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BUILDING A MORE THOUGHT-FULL LEARNING COMMUNITY WITH HABITS OF MIND

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BUILDING A MORE THOUGHT-FULL LEARNING COMMUNITY WITH HABITS OF MIND

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

    2. JUST LIKE ME 1st time to Guadalajara 1st time to this conference Love traveling in Mexico Has taught more than 30 20 10 yrs A parent of 4 children A grandparent Came with friends; brought spouse1st time to Guadalajara 1st time to this conference Love traveling in Mexico Has taught more than 30 20 10 yrs A parent of 4 children A grandparent Came with friends; brought spouse

    3. ESSENTIAL QUESTIONS: What are the characteristics of effective, creative problem solvers? How might educators create school and classroom conditions to learn, practice, assess and report students' growth toward internalizing these habits?

    4. AGENDA: Day I Introductions and Overview of Workshop--Discovering and Exploring Habits of Mind Focus on Students--their dispositions of learning Habits of Mind: Their place in the curriculum Activating and Engaging Habits of Mind

    5. 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?

    6. HOW WE WOULD LIKE THEM TO BE

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

    8. ON A CHART: TITLE CREATE A SIMILE: . (name the habit of mind) IS LIKE A... BECAUSE. CREATE A LOGO OR SYMBOL FOR THE HABIT OF MIND COMPOSE A BRIEF STATEMENT OR SLOGAN THAT SUMMARIZES THE HABIT OF MIND

    9. COMPARE YOUR LIST OF ATTRIBUTES: HOW WOULD YOU LIKE THEM TO BE? WITH THE LIST OF HABITS OF MIND. FIND SIMILARITIES Resources: Where did they com from? Glatthorn Feuerstein Sternbeg Perkins Gardner GolemanResources: Where did they com from? Glatthorn Feuerstein Sternbeg Perkins Gardner Goleman

    11. Habits of mind Dimensions: Value - choosing to behave intelligently Inclination- deciding to use a certain behavior Sensitivity- knowing when to use them Capability- having skills & capacity to use them Commitment- reflecting on improvement Policy- promoting and incorporating their daily use Value: Choosing to employ a pattern of intellectual behavior rather than less productive patterns. <CLICK> Inclination: Feeling the tendency to employ a pattern of intellectual behaviors.<CLICK> Sensitivity: Perceiving opportunities for, and appropriateness of, employing the pattern of behaviors. <CLICK> Capability: Possessing the basic skills and capacities to carry through with the behaviors. <CLICK> Commitment: Constantly striving to reflect on and improve performance of the pattern of intellectual behaviors. <CLICK> Policy: Making it a policy to promote and incorporate the patterns of intellectual behaviors into actions, decisions, and resolutions of problematic situations. Value: Choosing to employ a pattern of intellectual behavior rather than less productive patterns. <CLICK> Inclination: Feeling the tendency to employ a pattern of intellectual behaviors.<CLICK> Sensitivity: Perceiving opportunities for, and appropriateness of, employing the pattern of behaviors. <CLICK> Capability: Possessing the basic skills and capacities to carry through with the behaviors. <CLICK> Commitment: Constantly striving to reflect on and improve performance of the pattern of intellectual behaviors. <CLICK> Policy: Making it a policy to promote and incorporate the patterns of intellectual behaviors into actions, decisions, and resolutions of problematic situations.

    12. WHY HABITS OF MIND? TRANSDISCIPLINARY AS GOOD FOR ADULTS AS THEY ARE FOR STUDENTS FOCUSED ON LONG RANGE, ENDURING, ESSENTIAL LEARNINGS Resources: Where did they com from? Glatthorn Feuerstein Sternbeg Perkins Gardner GolemanResources: Where did they com from? Glatthorn Feuerstein Sternbeg Perkins Gardner Goleman

    13. HABIT IS A CABLE; WE WEAVE IT EACH DAY, AND AT LAST WE CANNOT BREAK IT.

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

    16. UNDERSTANDING: WHAT DO WE MEAN?

    17. THINK - PAIR - SHARE What do you mean by understanding? What would you see/hear students doing if they understand? Add your own thoughts

    18. EVIDENCE OF UNDERSTANDING: CAN STUDENTS: EXPLAIN IT ACCURATELY? GIVE THEIR INTERPRETATION? TAKE ANOTHERS PERSPECTIVE? EMPATHIZE? ASK FURTHER QUESTIONS? APPLY IT ELSEWHERE?

    20. THINKING VERBS FOUND IN STANDARDS

    21. THINKING IS THE HARDEST WORK THERE IS WHICH IS WHY SO FEW PEOPLE ENGAGE IN IT. HENRY FORD

    22. DIRECT INSTRUCTION IN THINKING SKILLS

    23. LABELING THINKING SKILLS AND PROCESSES: E.g.

    24. LABELING THINKING SKILLS AND PROCESSES: E.g.

    25. LABELING THINKING SKILLS AND PROCESSES: E.g.

    27. LEARNING TASKS Engaging skillfully in a variety of authentic, rich activities that require strategic planning, creative approaches and the application of organized, multiple and complex thinking skills.

    28. RICH TASKS REQUIRING SKILLFUL THINKING

    30. LESSON ANALYSIS What math concepts were being learned in this lesson? In which thinking skills were students engaging? What was the nature of the task the students were performing? Which habits of mind were students drawing upon? Think Pair ShareThink Pair Share

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

    34. SUMMARIZE YOUR UNDERSTANDING OF THE HABITS OF MIND AND THEIR PLACE IN THE CURRICULUM

    35. ACTIVATING AND ENGAGING HABITS OF MIND

    36. Paired Verbal Fluency Review When might you use strategy?Review When might you use strategy?

    39. . Stick to it!

    40. Failed in business, 1831 Defeated for legislature, 1832 Again failed in business, 1833 Elected to legislature, 1834 Defeated for Speaker, 1838 Defeated for elector, 1840 Defeated for Congress, 1843 Elected to Congress, 1846 Defeated for Congress, 1848 Defeated for Senate, 1855 Defeated for vice-president, 1858 Defeated for Senate, 1858

    42. Share an experience in your life in which persistence paid off. What skills and strategies did you employ?

    43. `

    44. 2. MANAGING IMPULSIVITY Take your time!

    45. MANAGING IMPULSIVITY DONT CALL OUT IN ASSEMBLY IF YOU LOOSE A TOOTH. YOU WAIT UNTIL ASSEMBLY IS OVER. GAGE, GRADE 1 Carolee: You can assess student understanding of the HOM through their art work Here is 1st grade exampleCarolee: You can assess student understanding of the HOM through their art work Here is 1st grade example

    46. DISCUSSION: What is motivating the decision about what is the right thing to do? How do you know? What considerations might have guided him, what strategies might he have used to take more appropriate actions?

    47. MANAGING IMPULSIVITY What advice would you give this person as to how to respond to this situation?

    48. 3. LISTENING WITH UNDERSTANDING AND EMPATHY Understand others!

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

    51. WAIT TIME After having asked a question, the average teacher waits 1 second before either calling on a student, asking another question or answering the question him/herself. Rowe, M. B. "Wait Time and Rewards as Instructional Variables: Their Influence on Language, Logic and Fate Control. "Journal of Research, in Science Teaching 11, 2: 81-84. (Spring 1974).

    52. LEARNING TO WAIT Gauging how long to wait - Watch the eyes! Count backward from 3.

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

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

    55. Think Clearly!

    56. THINKING AND COMMUNICATING WITH CLARITY AND PRECISION GENERALIZATIONS DELETIONS DISTORTIONS

    57. Paying attention to self and others: Awareness of what you are saying, how it is said and how others are responding; attending to learning styles; being sensitive to your own and others' emotions.

    58. PracticePractice

    62. PARAPHRASE WHAT YOUVE LEARNED ABOUT THE, IMPORTANCE, EFFECTS AND MENTAL PROCESSES OF LISTENING WITH UNDERSTANDING AND EMPATHY

    63. As you reflect on the days events, what key ideas do you want to remember that you will take back to your classroom practice?

    64. HOMEPLAY Describe to others what you are learning. Isolate and practice Listening skills. Recognize Habits of Mind in self and others. Self-administer HOM Inventory, pp 27-28 in Learning Guide

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