Transcript 1. PERSISTING: Persevering on a task even though the


BUILDING A MORE
THOUGHT-FULL
LEARNING COMMUNITY
WITH
HABITS OF MIND
“JUST LIKE ME”
HABITS OF MIND:
THE
BRAIN’S
SURVIVAL
MECHANISMS
HABITS OF MIND AND
RESEARCH FROM THE
NEUROSCIENCES
What are Habits of Mind?
What
are they in the Brain?
AND
Is your instruction Habitforming?
AUTOPLASTICITY
BRAIN STRUCTURES
Neo-mammalian brain----------------(cortex)
Emotional Brain-----------------------------(Limbic System/
Paleo-mammalian Brain)
Reptilian Brain--------------------------------(The Brain Stem)
NEUROTRANSMITTERS:
THE BRAIN’S “FEEL GOOD”
CHEMICALS
Endorphins, serotonin and dopamine are
chemicals produced by the brain that
are active in the brain’s reward
system. The brain makes chemicals
that are released when certain
behaviors increase the probability of
survival.
STRESS
HORMONE:
CORTISOL
THE BRAIN’S “NEGATIVE”
CHEMICAL
produced in and secreted
by the adrenal glands
secretion is increased in response to physical and
psychological stress of any kind.
when the stressful event or situation is over, cortisol
levels return to normal.
DOWNSHIFT
16 HABITS OF MIND
 Persisting
 Thinking & communicating with
clarity and precision
 Managing Impulsivity
 Listening with understanding  Gathering data through





& empathy
Thinking flexibly
Thinking about thinking
Striving for accuracy
Questioning & posing
problems
Applying past knowledge to
new situations






all senses
Creating, imagining, innovating
Responding with wonderment
and awe
Taking responsible risks
Finding humor
Thinking interdependently
Remaining open to continuous
learning
Habits of mind attend to:
 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
SURVIVAL MECHANISMS:
1. Metacognition
2. Managing Impulsivity
3. Gathering Data through all Senses
4. Thinking Interdependently
5. Applying Past Knowledge to
New Situations
6. Finding Humor
7. Listening with Understanding and Empathy
8. Responding with Wonderment and Awe
HOW THE BRAIN
BECOMES HABITUATED
“HABIT IS A
CABLE; WE
WEAVE A THREAD
OF IT EACH DAY,
AND AT LAST WE
CANNOT BREAK
IT.”
HOW THE BRAIN BECOMES HABITUATED
STAGES OF DEVELOPMENT
1. Awareness: What is it?
2. Recognition: What does it look like/sound like?
3. Valuing: Why is it important?
4. Adoption: How does it guide my actions?
5. Reflection: How might I improve?
6. Internalization: How might I live it?
FORMING HABITS
Levels of Competence—
Unconscious
Competence
 Conscious Competence
Conscious
Incompetence
Unconscious
Incompetence
1. METACOGNITION
Being aware of your own
thoughts, feelings, and actions
and their effects of on others
Think about
your thinking!
Metacognition:




Think
Aloud
Problem
Solving
THINK ALOUD
PROBLEM SOLVING
Pose challenging problems then:
BEFORE: Invite students to describe
their plans and strategies for solving the
problem/making decisions.
DURING: Share their thinking as they
are implementing their plan.
AFTER: Reflect on/evaluate the
effectiveness of their strategy.
Sustaining and Engaging
Metacognition
1.
2.
3.
4.
5.
6.
Check for Accuracy
Clarify
Provide data not answers
Resist making judgments
Stay focused on thinking
Encourage Persistence
METACOGNITIVE PROBLEM:
COMBINE THE FOLLOWING FOUR
SENTENCES:
The horse jumped over the fence.
The horse was gray.
The jump was done gracefully.
The fence was low and made of brick.
METACOGNITIVE PROBLEM:
Betty is shorter than Sally.
Cynthia is taller than Sally.
Carla is shorter than Betty.
Is Sally shorter or taller than Carla?
2. MANAGING IMPULSIVITY
Acting with forethought
and deliberation.
Take your time!
IMPULSIVITY
Snake!
or
Stick?
MANAGING
IMPULSIVITY
“DON’T CALL OUT
IN ASSEMBLY IF
YOU LOOSE A
TOOTH. YOU WAIT
UNTIL ASSEMBLY
IS OVER.”
GAGE, GRADE 1
Clip
Managing Impulsivity
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).
3. GATHERING DATA THROUGH
ALL SENSES
Using all sensory
pathways: gustatory,
olfactory, tactile,
kinesthetic, auditory,
visual.
Use your natural pathways!
ALL INFORMATION GETS INTO OUR BRAIN
THROUGH THE SENSORY PATHWAYS:
Tasting,
Smelling,
Touching,
Moving
Hearing,
Seeing.
DESIGNING
LESSONS TO
EGAGE ALL
SENSES
SENSORY INPUT
QuickTime™ and a
TIFF (LZW) decompressor
are needed to see thi s picture.









Field trips
Hands on
Movement
Scenarios
Role play
Demonstrations
Illustrations
Dramatizations
Clay, Collage, etc.
4. THINKING
INTERDEPENDENTLY
Working with and
learning from others
in reciprocal situations.
Work together!
THINKING INTERDEPENDENTLY
BRAINSTORM:
HOW WOULD TEAMING,
GROUP WORK, AND
COOPERATION
CONTRIBUTE TO
HUMAN SURVIVAL
OVER THE YEARS?
THINKING INTERDEPENDENTLY
GROUP COOPERATION
A Scoring Rubric
4. Demonstrates interdependence. All members contribute. Shows indicators
of cooperation and working together, compromising and, staying on task.
Disagreements are welcomed as learning opportunities. Completes task with
accuracy and within time limits. Members listen to others points of view.
Paraphrasing, clarifying and empathizing are in evidence.
3. Members disagree but reach agreements through arguing and debate.
Some paraphrasing and clarifying is in evidence. Group sometimes strays from
task. Some members remain silent or refrain from participating.
2. Some members are off task. Group rushes to complete task in the most
expedient way due to the pressure of time. Evidence of arguing or
encouraging others to get it over with.
1. Few on task. Evidence of arguing and disinterest. Some members occupied
with other work.
0. Chaos. Task not completed. Many put-downs. Some members leave before
task is complete. Complaints about having to participate in task.
5. APPLYING PAST KNOWLEDGE
TO NEW SITUATIONS
Accessing prior knowledge
and transferring it to
novel situations.
Use what you’ve learned!
THE BRAIN’S MEMORY SYSTEMS
 DECLARATIVE:
Knowing what.
 PROCEDURAL:
Knowing how.
 RECALL:
 “What was the
name of your first
year teacher?”
 “What strategies
do you employ when
you encounter an
unfamiliar word
while reading?”
APPLYING PAST KNOWLEDGE
TO NEW SITUATIONS
QuickTime™ and a
Cinepak decompressor
are needed to see this picture.
6. LISTENING WITH UNDERSTANDING
AND EMPATHY
Devoting mental energies to understanding
others’ thoughts and feelings.
Understand others!
MIRROR NEURONS
…..neurons in monkeys fire both when the monkey
carries out certain specific hand motions and when it
views those specific motions being carried out by
someone else. The existence of “mirror neurons”
indicates that we are built to respond to what others in
our environment do. “Mirror neurons” are also found for
other gestures,including facial movements.
Giacomo Rizzolatti in
Caine, G., & Caine, R. (2001).
The brain, education and the competitive edge.
Lanham, MD: Scarecow Press.
RAPPORT
 Rapport Phenomena with mammals
Work of Jane
Goodall and
Diane Fossey
 Applicable across
all cultures
THE WAY OF BEING WITH ANOTHER
PERSON WHICH IS TERMED
EMPATHIC…MEANS TEMPORARILY LIVING
IN THER LIFE, MOVING ABOUT IN IT
DELICATELY WITHOUT MAKING
JUDGMENTS……TO BE WITH ANOTHER IN
THIS WAY MEANS THAT FOR THE TIME
BEING YOU LAY ASIDE THE VIEWS AND
VALUES YOU HOLD FOR YOURSELF IN
ORDER TO ENTER THE OTHER’S WORLD
WITHOUT PREJUDICE…A COMPLEX,
DEMANDING, STRONG YET SUBLTLE AND
GENTLE WAY OF BEING.
CARL R. ROGERS
COMMUNICATING MEANING
7. FINDING HUMOR
Finding whimsy, incongruity
and playfulness.
Laughing at yourself.
Laugh a little!
8. RESPONDING WITH
WONDERMENT AND AWE
Finding the world fascinating,
mysterious, intriguing
and phenomenal.
Awesome!
“All thinking begins
with wondering”
Socrates
SUSTAINING INNATE ZEST
FOR LEARNING
Curiosity and questioning
Constructing self-meaning
Being attracted to and intrigued by phenomena and mystery
Naiveté-remaining open to learning
Self-initiating--internal motivation.
Transparency of self--congruence between intention and action.
Sensory learning--intake through all senses.
Openness to feedback--innate desire to improve and achieve
Playfulness--finding humor and joyfulness
Faith in adults--turning for guidance, advice, modeling
Innocence--lacking prejudices, biases and corruption
MODELING:
“ What you are speaks so
loudly, they can’t hear
what you say.”
Ralph Waldo Emerson
“WE ARE WHAT WE REPEATEDLY
DO.
EXCELLENCE, THEN, IS NOT
AN ACT
BUT A HABIT.”
Aristotle
To build and promote a community
of educators and practitioners
of the habits of mind
To create awareness of the habits of mind through
workshops, seminars, publications and the internet.
To be a resource centre to support schools and
organisations with books, products and human capital.
To collaborate research in the field of thinking and
intelligent behaviours