who asks a question is a fool for five minutes; he who does not ask a question remains a fool forever” (Chinese Proverb)

“You can tell whether a man is clever by his answers. You can tell whether a man is wise by his questions.” (Naguib Mahfouz)

“Questions are the creative acts of intelligence” (Unknown)

“If you judge, investigate” (Seneca)

“Questioning is the door of knowledge” (Irish Saying)

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8. Applying Past Knowledge to New Situations “I’ve never made a mistake. I’ve only learned from experience.” (Thomas A. Edison)

“If you want to understand today, you have to search yesterday.” (Pearl Buck)

“There are no mistakes. The events we bring upon ourselves, no matter how unpleasant, are necessary in order to learn what we need to learn; whatever steps we take, they’re necessary to reach the places we’ve chosen to go.” (Richard David Bach)

“Notice the difference between what happens when a man says to himself, ‘I have failed three times,’ and what happens when he says, ‘I’m a failure.’” (I. Hayakawa)

“We do not learn from our experiences; we learn by reflecting on our experiences.” (John Dewey)

“We often discover what will do, by finding out what will not do; and probably he who never made a mistake never made a discovery.” (Samuel Smiles)

“We learn the rope of life by untying its knots.” (Jean Toomer)

“If you can react the same way to winning and losing, that’s a big accomplishment. That quality is important because it stays with you the rest of your life.” (Chris Evert)

“Good people are good because they’ve come to wisdom through failure.” (William Saroyan)

“Life is a succession of lessons which must be lived to be understood.” (Ralph Waldo Emerson)

“If I have learnt anything it is that life forms no logical patterns. It is haphazard and full of beauties which I try to catch as they fly by, for who knows whether any of them will ever return.” (Margot Fonteyn)

“Those who succeed and do not push on to greater failure are the spiritual middle-classers.” (Eugene O’Neill)

“The top of the hill is but the bottom of another mountain. (Ankit Jamwal) “I got a fortune cookie that said, ‘To remember is to understand.’ I have never forgotten it. A good judge remembers what it was like to be a lawyer. A good editor remembers being a writer. A good parent remembers what it was l ike to be a child.” (Anna Quindlen)

“The measure of success is not whether you have a tough problem to deal with, but whether it is the same problem you had last year.” (John Foster Dulles) “A life spent making mistakes is not only more honorable but more useful than a life spent doing nothing.” (George Bernard Shaw)

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9. Thinking and Communication With Clarity and Precision “Say it clearly and you make it beautiful, no matter what.” (Bruce Weigl)

“If you can’t find the value in an activity, it does not exist.” (Tom Asacker)

“The most important goal of effective communication is clarity. Clarity is not the same as simplicity . Often, simple things are clear if the message is intended to be brief and small, but often the message is about a complex relationship that can only be presented with a necessarily large amount of data. This complexity can be made to appear clear by effective organization and presentation and need not be reduced to meaningless “bite-sized” chunks of data, as simplification usually does. Clarity refers to the focus on one particular message or goal at a time, rather than attempting to accomplish too much at once. Simplicity is often responsible for the “dumbing” of information rather than the illumination of it.” (Michael Hoffman)

“Communication works for those who work at it.” (John Powell)

“Silent gratitude isn’t much use to anyone.” (Gladys Bronwyn Stern, Marlon Brando)

“To effectively communicate, we must realize that we are all different in the way we perceive the world and use this understanding as a guide to our communication with others.” (Anthony Robbins)

“If you just communicate you can get by. But if you skillfully communicate, you can work miracles.” (Jim Rohn)

“Silent gratitude isn’t much use to anyone.” (Gladys Bronwyn Stern)

“Your ability to communicate is the most important skill you can develop to get on to the fast track in your career.” (Brian Tracy)

“Accept complete responsibility both for understanding and for being understood.” (Brian Tracy)

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10. Gathering Data Through All Senses “Tell me, and I’ll forget. Show me, and I may remember. Involve me, and I’ll understand.” (Native American proverb)

“All our knowledge has its origins in our perceptions.” (Leonardo da Vinci)

“It’s not what you look at that matters, it’s what you see.” (Henry David Thoreau)

“It is not easy to describe the sea without the mouth.” (Kokyu)

“Joy in looking and comprehending is nature’s most beautiful gift.” (Albert Einstein)

“Must we always teach our children with books? Let them look a the stars and the mountains above. Let them look at the waters and the trees and flowers on earth. Then they will begin to think, and to think is the beginning of a real education.” (David Polis)

“Seeing is different to being told.” (Proverb from Kenya)

“By pushing the right biological buttons in the brain, scientists are finding they can make the future brighter for many children whose development otherwise would have been stunted... How the buttons work is perhaps the most amazing thing of all. The buttons are the senses: vision, taste, smell, touch and sound and they can be pushed by experiences from the outside world.” (Ronald Kotulak)

“Nothing reaches the intellect before making its appearance in the senses.” (Latin proverb)

“Often the hands will solve a mystery that the intellect has struggled with in vain.” (Carl G. Jung)

“You must understand the whole of life, not just one little part of it. That is why you must read, that is why you must look at the skies, that is why you must sing and dance, and write poems, and suffer, and understand, for all that is life.” (J. Krishnamurti)

“Life is like music, it must be composed by ear, feeling and instinct, not by rule.” (Samuel Butler)

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11. Creating, Imagining and Innovating “If you think you can, you CAN. If you think you cannot, you CANNOT. Either way, you’re RIGHT...” (Unknown)

“One creates from nothing. If you try to create from something you’re just changing something. So in order to create something you first have to be able to create nothing.” (Werner Erhard)

“If I don’t put effort toward creating what I want, I have to put effort toward coping with what I get.” (Unknown)

“The difficulty lies not so much in developing new ideas as in escaping from old ones.” (John Maynard Keynes)

“One of the advantages of being disorderly is that one is constantly making exciting discoveries.” (A. A. Milne)

“The key question isn’t ‘What fosters creativity?’ But it is why in God’s name isn’t everyone creative? Where was the human potential lost? How was it crippled? I think therefore a good question might be not why do people create? But why do people not create or innovate? We have got to abandon that sense of amazement in the face of creativity, as if it were a miracle if anybody created anything.) (Abraham Maslow)

“Creativity is a type of learning process where the teacher and pupil are located in the same individual.” (Arthur Koestler)

“Thank goodness I was never sent to school; it would have rubbed off some of the originality.” (Beatrix Potter)

“There is nothing in a caterpillar that tells you it’s going to be a butterfly.” (Buckminster Fuller)

“It is better to have enough ideas for some of them to be wrong, than to be always right by having no ideas at all.” (Edward de Bono)

“If you want to make an apple pie from scratch, you must first create the universe.” (Carl Sagan)

“Happiness is not in the mere possession of money; it lies in the joy of achievement, in the thrill of creative effort.” (Franklin D. Roosevelt)

“The best way to have a good idea is to have lots of ideas.” (Linus Pauling)

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12. Responding with Wonderment and Awe “The most beautiful thing we can experience is the mysterious. It is the source of all true art and all science. He to whom this emotion is a stranger, who can no longer pause to wonder and stand rapt in awe, is as good as dead: his eyes are closed.” (Albert Einstein)

“It is the sense of mystery that, in my opinion, drives the true scientist; the same blind force, blindly seeing, deafly hearing, unconsciously remembering, that drives the larva into the butterfly. If [the scientist] has not experienced, at least a few times in his life, this cold shudder down his spine, this confrontation with an immense invisible face whose breath moves him to tears, he is not a scientist.” (Erwin Chargaff)

“The sense that behind anything that can be experienced there is a something that our mind cannot grasp and whose beauty and sublimity reaches us only indirectly and as feeble reflection, this is religiousness. In this sense I am religious. To me it suffices to wonder at these secrets and to attempt humbly to grasp with my mind a mere image of the lofty structure of all that there is.” (Albert Einstein)

“Curiosity has its own reason for existing. One cannot help but be in awe when he contemplates the mysteries of eternity, of life, of the marvelous structure of reality. It is enough if one tries merely to comprehend a little of this mystery every day. (Michael Reagan) “The human mind is not capable of grasping the Universe. We are like a little child entering a huge library. The walls are covered to the ceilings with books in many different tongues. The child knows that someone must have written these books. It does not know who or how. It does not understand the languages in which they are written. But the child notes a definite plan in the arrangement of the books... a mysterious order which it does not comprehend, but only dimly suspects.” (Michael Reagan)

“The possession of knowledge does not kill the sense of wonder and mystery. There is always more mystery.” (Anais Nin)

“The moment when you first wake up in the morning is the most wonderful of the twenty-four hours. No matter how weary or dreary you may feel, you possess the certainty that, during the day that lies before you, absolutely anything may happen. And the fact that it practically always doesn’t, matters not a jot. The possibility is always there.” (Monica Baldwin)

“People usually consider walking on water or in thin air a miracle. But I think the real miracle is not to walk either on water or in thin air, but to walk on earth. Every day we are engaged in a miracle which we don’t even recognize: a blue sky, white clouds, green leaves, the black, curious eyes of a child... our own two eyes. All is a miracle.” (Thich Nhat Hanh)

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13. Taking Responsible Risks “Don’t refuse to go on an occasional wild goose chase - that’s what wild geese are for.” (Unknown)

“Take risks: if you win, you will be happy; if you lose, you will be wise” (Unknown)

“We fail more often by timidity than by over-daring.” (David Grayson)

“Risk! Risk anything! Care no more for the opinions of others, for those voices. Do the hardest thing on earth for you. Act for yourself. Face the truth.” (Katherine Mansfield)

“Often the difference between a successful person and a failure is not one has better abilities or ideas, but the courage that one has to bet on one’s ideas, to take a calculated risk - and to act.” (Andre Malraux)

“The time to take counsel of your fears is before you make an important battle decision. That’s the time to listen to every fear you can imagine! When you have collected all the facts and fears and made your decision, turn off all your fears and go ahead!” (General George S. Patton, Jr)

“The dangers of life are infinite, and among them is safety.” (Goethe)

“There’s as much risk in doing nothing as in doing something.” (Trammell Crow)

“Smooth seas do not make skillful sailors.” (African proverb)

“If we wait for the moment when everything, absolutely everything, is ready, we shall never begin.” (Ivan Turgenev)

“The three great essentials to achieving anything worthwhile are; first, hard work, second, stick-to-it-iveness, and third, common sense.

“There is nothing more difficult to take in hand, more perilous to conduct, or more uncertain in its success than to take the lead in the introduction of a new order of things” (Niccolo Machiavelli)

“If your life is free of failures, you’re not taking enough risks.” (Unknown)

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14. Finding Humour “It is the ability to take a joke, not make one, that proves you have a sense of humour.” (Max Eastman)

“A sense of humour is part of the art of leadership, of getting along with people, of getting things done” (Dwight D. Eisenhower)

“The most valuable sense of humour is the kind that enables a person to see instantly what it isn’t safe to laugh at” (Unknown)

“A keen sense of humour helps us to overlook the unbecoming, understand the unconventional, tolerate the unpleasant, overcome the unexpected, and outlast the unbearable” (Billy Graham)

“Humour is a reminder that no matter how high the throne one sits on, one sits on one’s bottom.” (Taki)

“Humour is perhaps a sense of intellectual perspective: an awareness that some things are really important, others not; and that the two kinds are most oddly jumbled in everyday affairs.” (Christopher Morley)

“Humour has a way of bringing people together. It unites people. In fact, I’m rather serious when I suggest that someone should plant a few whoopee cushions in the United Nations.” (Ron Dentinger)

“Humour is the great thing, the saving thing. The minute it crops up, all our irritation and resentments slip away, and a sunny spirit takes their place.” (Mark Twain)

“Every survival kit should include a sense of humour.” (Author Unknown)

“Warning: Humour may be hazardous to your illness.” (Ellie Katz) “Humour is a rubber sword - it allows you to make a point without drawing blood.” (Mary Hirsch)

“The kind of humour I like is the thing that makes me laugh for five seconds and think for ten minutes.” (William Davis)

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15. Thinking Interdependently “An unshared life is not living. He who shares does not lessen, but greatens, his life.” (Rabbi Stephen S. Wise)

“Snowflakes are one of nature’s most fragile things, but just look what they can do when they stick together.” (Vista M. Kelly) “Take care of each other. Share your energies with the group. No one must feel alone, cut off, for that is when you do not make it.” (Willi Unsoeld)

“Leadership is based on inspiration, not domination; on cooperation, not intimidation.” (William Arthur Ward)

“Every kind of peaceful cooperation among men is primarily based on mutual trust and only secondarily on institutions such as courts of justice and police” (Albert Einstein)

“Great discoveries and improvements invariably involve the cooperation of many minds. I may be given credit for having blazed the trail, but when I look at the subsequent developments I feel the credit is due to others rather than to myself.” (Alexander Graham Bell)

“Let’s face it. In most of life we really are interdependent. We need each other. Staunch independence is an illusion, but heavy dependence isn’t healthy, either. The only position of long-term strength is interdependence: win/win.” (Greg Anderson)

“No man is an island entire of itself; every man is a piece of the continent, a part of the main.” (John Donne)

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16. Remaining Open to Continuous Learning “Stay committed to your decisions, but stay flexible in your approach.” (Tom Robbins)

“Everything we shut our eyes to, everything we run away from, everything we deny, denigrate or despise, serves to defeat us in the end. What seems nasty, painful, evil, can become a source of beauty, joy, and strength, if faced with an open mind.” (Henry Miller)

“The path of least resistance and least trouble is a mental rut already made. It requires troublesome work to undertake the alternation of old beliefs. Self-conceit often regards it as a sign of weakness to admit that a belief to which we have once committed ourselves is wrong. We get so identified with an idea that it is literally a “pet” notion and we rise to its defense and stop our eyes and ears to anything different.” (John Dewey)

“Where there is an open mind, there will always be a frontier.” (Charles Kettering)

“Almost all really new ideas have a certain aspect of foolishness when they are first produced.” (Alfred North Whitehead)

“The mind likes a strange idea as little as the body likes a strange protein and resists it with similar energy. It would not perhaps be too fanciful to say that a new idea is the most quickly acting antigen known to science.” (Wilfred Trotter)

“New opinions are always suspected, and usually opposed, without any other reason but because they are not already common.” (John Locke)

“If we watch ourselves honestly we shall often find that we have begun to argue against a new idea even before it has been completely stated.” (Wilfred Trotter)

“If you haven’t found something strange during the day, it hasn’t been much of a day.” (J. A. Wheeler)

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Putting Habits of Mind into practice

To infuse the HOM into your regular teaching practice is the ultimate aim. Here are a few strategies to assist you:

1. Use Reflection Journals a. What were some of the different kinds of thinking you used? b. What are a few things you have learned about yourself? c. What were some steps that you took to solve a problem? d. What might be some things that you have learned that you can transfer to another situation? e. Looking back over your journal, can you see any patterns and improvements?

2. Using All The Senses a. Listening to music. b. Acting in plays. c. Performing mime d. Creating art e. Building models f. Imagining situations/objects g. Use video clips as “hooks” (check out www.ted.com)

3. Variety of teaching and learning methods a. Flexible groups. b. Debates. c. Open-ended ‘philosophical’ discussions. d. Online learning. e. Hands-on experimental activities. f. Questions that engage the learner. g. Humorous and light-hearted environment.

4. Strive For Accuracy a. Model steps yourself, discuss ‘mistakes’. b. Use planning outlines showing connection of major and sub-ideas. c. Review problem-solving techniques (e.g. use representative objects; guess and check; working backwards; mind-maps or flowcharts; making and using criteria to evaluate...) d. Show real-life examples of people who reworked their ideas - e.g. Thomas Edison, Ayn Rand. Redrafting is NOT simply a few grammatical and spelling corrections.

5. School-wide Approach a. Refer to HOM in assemblies. b. Set up a roster of students/classes making posters for the school walls. c. Include a HOM in the school newsletter.

SECTION 4

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Ñ What might be some of your next steps?Ñ What are a few of your goals?Ñ Describe or list the steps you’ve planned.Ñ What have you achieved so far?

Ñ Teacher wait time (30 secs)Ñ Student wait timeÑ Can you summarise what (Mary) just said?Ñ Can you tell me the steps you need take to...?Ñ What are some alternatives here..?

Ñ Can you summarise what (Alex) just said?Ñ Why do you think (John) feels like this?Ñ Can you give an example of what (John) means?Ñ What are the strengths of (John’s) viewpoint?

Ñ What are some alternatives here?Ñ Compare the short- and long-term consequencesÑ Is there a pattern here?Ñ What if...?

Ñ What kinds of thinking were we doing then?Ñ What was going on in your head then?Ñ What kind of thinking or what thinking tools will we need to do here?Ñ What did we learn from this?Ñ How or where else can we use this kind of thinking?Ñ What connections are we making?

Ñ Check your workÑ Here are the criteria for this taskÑ Review your criteria for this workÑ Have you spell-checked this?

Ñ Remember to refer to our Question Starters* on the wallÑ Teacher encourages “What if..?” type questions

Ñ What does this remind you of?Ñ This is just like when we...Ñ What do you think will happen next? Ñ Why?

ß KWL¹ chart ß GT² #8: Action Plan (details the who/what/when/done progression)ß Reflection sheetsß GT² #2: PARTS: WHOLES Analysing for major and sub-partsß Six Hats³ (e.g. yellow hat for positive points)ß Highlight main pointsß CAF³ (CoRT book 1, Consider All Factors)

ß KWL¹ chartß PMI³ (in CoRT book 1)ß GT² #1: determining factsß GT² #4 OPV, Other People’s Viewpointsß GT² #8: Action Plan (details the who/what/when/done progression)ß Describe how you arrived at your answerß Six Hats³ (e.g.red & white hat – feelings & fact)ß CAF³ (CoRT book 1, Consider All Factors)

ß GT² #4 OPV, Other People’s Viewpointsß CAF³ (CoRT bk. 1, Consider All Factors)ß T-chart (“Looks like, feels like, tastes like..”)ß Form own questions from dataß Six Hats³ (e.g. red & white hat – feelings & fact)

ß Creative challenges (e.g. Creativity Starters²)ß CAF³ (CoRT book 1, Consider All Factors)ß Philosophical open-ended discussionß PMI³ (in CoRT bk. 1)ß GT² #2: PARTS:WHOLES Analysing for major and sub-parts

ß KWL¹ chartß GT² #8: Action Plan (details the who/what/when/done progression)ß Reflection sheetsß Flowchart with linked summary or recommendation(s) in essay formß Invent criteria to evaluate these ideas

ß Invent criteria to evaluate data/ideasß GT² #1: determining facts debateß Mind-maps/flowcharts (e.g. Inspiration software)ß Six Hats³ ( e.g. black and yellow hat – strengths vs. weaknesses)

ß Philosophical open-ended discussionß Form own questions from dataß Creative challenges (e.g. Creativity Starters²)ß Set of Question Starters² for Good Questions

ß Reflection sheetsß KWL chart¹ß GT² #3 Comparing/analysingß Flowchart with linked summary or recommendation(s) in essay form (GT# )

Prompts and Thinking TOOLS for applying Habits of Mind

HOM Questions/prompts Thinking tools

1. Persisting

2. Managing impulsivity

3.Listening with understanding and empathy

4. Thinking flexibly

5. Thinking about thinking (Meta-cognition)

6. Striving for accuracy

7.Questioning and posing problems

8. Applying past knowledgeto new situations

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ß Mind-maps/flowcharts (e.g. Inspiration software) ß GT² #3: Comparing/analysingß Venn diagram to compare/analyseß T-chart (“Looks like, feels like, tastes like..”)ß Philosophical open-ended discussionß Invent criteria to evaluate debate

ß T-chart (“Looks like, feels like, tastes like..”)ß Role-playß GT² #3: Comparing/analysingß CAF³ (CoRT book 1, Consider All Factors)ß Creative challenges (e.g. Creativity Starters²)ß Invent criteria to evaluate

ß Role-playß Creative challenges (e.g. Creativity Starters²)ß PMI³ (in CoRT book 1)ß Analogiesß Invent criteria to evaluateß Philosophical open-ended discussionß CPS and FPS

ß T-chart (“Looks like, feels like, tastes like..”)ß Creative challenges (e.g. Creativity Starters²)ß Philosophical open-ended discussionß Six Hats³ (e.g. yellow hat for positive points, red hat for feelings...)

ß GT² #6: Evaluating by ranking (criteria supplied)ß GT² #7: Evaluating by ranking (criteria to be supplied by students)ß GT² #8: Action Plan (details the who/what/when/done progression)ß Six Hats³: black & yellow hat – strengths vs weaknesses)ß Creative challenges (e.g. Creativity Starters²)

ß Philosophical open-ended discussionß Six Hats³ (e.g. green hat)ß Creative challenges (e.g. Creativity Starters²)ß Drama/mime

ß GT² #4 OPV, Other People’s Viewpointsß GT² #5: Solutions for OPVß GT² #8: Action Plan (details the who/what/when/done progression)ß Team challengesß Flowchart with linked summary or recommendation(s) in essay form

ß CAF³ (CoRT book 1, Consider All Factors) ß PMI³ (CoRT book 1)ß Debateß Invent criteria to evaluateß Venn diagram to compare/analyseß Flowchart with linked summary or recommendation(s) in essay form

Ñ What evidence can you give for that?Ñ Define the word...Ñ Explain..Ñ Compare...

Ñ Build a modelÑ Close your eyes and imagine..Ñ Illustrate this using (paper, clay, paint, mime..) Ñ Describe in detail..

Ñ What if...?Ñ What are other ways of doing this?Ñ How could you change that?

Ñ How is xxxx like xxxx?Ñ What did you notice?Ñ What made you go WOW?

Ñ What can you predict will happen?Ñ What can you predict COULD happen?Ñ What if...?Ñ What did we learn from our mistakes?Ñ What good things came out of that?

Ñ Teacher role-models laughing at selfÑ Point out puns, metaphors, riddles

Ñ How can we do this together?Ñ What role will each of you have in the group?Ñ Let’s summarise where we’ve got to...

Ñ How could we adapt this?Ñ What if....?Ñ I don’t know... who can help me out here?Ñ Describe how you arrived at your answer...

9. Thinking and commu-nicating with clarity and precision

10. Gathering data through all senses

11. Creating,imagining, innovating

12. Responding withwonderment and awe

13. Taking responsible risks

14. Finding humour

15. Thinkinginterdepen-dently

16. Remaining open tocontinuous learning

HOM Questions/prompts Thinking tools

¹ K−W−L created by Ogle (1986)² GT - Graphic Thinkers, Question Starters and Creativity Starters ©ThinkShop. www.thinkshop.org³ © Edward de Bono. www.debonogroup.com

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Habits of Mind Self-assessment Tools

A. My Ongoing Thinking on HOM - worksheets Younger students Have one sheet of the relevant HOM for each student. Fill in the word-bubbles for the student when you have a couple of minutes for an individual conference. Gradually add comments as the term progresses. Show them to parents and display them on the wall!

Older students Have folders of these sheets available for students to select the HOM they are currently working on. Give students a few minutes each week to add to them. They will provide you with an excellent way of assessing how the student is utilising and demonstrating their understanding of the HOM.

B. Rubric: Page 54

C. Reflection Sheet: Page 55

SECTION 5

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in o

ur li

ves

Page 36: How to Teach - The Institute for Habits of Mind · 2014. 6. 1. · 7 How to Teach Habits of Mind by Jean Edwards ©ThinkShop 2008 Introduce the Habits of Mind Go over the 16 Habits

Ho

w t

o T

each

Hab

its

of M

ind

by

Jean

Ed

war

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©Th

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p 2

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Name:

Date:

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each

spee

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your

reas

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2

Why

MAN

AGIN

GIM

PULS

IVIT

Y is

suc

h an

impo

rtan

t th

inki

ng h

abit in

our

live

s

Page 37: How to Teach - The Institute for Habits of Mind · 2014. 6. 1. · 7 How to Teach Habits of Mind by Jean Edwards ©ThinkShop 2008 Introduce the Habits of Mind Go over the 16 Habits

Ho

w t

o T

each

Hab

its

of M

ind

by

Jean

Ed

war

ds

©Th

inkS

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p 2

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Name:

Date:

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each

spee

ch b

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your

reas

ons.

3

Why

LIS

TEN

ING

WIT

H U

NDE

RST

A NDI

NG A

ND

EMPA

THY

is suc

h an

impo

rtan

t th

inki

ng h

abit in

our

live

s

Page 38: How to Teach - The Institute for Habits of Mind · 2014. 6. 1. · 7 How to Teach Habits of Mind by Jean Edwards ©ThinkShop 2008 Introduce the Habits of Mind Go over the 16 Habits

Ho

w t

o T

each

Hab

its

of M

ind

by

Jean

Ed

war

ds

©Th

inkS

ho

p 2

008

Name:

Date:

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each

spee

ch b

ubbl

e with

your

reas

ons.

4

Why

T

HIN

KIN

G F

LEX

IBLY

is suc

h an

impo

rtan

t th

inki

ng h

abit

in o

ur li

ves

Page 39: How to Teach - The Institute for Habits of Mind · 2014. 6. 1. · 7 How to Teach Habits of Mind by Jean Edwards ©ThinkShop 2008 Introduce the Habits of Mind Go over the 16 Habits

Ho

w t

o T

each

Hab

its

of M

ind

by

Jean

Ed

war

ds

©Th

inkS

ho

p 2

008

Name:

Date:

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each

spee

ch b

ubbl

e with

your

reas

ons.

5

Why

THI

NK

ING

ABOU

T T

HIN

KIN

G is

suc

h an

im

port

ant

thin

king

hab

it in

our

live

s

Page 40: How to Teach - The Institute for Habits of Mind · 2014. 6. 1. · 7 How to Teach Habits of Mind by Jean Edwards ©ThinkShop 2008 Introduce the Habits of Mind Go over the 16 Habits

Ho

w t

o T

each

Hab

its

of M

ind

by

Jean

Ed

war

ds

©Th

inkS

ho

p 2

008

Name:

Date:

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each

spee

ch b

ubbl

e with

your

reas

ons.

6

Why

ST

RIV

ING

FOR A

CC

URAC

Y is

suc

h an

im

port

ant

thin

king

hab

it in

our

live

s

Page 41: How to Teach - The Institute for Habits of Mind · 2014. 6. 1. · 7 How to Teach Habits of Mind by Jean Edwards ©ThinkShop 2008 Introduce the Habits of Mind Go over the 16 Habits

Ho

w t

o T

each

Hab

its

of M

ind

by

Jean

Ed

war

ds

©Th

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p 2

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Name:

Date:

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each

spee

ch b

ubbl

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your

reas

ons.

7

Why

Q

UES

TIO

NIN

G A

ND

POSI

NG

PROBL

EMS

is su

ch a

n im

port

ant

thin

king

hab

it in

our

live

s

Page 42: How to Teach - The Institute for Habits of Mind · 2014. 6. 1. · 7 How to Teach Habits of Mind by Jean Edwards ©ThinkShop 2008 Introduce the Habits of Mind Go over the 16 Habits

Ho

w t

o T

each

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its

of M

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by

Jean

Ed

war

ds

©Th

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p 2

008

Name:

Date:

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each

spee

ch b

ubbl

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your

reas

ons.

8

Why

APP

LYIN

G

PAST

KN

OW

LEDG

E is

such

an

impo

rtan

t th

inki

ng h

abit in

our

live

s

Page 43: How to Teach - The Institute for Habits of Mind · 2014. 6. 1. · 7 How to Teach Habits of Mind by Jean Edwards ©ThinkShop 2008 Introduce the Habits of Mind Go over the 16 Habits

Ho

w t

o T

each

Hab

its

of M

ind

by

Jean

Ed

war

ds

©Th

inkS

ho

p 2

008

Name:

Date:

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each

spee

ch b

ubbl

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your

reas

ons.

9

Why

THI

NK

ING

AND

COM

MU

NIC

ATIN

G W

ITH

CLA

RIT

Y A

ND

PREC

ISIO

N is

suc

h an

im

port

ant

thin

king

hab

it in

our

live

s

Page 44: How to Teach - The Institute for Habits of Mind · 2014. 6. 1. · 7 How to Teach Habits of Mind by Jean Edwards ©ThinkShop 2008 Introduce the Habits of Mind Go over the 16 Habits

Ho

w t

o T

each

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its

of M

ind

by

Jean

Ed

war

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©Th

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p 2

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Date:

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each

spee

ch b

ubbl

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your

reas

ons.

10 W

hy G

ATHER

ING

DAT

A T

HRO

UGH A

LL T

HE

SEN

SES

is suc

h an

impo

rtan

t th

inki

ng h

abit

in o

ur li

ves

Page 45: How to Teach - The Institute for Habits of Mind · 2014. 6. 1. · 7 How to Teach Habits of Mind by Jean Edwards ©ThinkShop 2008 Introduce the Habits of Mind Go over the 16 Habits

Ho

w t

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each

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its

of M

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by

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Ed

war

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p 2

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Date:

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each

spee

ch b

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your

reas

ons.

11 W

hy C

REA

TIN

G,

IMAG

ININ

G A

ND

INN

OV

ATIN

G

are

such

impo

rtan

t th

inki

ng

habi

ts in

our

live

s

Page 46: How to Teach - The Institute for Habits of Mind · 2014. 6. 1. · 7 How to Teach Habits of Mind by Jean Edwards ©ThinkShop 2008 Introduce the Habits of Mind Go over the 16 Habits

Ho

w t

o T

each

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its

of M

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by

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Ed

war

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©Th

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12 W

hy R

ESPO

NDI

NG

WIT

H W

ON

DERM

ENT

AN

D AW

Eis

such

an

impo

rtan

t th

inki

ng h

abit

in

our

live

s

Name:

Date:

Fill in

each

spee

ch b

ubbl

e with

your

reas

ons.

Page 47: How to Teach - The Institute for Habits of Mind · 2014. 6. 1. · 7 How to Teach Habits of Mind by Jean Edwards ©ThinkShop 2008 Introduce the Habits of Mind Go over the 16 Habits

Ho

w t

o T

each

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its

of M

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by

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Ed

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Date:

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each

spee

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your

reas

ons.

13 W

hy T

AKIN

G

RES

PON

SIB

LE R

ISK

S

is su

ch a

n im

port

ant

thin

king

ha

bit

in o

ur li

ves

Page 48: How to Teach - The Institute for Habits of Mind · 2014. 6. 1. · 7 How to Teach Habits of Mind by Jean Edwards ©ThinkShop 2008 Introduce the Habits of Mind Go over the 16 Habits

Ho

w t

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each

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its

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your

reas

ons.

14 W

hy F

INDI

NG

HU

MO

UR is

suc

h an

impo

rtan

t th

inki

ng h

abit

in o

ur li

ves

Page 49: How to Teach - The Institute for Habits of Mind · 2014. 6. 1. · 7 How to Teach Habits of Mind by Jean Edwards ©ThinkShop 2008 Introduce the Habits of Mind Go over the 16 Habits

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w t

o T

each

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its

of M

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by

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Ed

war

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©Th

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15 W

hy T

HIN

KIN

G

INT

ERDE

PEN

DEN

TLY

is su

ch a

n im

port

ant

thin

king

ha

bit

in o

ur li

ves

Name:

Date:

Fill in

each

spee

ch b

ubbl

e with

your

reas

ons.

Page 50: How to Teach - The Institute for Habits of Mind · 2014. 6. 1. · 7 How to Teach Habits of Mind by Jean Edwards ©ThinkShop 2008 Introduce the Habits of Mind Go over the 16 Habits

Ho

w t

o T

each

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its

of M

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Date:

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reas

ons.

16

Why

REM

AIN

ING

OPE

N T

O C

ON

TIN

UOU

SLE

ARN

ING is

suc

h an

impo

rtan

t th

inki

ng h

abit in

our

live

s

Page 51: How to Teach - The Institute for Habits of Mind · 2014. 6. 1. · 7 How to Teach Habits of Mind by Jean Edwards ©ThinkShop 2008 Introduce the Habits of Mind Go over the 16 Habits

How to Teach Habits of Mind by Jean Edwards ©ThinkShop 200851

Habits of Mind Assessment

This rubric is based on a systems-based progression of learning. Can be used as BER (Beginning; Emerging or Developing; Refining) or on sliding scale.

1. Can identify own strengths/ weaknesses with specific HOMs.

2. Can identify the links between different HOM and learning - i.e. how/when they transferred to own learning.

3. Can describe the direct usefulness of specific HOM (predict).

4. Reflection: can describe how using different HOM impacts on their learning in different situations (explanation and examples).

B E R

Page 52: How to Teach - The Institute for Habits of Mind · 2014. 6. 1. · 7 How to Teach Habits of Mind by Jean Edwards ©ThinkShop 2008 Introduce the Habits of Mind Go over the 16 Habits

How to Teach Habits of Mind by Jean Edwards ©ThinkShop 200852

Habits of Mind Reflection!

1. The main thing I’ll remember from today’s session is...

2. What was most meaningful or enjoyable for me was...

3. A new insight or discovery for me is...

4. I really understand...

5. I’m really confused about...

6. Something I can use beyond school is...

7. Connections I’m making with other things I already knew are...

Name:

Page 53: How to Teach - The Institute for Habits of Mind · 2014. 6. 1. · 7 How to Teach Habits of Mind by Jean Edwards ©ThinkShop 2008 Introduce the Habits of Mind Go over the 16 Habits

How to Teach Habits of Mind by Jean Edwards ©ThinkShop 200853

A few SUGGESTED FURTHER TOPICS - me - my first day at school - our classroom - school rules - my lunchbox (contents of) - class party - class trip - a character in a book - any research topic (from apples to refugees to.. - a trip - addition or division method - review of a strategy (from maths to physics to...) - review of a skill (from spelling to speaking to...) - life in my city - life in another city or country - an endangered species - an occupation - social skills - being honest - friendship - a career

GRAPHICthinkers

ÅFACTS1. Stating facts (white hat*)2. Verifying facts (black hat*)3. Analysing whether each fact represents a strength or weakness

*© Edward de Bono Six Thinking Hatshttp://www.debonogroup.com?gclid=CIWElY7claoCFcTe4AodJyPUxw

Page 54: How to Teach - The Institute for Habits of Mind · 2014. 6. 1. · 7 How to Teach Habits of Mind by Jean Edwards ©ThinkShop 2008 Introduce the Habits of Mind Go over the 16 Habits

How to Teach Habits of Mind by Jean Edwards ©ThinkShop 200854

GRAP

HIC t

hinke

rs

Name:

Date: é

Put

a t

ick

in e

ach

circ

le o

n ea

ch a

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, whe

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ou a

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ive

this

is a

tru

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ct.

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a q

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mar

k in

stea

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here

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ight

be

wis

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CH

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hat

this

is s

till

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our

the

bord

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if y

ou t

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a p

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ive

or

stre

ngth

, and

BLA

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if y

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it is

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or w

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fac

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Page 55: How to Teach - The Institute for Habits of Mind · 2014. 6. 1. · 7 How to Teach Habits of Mind by Jean Edwards ©ThinkShop 2008 Introduce the Habits of Mind Go over the 16 Habits

How to Teach Habits of Mind by Jean Edwards ©ThinkShop 200855

GRAPHICthinkers

A few SUGGESTED FURTHER TOPICS- me and my family- my community- a character in a story- a story - a novel- application of 6 Hats (from general areas to specifics)- application of a skill (from general areas to specifics)- a career- an animal study- any research topic- being helpful- a social skill

PARTS: WHOLE1. Analysing for major and sub-parts (white hat*)2. Verifying facts (black hat*)3. Use to structure an essay or story or speech (transfer of skills).

Ç

*© Edward de Bono Six Thinking Hatshttp://www.debonogroup.com?gclid=CIWElY7claoCFcTe4AodJyPUxw

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How to Teach Habits of Mind by Jean Edwards ©ThinkShop 200856

GRAP

HIC t

hinke

rs

Name:

Date:Ç

SU

B-P

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or

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whe

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✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔

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Page 57: How to Teach - The Institute for Habits of Mind · 2014. 6. 1. · 7 How to Teach Habits of Mind by Jean Edwards ©ThinkShop 2008 Introduce the Habits of Mind Go over the 16 Habits

How to Teach Habits of Mind by Jean Edwards ©ThinkShop 200857

Professional Development for a whole school approach

This section includes:

1. Scope and Sequence Chart to fill in.

2. Indicators for Assessing Students’ use of Habits of Mind - One chart with blanks to be handed out for staff to complete (e.g. in syndicates). Note that a completed chart is also provided, but getting your staff to fill in the blank one is highly recommended as the best way of actually encouraging thinking and thus successful “taking ownership” of the Habits of Mind.

Staff Workshop:

1. Habits of Mind - what are they? Ñ Hand out page 62 - “The 16 Habits of Mind” Ñ Ask teachers to determine their strengths and relative weakness (i.e. something they want to improve on) Ñ Discuss. At this point, ask teachers to consciously strive to use their weakest HOM during this workshop - they need to understand what it feel like when we ask our students to do this!

2. HOM and the Key Competencies Ñ Hand out page 63. To be completed in syndicates if possible. Ñ Discuss.

3. How to use them? Ñ Hand out and discuss Section 4 - pages 33, 34, 35.

4. How to assess them? Ñ Groups or syndicates fill out the indicators sheet. The completed one is only for you as a guide and is NOT to be handed out! Ñ Show teachers a copy of the individual “Student Progress Chart” on pages 11 and 12.

5. Planning to incorporate HOM Ñ Complete the “Scope and Sequence” chart on page 67.

SECTION 6

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Page 58: How to Teach - The Institute for Habits of Mind · 2014. 6. 1. · 7 How to Teach Habits of Mind by Jean Edwards ©ThinkShop 2008 Introduce the Habits of Mind Go over the 16 Habits

How to Teach Habits of Mind by Jean Edwards ©ThinkShop 200858

The 16 Habits of Mind

Definition StatementsStick to it. Complete tasks. Remain focused.

Take your time. Think before you act. Remain calm, thoughtful and deliberate.

Concentrate on what others are saying. Try to get abetter idea of what they mean, as well as how they are feeling about the topic.

Look at the situation in another way. Change your perspective. Consider different options.

Be aware of your own thoughts, strategies, feelingsand actions - and how they affect others. Know which strategies work for you and which ones don’t.Know what you need to do to improve your results.

Check your work again. Build a desire for exactness.Craft your work as you would a piece of art or music.

Ask questions: how, what, where, why, when, who?How do you know something is true? Develop a questioning attitude. Find problems to solve.

Use what you learn. Transfer what you learn in one situation to another.

Be clear. Communicate accurately in both written and oral form. Avoid over-generalisations, exaggerations, deletions.

Gather information using all the sensory paths: taste, smell, touch, hearing and sight.

Try a different way. Generate novel ideas. Seek original ways of doing and thinking. Invent!

Let yourself be intrigued by the world’s phenomena and beauty. Find what is awesome and mysterious in the world. Fully appreciate the world around you and the advantages you have.

Push yourself beyond your comfort zone, but do it responsibly. Take risks, but also take care.

Laugh a little. Look for the strange and unexpected in life. Laugh at yourself whenever you can. Go through life with a smile on your face. Enjoy humour, but not when it causes others to suffer.

Work together. Truly work with and learn from othersin situations.

Learn from your experiences. Be humble enough to admit you don’t know. Resist accepting “good enough”all the time. Enjoy learning new things.

Habit of MindPersisting

Managing impulsivity

Listening with understandingand empathy

Thinking flexibly

Thinking about yourthinking (Metacognition)

Striving for accuracy

Questioning and posing problems

Applying past knowledge to new situations

Thinking and communicating with clarity and precision

Gathering data throughall the senses

Creating, imagining andinnovating

Responding withwonderment and awe

Taking responsiblerisks

Finding humour

Thinkinginterdependently

Remaining open to continuous learning

Page 59: How to Teach - The Institute for Habits of Mind · 2014. 6. 1. · 7 How to Teach Habits of Mind by Jean Edwards ©ThinkShop 2008 Introduce the Habits of Mind Go over the 16 Habits

How to Teach Habits of Mind by Jean Edwards ©ThinkShop 200859

Key Competencies and Habits Of Mind - Staff PDLet’s see well the HOM and Key Comps dovetail together:Write each HOM in the related Key Competency box(es). Don’t be tempted to draw arrows - actually writing them will help to burn them into your memory!

Discussion: What do you notice? What conclusion can you draw from this?

Thinking

Relating to Others

Making Meaning

Participating Managing Self

Habit of Mind1. Persisting

2. Managing impulsivity

3. Listening with understanding and empathy

4. Thinking flexibly

5. Thinking about your thinking (Metacognition)

6. Striving for accuracy

7. Questioning and posing problems

8. Applying past knowledge to new situations

9. Thinking and communicating with clarity and precision

10. Gathering data through all the senses

11. Creating, imagining and innovating

12. Responding with wonderment and awe

13. Taking responsible risks

14. Finding humour

15. Thinking interdependently

16. Remaining open to continuous learning

Note: You can substitute Learning Objectives instead of Key Competencies in the boxes above.

Page 60: How to Teach - The Institute for Habits of Mind · 2014. 6. 1. · 7 How to Teach Habits of Mind by Jean Edwards ©ThinkShop 2008 Introduce the Habits of Mind Go over the 16 Habits

How to Teach Habits of Mind by Jean Edwards ©ThinkShop 200860

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terd

epen

dent

ly16

. Rem

ains

Ope

n To

C

onti

nuou

s Le

arni

ng

HO

M

IND

ICA

TO

RS

IN

DIC

AT

OR

S

IND

ICA

TO

RS

I

ND

ICA

TO

RS

Vis

ualis

es s

teps

bef

oreh

and.

Ask

s qu

esti

on(s

) to

clar

ify.

Ask

s qu

esti

on(s

) to

clar

ify

othe

rs’ o

pini

ons/

view

s.C

an t

hink

of

diff

eren

t w

ays

to d

o so

met

hing

.R

efle

cts

on w

hich

ste

ps

wer

e ta

ken

to g

et s

omet

hing

do

ne.

Abl

e to

tell

fact

fro

m o

pini

on.

Ask

s qu

esti

on(s

) to

clar

ify.

Say

whe

n on

e ob

ject

is li

ke

anot

her.

Abl

e to

sub

stit

ute

vagu

e w

ords

(“ni

ce”,

“w

eird

”) w

ith

mor

e de

scri

ptiv

e on

es.

Can

exp

lain

how

thi

ngs

tast

e, s

mel

l, an

d fe

el e

tc.

Abl

e to

ela

bora

te.

Sho

ws

an “

I can

” at

titu

de.

Abl

e to

sta

te c

onse

quen

ces

to s

elf.

Abl

e to

see

str

engt

hs a

nd

wea

knes

ses.

Abl

e to

con

trib

ute

to a

gr

oup.

Acc

epts

tha

t th

ere

are

diff

eren

t w

ays

to d

o th

e sa

me

thin

g.

Page 61: How to Teach - The Institute for Habits of Mind · 2014. 6. 1. · 7 How to Teach Habits of Mind by Jean Edwards ©ThinkShop 2008 Introduce the Habits of Mind Go over the 16 Habits

How to Teach Habits of Mind by Jean Edwards ©ThinkShop 200861

1. P

ersi

stin

g

2. M

anag

ing

impu

lsiv

ity

3. L

iste

ning

wit

h un

der-

st

andi

ng a

nd e

mpa

thy

4. T

hink

ing

flex

ibly

5. T

hink

ing

abou

t yo

ur

thin

king

(Met

acog

niti

on)

6. S

triv

ing

for

accu

racy

7. Q

uest

ioni

ng a

nd p

osin

g

prob

lem

s

8. A

pply

ing

past

kno

wle

dge

to

ne

w s

itua

tion

s

9. T

hink

ing

and

com

mun

icat

ing

wit

h

clar

ity

and

prec

isio

n

10. G

athe

ring

dat

a

th

roug

h al

l the

sen

ses

11. C

reat

ing,

imag

inin

g

and

inno

vati

ng

12. R

espo

ndin

g w

ith

w

onde

rmen

t an

d aw

e

13. T

akin

g re

spon

sibl

e

risk

s

HO

M

IND

ICA

TO

RS

IN

DIC

AT

OR

S

IND

ICA

TO

RS

I

ND

ICA

TO

RS

Vis

ualis

es s

teps

bef

oreh

and.

Ask

s qu

esti

on(s

) to

clar

ify

Ask

s qu

esti

on(s

) to

clar

ify

othe

rs’ o

pini

ons/

view

s.C

an t

hink

of

diff

eren

t w

ays

to d

o so

met

hing

.R

efle

cts

on w

hich

ste

ps

wer

e ta

ken

to g

et s

omet

hing

do

ne.

Abl

e to

tell

fact

fro

m o

pini

on.

Ask

s qu

esti

on(s

) to

clar

ify.

Say

whe

n on

e ob

ject

is li

ke

anot

her.

Abl

e to

sub

stit

ute

vagu

e w

ords

(“ni

ce”,

“w

eird

”) w

ith

mor

e de

scri

ptiv

e on

es.

Can

exp

lain

how

thi

ngs

tast

e, s

mel

l, an

d fe

el e

tc.

Abl

e to

ela

bora

te.

Sho

ws

an “

I can

” at

titu

de.

Abl

e to

sta

te c

onse

quen

ces

to s

elf.

See

ks h

elp

if st

uck.

Vis

ualis

es s

teps

bef

oreh

and.

Abl

e to

off

er p

ositi

ve fe

edba

ck.

Can

exp

ress

vie

wpo

int f

rom

ot

hers

’ PO

V.

Abl

e to

say

wha

t wen

t wro

ng

or r

ight

.

Che

cks

sour

ces.

Ask

s ap

prop

riat

e qu

estio

ns.

Abl

e to

sta

te h

ow p

revi

ous

know

ledg

e is

use

ful n

ow.

Giv

es e

xam

ples

to c

lari

fy o

r el

abor

ate.

Des

crib

es o

bjec

ts a

nd a

ctio

ns

usin

g se

vera

l diff

eren

t sen

ses.

Abl

e to

see

fro

m a

noth

er’s

po

int o

f vi

ew.

Ope

n to

con

stru

ctiv

e cr

itici

sm.

Abl

e to

sta

te c

onse

quen

ces

to

othe

rs f

rom

ow

n ac

tion(

s).

Bra

inst

orm

s so

lutio

n(s)

as

prob

lem

(s) e

mer

ge.

Con

side

rs a

ltern

ativ

es a

s ne

eded

.

Abl

e to

off

er c

onst

ruct

ive

criti

cism

.A

ble

to s

ee d

iffer

ent

cons

eque

nces

.Ta

kes

time

to im

agin

e ne

w

way

s of

doi

ng s

omet

hing

.

Che

cks

wor

k fo

r er

rors

.

Ask

s qu

estio

ns to

che

ck

relia

bilit

y.M

akes

con

nect

ions

with

pas

t le

arni

ng (“

This

is li

ke w

hen

we

did.

..”) .

Che

cks

that

oth

ers

unde

rsta

nd.

Abl

e to

ver

balis

e ho

w

som

ethi

ng is

exp

erie

nced

th

roug

h on

e of

the

sens

es (“

It

feel

s lik

e”).

Abl

e to

vis

ualis

e so

met

hing

be

fore

mak

ing

it.

Sha

res

enth

usia

sm(s

).

Abl

e to

sta

te c

onse

quen

ces

to

othe

rs f

rom

oth

ers’

act

ion(

s).

Com

plet

es w

ork.

Con

side

rs c

onse

quen

ces

befo

reha

nd.

Abl

e to

res

tate

ano

ther

’s

view

poin

t.C

an s

tep

back

and

exp

lain

th

e bi

g pi

ctur

e.T

ries

to

thin

k of

way

s to

sel

f-im

prov

e.

Pay

s at

tent

ion

to b

oth

cont

ent

and

appe

aran

ce.

See

ks a

lter

nati

ve w

ays

to d

o th

ings

.C

an e

xpla

in h

ow a

pre

viou

s ac

tivi

ty is

rel

evan

t to

a n

ew

one.

Abl

e to

giv

e su

ppor

ting

re

ason

s.

Abl

e to

link

em

otio

ns w

ith

sens

es -e

.g. w

ith

colo

ur,

mus

ic, t

extu

re.

Abl

e to

com

e up

wit

h no

vel

or o

rigi

nal i

deas

.

Hel

ps o

ther

s by

res

pond

ing

wit

h a

Pos

itiv

e at

titu

de.

Mak

es c

hang

es t

o en

sure

sa

fety

.

Indi

cato

rs f

or a

sses

sing

stud

ents

’ use

of H

abit

s of M

ind

Page 62: How to Teach - The Institute for Habits of Mind · 2014. 6. 1. · 7 How to Teach Habits of Mind by Jean Edwards ©ThinkShop 2008 Introduce the Habits of Mind Go over the 16 Habits

How to Teach Habits of Mind by Jean Edwards ©ThinkShop 200862

HO

M

IND

ICA

TO

RS

IN

DIC

AT

OR

S

IND

ICA

TO

RS

I

ND

ICA

TO

RS

14. F

indi

ng h

umou

r

15. T

hink

ing

in

terd

epen

dent

ly

16. R

emai

ning

ope

n to

cont

inuo

us le

arni

ng

Abl

e to

see

str

engt

hs a

nd

wea

knes

ses.

Abl

e to

con

trib

ute

to a

gro

up.

Acc

epts

tha

t th

ere

are

diff

eren

t w

ays

to d

o th

e sa

me

thin

g.

Abl

e to

see

the

funn

y si

de o

f so

met

hing

.

Abl

e to

see

fro

m o

ther

’s p

oint

of

vie

w.

Abl

e to

see

fro

m o

ther

’s p

oint

of

vie

w.

Abl

e to

fin

d re

alis

e w

hen

hum

our

is (i

n)ap

prop

riat

e.

Abl

e to

off

er c

onst

ruct

ive

criti

cism

.

Abl

e to

cha

nge

own

min

d.

Abl

e to

laug

h at

sel

f.

Abl

e to

acc

ept

and

act

on

anot

her’

s id

ea.

Adm

its

whe

n do

esn’

t kn

ow

som

ethi

ng; n

ot c

ompl

acen

t.

Page 63: How to Teach - The Institute for Habits of Mind · 2014. 6. 1. · 7 How to Teach Habits of Mind by Jean Edwards ©ThinkShop 2008 Introduce the Habits of Mind Go over the 16 Habits

How to Teach Habits of Mind by Jean Edwards ©ThinkShop 200863

Hab

its of

Min

d: sa

mpl

e Sc

ope

and

Sequ

ence

Key

Com

pete

ncie

sT

hink

ing

Mak

ing

Mea

ning

(u

sing

lang

uage

, sym

bols

, te

xts)

Rel

atin

g T

o O

ther

s M

anag

ing

Sel

f

Par

tici

pati

ng &

Con

trib

utin

g

n A

ll 16

HO

M in

trod

uced

n S

tude

nts

awar

e of

ow

n st

reng

th a

nd w

eakn

ess

n S

tude

nts

can

expl

ain

impa

ct o

f us

ing

thei

r ow

n H

OM

n S

tude

nts

will

be

awar

e of

the

16

HO

M

n S

tude

nts

will

be

able

to

expl

ain

thei

r ow

n H

OM

an

d to

giv

e an

exa

mpl

e of

it

s us

e

n S

tude

nts

will

be

able

to

ref

lect

and

rep

ort

on

a sp

ecif

ic o

utco

me

that

us

ing

thei

r H

OM

has

had

on

the

ir le

arni

ng/li

fe

u In

trod

uce

the

5-6

HO

M

rele

vant

to

that

cla

ss

u S

tude

nts

focu

s on

an

indi

vidu

al H

OM

u D

iscu

ss p

rogr

ess/

outc

omes

, wit

h ex

ampl

es

u In

trod

uce

the

16 H

OM

u S

tude

nts

focu

s on

an

indi

vidu

al H

OM

u M

ake

post

ers

u In

trod

uce

and

wor

k on

a s

peci

fic

HO

M in

an

agre

ed

area

(e.g

. mat

hs)

u S

tude

nts

self

-as

sess

u S

tude

nts

refl

ect

and

reco

rd o

n th

eir

indi

vidu

al

prog

ress

u C

an c

hang

e to

ano

ther

HO

M

whe

n ne

eded

u T

each

ers

faci

litat

e di

scus

sion

and

su

ppor

t w

ith

rem

inde

rs,

prog

ress

rep

orts

et

c.

SY

ND

ICA

TE

E

OY

OB

JEC

TIV

E

F

irst

wee

k (i

ntro

)

T

erm

1

T

erm

2

Ter

m 3

Ter

m 4

Juni

or

Sen

ior

Page 64: How to Teach - The Institute for Habits of Mind · 2014. 6. 1. · 7 How to Teach Habits of Mind by Jean Edwards ©ThinkShop 2008 Introduce the Habits of Mind Go over the 16 Habits

How to Teach Habits of Mind by Jean Edwards ©ThinkShop 200864

Additional Resources Costa, Arthur L., and Kallick, Bena. Learning and Leading with Habits of Mind: 16 Essential Characteristics for Success. Alexandria, VA: Association for Supervision and Curriculum Development, 2008. Print.

Sternberg, Robert J. The Triarchic Mind: a New Theory of Human Intelligence. New York, N.Y., U.S.A.: Viking, 1988. Print.

Edwards, Jean. Question Starters. Nelson, New Zealand: ThinkShop 2009. Print and ebook.

Edwards, Jean. Graphic Thinkers. Nelson, New Zealand: ThinkShop 2006. Print and ebook.

Edwards, Jean. Creativity Starters. Nelson, New Zealand: ThinkShop 2001. Print and ebook.

de Bono, Edward. CoRT Thinking. New York; Toronto: Pergamon, 1986

de Bono, Edward. Six Thinking Hats. Boston: Little, Brown, 1985

AcknowledgementsWe would like to acknowledge the pioneering work and influence of Arthur L. Costa and Bena Kallick. They have been working together to promote Habits of Mind in schools, businesses, homes and communities since 1992, and are the originators of the Habits of Mind approach to thinking behaviours. Their books on HOM are available from ASCD in the USA, http://www.ascd.org

The “Books” section of ASCD has a wonderful series of videos where a viewer can meet the author. Bena Kallick and Art Costa talk about their books and about the Habits of Mind. It is well done:http://www.ascd.org/Publications/Authors/Costa-Kallick.aspx?id=41803759001

Arthur L. Costa, Ed.D. is an Emeritus Professor of Education at California State University, Sacramento and Co-Director of the Institute for Intelligent Behavior in El Dorado Hills, California, and Bena Kallick, Ph.D. is a private consultant providing services to school districts, state departments of education, professional organizations and public sector agencies throughout the United States and abroad.

Visit their website at: http://www.instituteforhabitsofmind.com/

Habits of Mind NING. Come and join the discussion! http://instituteforhabitsofmind.ning.com/

Habits of Mind Teachers’ network http://www.habitsofmind.org/

Endorsed by:

SECTION 7

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