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HABITS

OF MIND:
Essen2al Disposi2ons for the
21st and 22nd Centuries

Arthur L. Costa, Ed.D.


and
Bena Kallick, Ph.D.
December 1, 2015
Manila, Philippines
adap%veschools.com
AGENDA
A Brief review of 21st Century Skills
Habits of Mind: What are they?
Where do Habits of Mind t in the
curriculum?
Strategies for ac%va%ng and engaging the
HOM
Assessing HOM: A new paradigm
Reec%on and commitment to next
steps
Let us examine what
researchers are saying
about the needs for
ci2zens as we
par2cipate in the 21st
Century global
community.
Citizen
of the
22 nd

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

Tony Wagner in his book,


The Global Achievement Gap
iden8es:
!curiosity
!collabora2on
!associa2ve or integra2ve thinking
!a bias toward ac2on and experimenta2on
He also added:
What I nd most
signicant about this
list is that they
represent a set of
skills and habits of
mind that can be
nurtured, taught and
mentored.
THINK PAIR - SHARE

As you consider what these


expert authors and groups
are saying about these
thinking disposi2ons, how
do they relate to the
curriculum being taught and
assessed in your
organiza2on?
Write at least three entries
in the form on p. 2 of your Learning Guide.

WHAT IS IT ABOUT YOUR STUDENTS


THAT MAKES YOU THINK THEY NEED TO
LEARN HOW TO THINK?
What do you see them doing?
What do you hear them saying?
How are they feeling?

How would you like them to be?


TABLE
GROUPS:
Share and add
to your list
*Star the 3-
disposi2ons which
you think are most
important
for your students.

(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

Read and dene it in your own words

Give examples: what might you hear


people saying or see them doing if they
are using the habit of mind?

Describe situa%ons in your classroom/


school/careers/life in which it would be
important to use the habit of mind.
PROJECT:
"Working as group, use your crea%vity and
imagina%on to design and create a slogan and
a logo for either a poster or T- shirt illustra%ng
your Habit of Mind. (15 minutes)
"Plan a 2 minute presenta%on to educate the
total group about your HOM. Share your
poster or T-shirt (10 Minutes)
"Deliver your presenta%on (2 minutes each
group)
What might it look like and sound like if you
and your group members are using the Habit
of Mind of crea%ng and imagining?
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
HABITS OF MIND

Return to p.2. Match your HOW YOU WOULD


LIKE THEM TO BE with one or more of the 16
Habits of Mind listed on p. 16 in your Learning
Guide

Be prepared to share with others and add to


your list.
(4 Minutes)
HABITS OF MIND:
16 ESSENTIAL DISPOSITONS
Persis2ng Thinking & communica2ng
Managing Impulsivity with clarity and precision
Listening with Gathering data through
understanding & empathy all senses
Thinking exibly Crea2ng, imagining, innova2ng
Thinking about thinking Responding with wonderment
Striving for accuracy and awe
Ques2oning & posing Taking responsible risks
problems Finding humor
Applying past knowledge Thinking interdependently
to new situa2ons Remaining open to con2nuous
learning
As you reect on your group work with this
project:
"If and when you encountered conicts
confusions, problems or decisions, which
Habits of Mind did you draw upon?

"Besides crea%vity and imagina%on, which


other HOMs beneted your produc%on and
your group work?
HABITS OF MIND:
A BRIEF HISTORY

A RESOURCE BOOK FOR TEACHING THINKING


Revised Edition, Volume 1

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

Thinking through the


lens of Theatre

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

Share, discuss and interpret your understanding


of HOM as Star, Cast and Ensemble
Reinforcing Opportuni%es

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?

What thought processes do the teachers


ques%ons invite?
Think-- Pair-- Share
What did you observe the teachers doing
to foster the Habits of Mind as the
ensemble?

What thought processes did the


teachers ques%ons invite?
As a Member of the Cast

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?

What thought processes did the teachers


ques%ons invite?
LISTENNG WITH
UNDERSTANDING
AND EMPATHY AS
THE STAR
LISTENING WITH UNDERSTANDING
AND EMPATHY
Devo2ng mental energies to understanding
others thoughts and feelings.

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

Any comedian will tell you that is the


2ming of pauses in their delivery that
determines their success.
WAIT TIME
Ajer having asked a ques2on, the average teacher
waits 1 second before either calling on a student,
asking another ques2on or answering the ques2on
him/herself.
Rowe, M. B. "Wait Time and Rewards as Instructional Variables:
Their Influence on Language, Logic and Fate Control. "Journal of
Research, in Science Teaching 11, 2: 81-84. (Spring 1974).
PARAPHRASING:
Lets others know that you are
listening, that you understand
or are trying to understand
them and that you care.
ACKNOWLEDGE AND SUMMARIZE
a brief statement in the listeners own words

Youre concerned about.....

You would like to see....

Youre feeling bad about.....


PROBING:
Increases the clarity and precision of the
group's thinking by rening
understandings, terminology
and interpreta2ons.
9. THINKING AND
COMMUNICATING WITH CLARITY
AND PRECISION

Striving for accurate


communication in written
and oral form.

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:

AS I REFLECT ON THIS SCHOOL YEAR SO FAR, I


AM MOST PROUD OF
WHAT METACOGNITIVE STRATEGIES
DID YOU EMPLOY TO MONITOR AND
MANAGE YOUR LISTENING SKILLS?
Listener: Use the
Pause, Paraphrase Probe
sequence
Speaker: Finish this sentence:

AS I ANTICIPATE THE REMAINDER OF THIS


SCHOOL YEAR, IM MOST EXCITED ABOUT.
WHAT VALUES ARE YOU EXPRESSING
WHEN YOU LISTEN TO OTHERS SO
INTENTLY?
PARAPHRASE WHAT YOUVE LEARNED
ABOUT THE, IMPORTANCE, EFFECTS
AND MENTAL PROCESSES OF
LISTENING WITH UNDERSTANDING
AND EMPATHY
What did you observe?
What did you see the teachers
(Bena and Art) doing to foster the
Habits of Mind as the star
of the lesson?

What thought processes


did our ques%ons invite?

How might you use these three instruc%onal strategies


as you design your units/lesson to include the Habits of
Mind?
REFRAMING TEACHING AND LEARNING

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

HABIT OF MIND: OFTEN SOME- NOT


Listening with Understanding and TIMES YET
Empathy
See
HOW AM I DOING CHECKLIST

HABIT OF MIND: OFTEN SOME- NOT


Listening with Understanding and TIMES YET
Empathy
HEAR
CONCEPT ATTAINMENT

"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

Discuss and develop a plan for


Introducing Habits of Mind
to your school, your PLC and/or
your community.
MODELING:

What you are speaks so


loudly, they cant hear
what you say.
Ralph Waldo Emerson
THE BEST WAY TO PREDICT
THE FUTURE
IS TO INVENT IT.

ALAN KAY
APPLE COMPUTER CO.