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CREATING A CULTURE OF MINDFULNESS

CREATING A CULTURE OF MINDFULNESS. TO BEGIN OUR DISCUSSION:. Which of the habits of mind will serve us as we work together today?. SELF-MONITORING. How will you monitor your own and others’ use of the Habits of Mind and their effects on our work?.

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CREATING A CULTURE OF MINDFULNESS

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  1. CREATING A CULTURE OF MINDFULNESS

  2. TO BEGIN OUR DISCUSSION: Which of the habits of mind will serve us as we work together today?

  3. SELF-MONITORING • How will you monitor your own and others’ use of the Habits of Mind and their effects on our work?

  4. AS YOU REFLECT ON YESTERDAY’S LEARNINGWHAT INTRIGUES YOU?WHAT IDEAS WILL YOU APPLY?WHAT FRESH QUESTIONS ARE YOU RAISING?

  5. √

  6. STRESSORS: • Isolation/lack of feedback • Top-down mandates • Recipes of teaching • Lack of a sense of efficacy • Lack of institutionalizng of innovations • Having to make a large number of decisions with serious consequences • Evaluation

  7. EVALUATION OF PERFORMANCE, MERIT RATING OR ANNUAL REVIEW…..It leaves people bitter, crushed, bruised, desolate, despondent, dejected, feeling inferior, some even depressed, unfit for work for weeks after receipt of rating, unable to comprehend why they are inferior. It is unfair, as it ascribes to the people in a group differences that may be caused totally by the system that they work in. W. EDWARDS DEMINGOUT OF CRISIS

  8. WHAT DO YOU KNOW ABOUT THE EFFECTS OF STRESS ON: • Thinking? • Creativity? • Intellectual development? • Social interaction?

  9. FROM: DISTRESS TO: EUSTRESS

  10. TEACHERS PROFESSIONAL COMMUNITY Five Keys to Success: Shared Norms and Values Collaboration Collective Focus on Student Work Deprivatized Practice Reflective Dialogue Louis, K., Marks, H., and Kruse, S. (1996). “Teacher’s Professional Community in Restructuring Schools.” American Educational Research Journal, 33, (4) 757-798

  11. 1. SHARED NORMS AND VALUES

  12. SHARING THE VISION

  13. SHARED VISION DEVELOPS CREATIVE TENSION

  14. SIGNALS IN THE SCHOOL ENVIRONMENT: • MOTTOES • RECOGNITIONS • ACRONYMS • ACTION RESEARCH

  15. MOTTOES: “THE UNITED MIND WORKERS” BLEYL MIDDLE SCHOOL STAFF Cypress-Fairbanks School District Houston,Texas

  16. POSTERS

  17. QUEEN ELIZABETH SCHOOL STUDENTS: Pose powerful Questions Try to Understand others Empathize with others Are Eager learners Never give up ACRONYMS: WHERE THINKING REIGNS SUPREME!

  18. HAMPTON HIGH SCHOOL STUDENTS Have empathy for others Are accurate and precise Manage their impulsivity Pose powerful questions Take time to think Observe Through All Senses Never give up ACRONYMS:

  19. NEVER GIVE UP I MAGINE AND GENERATE NOVEL IDEAS L EARN CONTINUOUSLY STRIVE FOR ACCURACY AND PRECISION INQUIRE AND PROBLEM SOLVE NETWORK WITH OTHERS ENGAGE ENTHUSIASTICLY IN LEARNING L ISTEN WITH UNDERSTANDING A RE AWARE OF THEIR OWN THINKING BRING FORTH AND APPLY PAST KNOWLEDGE OBSERVE THROUGH ALL SENSES R ESPOND WITH WONDERMENT AND AWE E MPATHIZE WITH OTHERS BRISBANE GRAMMAR SCHOOL STUDENTS:

  20. SLOGANS LYNNWOOD LIONS “PAWS” TO THINK

  21. SLOGANS “Thought is taught at Huntington Beach High School” Huntington Beach, California

  22. SLOGANS “THINKING MAKES US WHITTIER” WHITTIER ELEMENTARY SCHOOL, WAUKESHA, WISCONSIN

  23. RECOGNITIONS

  24. RECOGNITIONS Wasatch Elementary School Salt Lake City, Utah

  25. THINK - PAIR - SHARE • DESCRIBE WAYS AND GENERATE ADDITIONAL WAYS THINKING AND THE HABITS OF MIND CAN BE SIGNALED AS GOALS AND VALUES OF YOUR SCHOOL. THINKING

  26. 2. A COLLECTIVE FOCUS ON STUDENT LEARNING

  27. A COLLECTIVE FOCUS ON STUDENT LEARNING • Standards of learning • Knowledge- based constructivism • Effort-based learning • Habits of mind Lauren B. Resnick, “Making America Smarter: The Real Goal of School Reform” in Developing Minds: A Resource Book for Teaching Thinking. ASCD 2001

  28. STANDARDS OF LEARNING

  29. EFFECTIVE THINKING REQUIREMENTS: HABITS OF MIND THINKING SKILLS COGNITIVE TASKS THAT DEMAND SKILLFUL THINKING THINKING SKILLS CONTENT

  30. STANDARDS BASED LEARNING • On what standards are learnings based? • What essential questions will be addressed? • Upon what prior knowledge must students draw ? • What understandings will students gain?

  31. UNDERSTANDING: WHAT DO WE MEAN? “He understands me”. “She understands French”. “Students understand the concept”. “She understands the laws ofphysics”. “We have an agreement of understanding”. “This is my understanding of the matter.”

  32. THINK - PAIR - SHARE • WHAT DO YOU MEAN BY “UNDERSTANDING”? • WHAT WOULD YOU SEE/HEAR STUDENTS DOING IF THEY “UNDERSTAND?” • ADD YOUR OWN THOUGHTS

  33. EVIDENCE OF UNDERSTANDING: CAN STUDENTS: • EXPLAIN IT ACCURATELY? • GIVE THEIR INTERPRETATION? • TAKE ANOTHER’S PERSPECTIVE? • EMPATHIZE? • ASK FURTHER QUESTIONS?

  34. “THINKING IS THE HARDEST WORK THERE IS. THAT IS WHY SO FEW PEOPLE ENGAGE IN IT.” HENRY FORD

  35. THINKING VERBS FOUND IN STANDARDS RESPOND SUPPORT REPRESENT VISUALIZE REASON VERIFY SOLVE SUMMARIZE SIMPLIFY ANALYZE APPLY CLASSIFY COMPARE CONNECT CONTRAST DESCRIBE DISCUSS ELABORATE EXPLORE DIAGRAM IDENTIFY INTERPRET JUDGE OBSERVE ORGANIZE PARAPHRASE PREDICT

  36. DIRECT INSTRUCTION IN THINKING SKILLS • DO STUDENTS KNOW HOW TO • PERFORM THE THINKING SKILL? • CAN STUDENTS DESCRIBE THE STEPS? • CAN THEY CORRECTLY LABEL THE SKILLWHEN THEY USE IT? • DO THEY APPLY THE SKILL SPONTANIOUSLY WHEN SOLVING PROBLEMS?

  37. LABELING THINKINGSKILLS AND PROCESSES: E.g. "Lets COMPARE these two pictures.” • "Let's look at these two pictures” "What do you PREDICT will happen when…?” • "What do you think will happen when…?” "Let's ANALYZE this problem.” • "Lets work this problem."

  38. LABELING THINKINGSKILLS AND PROCESSES: E.g. "What EVIDENCE do you have to support..?” • "How do you know that's true?” ”In what situations might you APPLY this…?” • "How else could you use this…?” “As you EVALUATE these alternatives….” • “Do you think that is the best alternative?

  39. LABELING THINKINGSKILLS AND PROCESSES: E.g. "What do you SPECULATE might happen if…” • "What do you think would happen if…” "What CONCLUSIONS might you draw ... • "What did you think of this story?” • "How can you explain…?" ”How does your HYPOTHESIS explain…?

  40. KNOWLEDGE-BASED CONSTRUCTIVISM

  41. “LEARNING IS AN ENGAGEMENT OF THE MIND THAT TRANSFORMS THE MIND” MARTIN HEIDDEGAR

  42. Meaning is not a spectator sport. • Knowledge is a constructive process rather than a finding. • It is not the content that gets stored in memory but the activity of constructing it that gets stored. • Humans don’t get ideas; they make ideas. • Memories are enveloped in emotions. LEARNINGS FROM BRAIN RESEARCH:

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