Transcript Document

HABITS OF MIND
YEAR 9
• Key competencies
• Multiple Intelligences
• Each person is able to learn
• All humans are born with eight
different intelligences
• Each intelligence learns differently
YEAR 10
• Building upon what you did in year 9
• Pathways – further study, work, etc
• Taking it a step further
• What are your strengths?
• What areas would you like to work on?
• What Habits would you like to develop?
What are the
HABITS OF MIND?
• Art Costa
• Research into the behaviour of
successful people – the best in their
field, e.g. athletes
• What do they have in common with
the way they go about using their
minds?
• Learning to behave more
intelligently
• Came up with 16 habits
• You are already using many of
the habits, at school and
outside of school
• Giving you a language to use
THE 16
HABITS OF
MIND
PERSISTING
Stick to it!
• Trying different strategies
• Finding different ways to reach
your goals
• Remaining focused
MANAGING
IMPULSIVITY
Take your time!
• Thinking before acting (how
many of us DON’T do that?)
• Choose your response
• ‘Think time’ and ‘wait time’ –
e.g. count to three before call
out
THINKING FLEXIBLY
Look at it another way
• Looking at something one way and
imagining it a different way
• Being open to alternatives,
differences, change
• Coming at problems from a different
angle
• Redefining what the problem is
• ‘As a result of hearing everyone’s
opinions, I have changed my mind…’
LISTENING WITH EMPATHY
& UNDERSTANDING
Understand others
• Understanding where another
person is coming from
• Another’s point of view and
emotions
• LISTENING versus HEARING
• Are we always able to
summarise the opinions of
others?
STRIVING FOR
ACCURACY
Check it again
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Striving for your personal best
Set high standards
Getting it right – doing it better
Checking and finding ways to
improve constantly
• Is ‘satisfactory’ good enough?
Thinking about your
thinking
METACOGNITION
Know your knowing
• Being aware of your own
thoughts, strategies, feelings &
actions
• Reflecting – what works and
what doesn’t work?
• Metacognitive awareness – how
did you solve your problem?
• 176 + 232 = ?
QUESTIONING &
POSING PROBLEMS
How do you know?
• Having a questioning attitude
• Do you remember when you were
five?
• Knowing what data you need
• Developing questioning
strategies to develop that data
APPLYING PAST
KNOWLEDGE TO NEW
SITUATIONS
Use what you learn!
• Access prior knowledge
• Take knowledge beyond the
situation in which it was learned
• ‘Numb3rs’
THINKING &
COMMUNICATING WITH
CLARITY AND PRECISION
Be clear!
• Fuzzy language – ‘EVERYBODY thinks
that this is so…’ Really? Is there not
ONE person who doesn’t think this
way?
• Being accurate when talking and
writing
• Avoiding over generalising, distorting,
deleting, exaggerating
CREATING, IMAGINING,
INNOVATING
Try a different way
• Coming up with new ideas
• Being original
TAKING RESPONSIBLE
RISKS
Venture out!
• Reach for the stars
• Trying something new
• Going outside your comfort
zone – growing as a person
• Measuring up the risks
• How many of us find talking in
front of a group scary?
GATHERING DATA
THROUGH ALL SENSES
Use your natural
pathways
• Tasting, smelling, touching,
moving, listening, seeing
• Gathering different sorts of data
• Learning best by taking
information in using all our
senses
THINKING
INTERDEPENDENTLY
Work together!
• Working with others
• Learning from others
• Team work
FINDING HUMOUR
Laugh a little!
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Seeing the funny side of things
Laughing at ourselves
Not about putting others down
This habit is demonstrated by the
most successful people - Steven
Spielberg, Eric Bana, Eddie McGuire
• Most advanced form of intelligence –
it is a difficult thing to do
RESPONDING WITH
WONDERMENT & AWE
Have fun figuring it out
• Passionate, amazed, intrigued
• Love doing what you are doing
• The most successful love what
they do –examples?
• Opposite of:
• ‘That’s boring…’
• ‘Who cares…’
REMAINING OPEN TO
CONTINUOUS
LEARNING
I have so much more to
learn
• The teacher myth: ‘we know it all’
• Door staying open
• The most successful people always
want to learn more, to improve, to get
better – E.g. Einstein
• Opposite of being arrogant
• ‘I know it all’
ONE LAST POINT
Nothing’s stopping you
from becoming the most
successful person you can
be.
HABITS OF MIND
PORTFOLIOS
WHAT IS A PORTFOLIO?
• Collection of work
• Shows effort, growth and
achievement
• Reflecting about learning
• Self evaluating
• Setting goals
WHAT CAN YOU INCLUDE?
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Tests
Oral presentations
Worksheets
Role plays
Journal writing
Musical pieces
Artwork
What else?
NB. Include photographs for work
pieces that can’t be put into your
portfolio – e.g. plays, ceramics, etc
PORTFOLIO PROCESS
1. Collect – in your log
2. Select – pieces to include
3. Reflect – using the portfolio
entry sheet
4. Connect – at parent-teacher
interviews
TERM 1
• Becoming familiar with the
Habits of Mind
• Use your Year 9 portfolio to
work out your strengths and
problem areas and to set
learning goals for the year
• Based on your goals, you will
then select four Habits of Mind
• Cover page of portfolio
THE 16 HABITS OF
MIND
Thinking
•Thinking about your thinking
(metacognition)
•Thinking and communicating
with clarity & precision
•Thinking interdependently
•Thinking flexibly
Responding & interacting
•Listening with understanding
and empathy
•Taking responsible risks
•Responding with wonderment
and awe
•Finding humour
•Remaining open to continuous
learning
Data gathering
•Applying past knowledge to
new situations
•Questioning and problem
posing
•Gather data through all
senses
Completing a task
•Persisting
•Managing impulsivity
•Striving for accuracy
•Creating, imagining &
innovating
• You will show your development
in each habit by selecting a
minimum of two pieces of work
or activities
• A total of 8 entries – 2 x 4
habits
• Each piece you include must
come from a different subject
Term 2
• Complete entries for two of the
habits you have chosen
• Each entry is to be annotated
(with your reflection on how
well you achieved the habit)
Term 3
• Present portfolios at parentteacher interviews
• Complete entries for other two
habits you have chosen
Term 4
• Finishing touches
• Revisit goal setting – have you
achieved your goals and how?