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It is not enough that we provide It is notinformation; enough that we we teach skills; we want want learners to know learners towith know when what to do that to exercise those skills. information.
But rather than wanting to know what the students know--We want to know how the students react when they do not know
5 MINUTES
Choose
one habit of mind you see your students struggling with. Describe what that looks likehow do you know the student is struggling. In your experience, describe what the student could do to help themselves, and to struggle less.
Carol Dweck
7 MINUTES
Do
You think these struggling students you work with have a Fixed or a Growth mindset? What evidence do you see that allows you to make that assumption?
Angela Duckworth
7 MINUTES
Do
you think these struggling students you work with have Grit? What evidence do you see that allows you to make that assumption?
WE WANT LEARNERS TO BE PREDISPOSED TO BEHAVING INTELLIGENTLY AND PRODUCTIVELY WHEN CONFRONTED WITH PROBLEMS, DILEMMAS AND UNCERTAINTIES.
The whole of the college experience, inside and outside the classroom, provides the structure, learning opportunities, and reflective time to develop Habits of Mind.
10 MINUTES
What
The environment?
The learning process?
10 MINUTES Now think about the student What activities can you implement into your learning environment to help them develop this Habit of Mind you felt they were lacking.
Design:
A visual representation of what it means to teach the Habit of Mind you chose to the students you come in contact with.
Habits of Mind
Are characteristic of peak performers in all places: homes, schools, athletic fields, organizations, the military, governments, churches, or corporations. They are what make marriages successful, learning continual, workplaces productive, and democracies enduring.
Parting Thought
What
department, program, course, or even person on your campus can you connect with to help build students Habits of Mind?