Energizing(and(Engaging(Your( Students: Personalized(Learning( andHabits(of(Mind · 2016. 8....

Energizing  and  Engaging  Your  Students: Personalized  Learning  

and  Habits  of  Mind

Bena KallickInstitute  for  Habits  of  Mind

AGENDA

• A  Brief  review  of  21st Century  Skills• Habits  of  Mind:    What  are  they?• Where  do  Habits  of  Mind  fit  in  the  curriculum

• Personalizing  Learning  and  Habits  of  Mind• Building  a  Culture  for  Habits  of  Mind• Reflection  and    commitment  to  next  steps

Let  us  examine  what  researchers  are  saying  about  the  needs  for  citizens  as  we  participate  in    the  21stCentury  global  community  and  on  into  the  22nd !  

College  and  Career  ReadinessIntellectual  Openness

Inquisitiveness

Analysis

Reasoning,  Argumentation  and  Proof

Interpretation

Precision  and  Accuracy

Problem  SolvingConley,  D.  T.    Redefining  College  Readiness.    Eugene,  OR:    Education  Policy  Improvement  Center.  

Global  Competencies

• Investigate  the  World• Recognize  Perspectives• Communicate  Ideas• Take  Action

Habits  of  Mind  and  Research

• Tony  Wagner  in  his  book,The  Global  Achievement  Gapidentifies:      

vcuriosityvcollaborationvassociative  or  integrative  thinkingva  bias  toward  action  and  experimentation

He  also  added:

“What  I  find  most  significant  about  this  list  is  that  they  represent  a  set  of  skills  and  habits  of  mind  that  can  be  nurtured,  taught  and  mentored.”

THINK  – PAIR  -­‐ SHARE

As  you  consider  what  theseexpert  authors  and  groups  are  saying  about  these    thinking  dispositions,  how  do  they  relate  to  the  curriculum  being  taught  and  assessed  in  your  schools?

ESSENTIAL QUESTIONS:

ØWhat are the characteristics of effective, creative, successful problem solvers?

ØHow do we create a personalized learning environment in which students learn and practice the Habits of Mind?

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?

HOW WE WOULD LIKE THEM TO BE

HABITS OF MINDDiscussion

✔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

CREATE A PRESENTATIONFOR THE GROUP

✔ FIND IMAGES ON THE INTERNET OR TAKE PHOTOS THAT REPRESENT THE HABIT

✔CREATE A MOVIE

✔SCRIPT A SKIT

✔MAKE A POSTER

✔TAKE A RESPONSIBLE RISK!!

Process  Management

• Identify  roles  for  each  member  of  the  group

• Make  certain  that  you  have  a  time  keeper

• Be  prepared  to  share  your  project  in  45  minutes

COMPARE YOUR LIST OF ATTRIBUTES:

“HOW WOULD YOU LIKE THEM TO BE?”

WITH THE LIST OF HABITS OF MIND.FIND SIMILARITIES

16 Habits of Mind✶ Persisting✶Managing Impulsivity✶ Listening with

understanding & empathy

✶ Thinking flexibly✶ Thinking about thinking✶ Striving for accuracy✶Questioning & posing

problems ✶ Applying past knowledge

to new situations

✶ Thinking & communicating with clarity and precision

✶ Gathering data throughall senses

✶ Creating, imagining, innovating

✶ Responding with wonderment and awe

✶ Taking responsible risks ✶ Finding humor ✶ Thinking interdependently✶ Remaining open to

continuous learning

Learning  in  a  Contemporary  World

Messy problems

Dizzying amount of information

Growing intolerance for boredom

Struggling on what matters

Making sense of humanity and human nature

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DEFINITION  OF  PERSONALIZED  LEARNING“Personalized  learning  is  a  progressively  student  –driven  model  where  students  deeply  engage  in  meaningful,  authentic,  and  rigorous  challenges  to  demonstrate  desired  outcomes.”

— Zmuda,  Curtis  and  Ullman  (2015)

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Differentiation  and  individualization

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KEY  DIFFERENCES

INDIVIDUALIZATION• Student  controls  the  pace  of  the  topic  as  well  as  when  to  demonstrate  mastery.  • Teacher  drives  instruction  through  teacher-­‐created  tasks  and  related  lesson  plans.  

DIFFERENTATION• Student  selects  from  a  range  of  content,  process,  and/or  product  options  to  meet  the  requirements.  • Teacher  tailors  instruction  based  on  individual  student  need  and  preference.

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HOW  THEY  FIT  TOGETHER

If  personalized  learning  is  the  organizational  frame  and  

pedagogical  structure  for  learning,  then  explicit  thinking  behaviors  are  

required:  Habits  of  Mind.

PERSONALIZED  LEARNING  FILTERS

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Use  the  filters  to  examine  a  practice

• Imagine  a  practice  that  you  consider  to  be  personalized  learning.• Use  the  filters  to  answer  the  questions:• To  what  degree  do  you  see  the  opportunity  for  student  voice?• To  what  degree  do  you  see  the  opportunity  for  co-­‐creation?• To  what  degree  do  you  see  the  opportunity  for  social  construction?• To  what  degree  do  you  see  the  opportunity  for  self-­‐discovery?

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�Habits  of  Mind  are  drawn  forth  when  confronted  with  problems,enigmas,  conflicts,  ambiguities,  the  

resolution  of  which  is  not  immediately  apparent.  

THEREFORE……..

A  CURRICULUM  MINDSHIFT  IS  NEEDED

FROM:Not  only  knowing  right  answers.

TO:

➔ Also  knowing  how  to  behave    when  answers  are  not  immediately  apparent.  

CurriculumDecisionMaking

Learning  StrategiesSocratic/InquiryThinking  MapsSocial  NetworkingProblem  Based  

Habits  of  Mind  as  Outcomes

AssessmentOn-­goingFormativeSelf-­Evaluative

REFRAMING  TEACHING  AND  LEARNING

Habits  of  Mind  in  the  Curriculum:  Three  basic  decisions:  ü OUTCOMESü STRATEGIESü ASSESSMENTS

THINKING SKILLS

HABITS OF MIND

RICH COGNITIVE TASKSTHAT DEMAND

SKILLFUL, CREATIVE, STRATEGIC THINKING

EFFECTIVE THINKING REQUIREMENTS:

CONTENT

SKILLFULTHINKING

Instructional  Strategies  to  Integrate  the  Habits  of  MindLearning Guide P. 34

Thinking  through  the    lens  of  Theatre

Starring  Role!Supporting  Lead!

Ensemble!

PERSISTINGAS  THE  STAR

.

Stick to it!

PERSISTING

Persevering  on  a  task  even  though  the  resolution  is  not  immediately  apparent.

Exploring  MeaningsLearning Guide P. 5

Share  an  experience  in  your  life  in  which  persisting  paid  off.

What  skills  and  strategies  did  you  employ?

PERSISTING:

`

WEBBING DIAGRAM

STRATEGIES FOR

PERSISTING…

In table groups, create a mind-map for“what to do when I get stuck”

DESCRIBING  CAPACITIES

What  skills  and  strategies  do  you  observe  Chris  employing  to  persist?

Being  alert  to  situational  cues:

Knowing  when  and  whichHOM  are  and  are  not    appropriate.  

What  did  you  observe?

• What  did  you  observe  I  was  doing  to  foster  the  Habits  of  Mind  as  the  star  of  the  lesson?

• What  thought  processesdid  the    questions  invite?

• How  might  you  use  these  three  instructional  strategies  as  you  design  your  units/lesson  to  include  the  Habits  of  Mind?

As  a  Member  of  the  Cast

HABIT OF MIND

in a Supporting Role

What  did  you  observe?

• What  did  you  see  the  teacher  doing  to  foster  the  Habits  of  Mind  as  a  member  of  the  Cast?  

• What  thought  processes  did  the  teachers’  questions  invite?

HABITS OF MIND:

Reinforcing  Opportunities

in  the  Ensemble

Think-­‐-­‐ Pair-­‐-­‐ Share

•What  did  you  observe  the  teacher  doing  to  foster  the  Habits  of  Mind  as  the  ensemble?  

•What  thought  processes  did  the  teachers’  questions  invite?

Summarize  your  

understanding  of    the  Habits  of  Mind  as  thinking  dispositions  and  their  place  

in  the  curriculum

Think-­‐ Pair-­‐ ShareUse  todays  meet

Curriculum  Design

Teacher  Generated

Value  addedCollaborate  to  develop  and  execute  an  idea  that  will  contribute  to  the  aesthetic  beauty  and  health  of  a  place  or  community.  This  development  process  includes:  • survey  of  the  area/neighborhood  to  determine  current  condition• interview  people  who  use  the  space  to  find  out  their  concerns  and  ideas• propose  and  get  approval  for  the  project• develop  a  plan  of  action  and  complete  the  task

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• Where  did  you  see  teacher  generated  ideas?

• Where  did  you  see  opportunities  for  student  co-­‐creation?

• What  opportunities  do  you  see  for  your  design  work  for  students?

It’s  personal

You  are  deeply  worried  about  _________  because  the  disease  or  condition  runs  in  your  family  and  is  affecting  a  loved  one.  How  do  you  get  good  information  about:• seriousness  of  the  disease  or  condition• preventive  measures• healthy  ways  of  coping  • providing  support  to  loved  ones

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Building  a  culture  for  personalized  learning  and  

habits  of  mind

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Listening with Understanding and empathy Questioning and Problem posing

thinking flexibly

• Listening  with  understanding  and  empathy––Listening  rather  than  telling

Listening with Understanding and empathy Questioning and Problem posing

thinking flexibly

• Questioning  and  problem  posing— Starting  the  work  at  the  design  table

Listening with Understanding and empathy Questioning and Problem posing

thinking flexibly

• Thinking  Flexibly—Allowing  and  remaining  open  to  multiple  perspectives

Listening with Understanding and empathy Questioning and Problem posing

thinking flexibly

• Listening  with  understanding  and  empathy––Listening  rather  than  telling

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Listening with Understanding and empathy Questioning and Problem posing

thinking flexibly

• Listening  with  Understanding  and  Empathy––Listening  to  how  the  organization  is  discovering  itself  

3. LISTENING WITH UNDERSTANDING AND EMPATHY

Understand others!

Devoting mental energies to understandingothers’ thoughts and feelings.

•Pause•Paraphrase •Probe

• Inquire• Clarify

LISTENING SEQUENCE:

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

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).

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

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

terminology and interpretations.

Speaker: Finish this sentence:

“AS I REFLECT ON THIS PAST SCHOOL YEAR, I AM MOST PROUD OF………”

Listener: Use the Pause, Paraphrase Probe sequence

? WHAT METACOGNITIVE STRATEGIES DID YOU EMPLOY TO MONITOR AND MANAGE YOUR LISTENING SKILLS?

Speaker: Finish this sentence:

“AS I ANTICIPATE THE NEXT SCHOOL YEAR, I’M MOST EXCITED ABOUT…….”

Listener: Use the Pause, Paraphrase Probe sequence

? WHAT VALUES ARE YOU EXPRESSING WHEN YOU LISTEN TO OTHERS SO INTENTLY?

As  you  watch  this  video,  observe  the  strategies  that  Dee  and  Maria  use  when  they  listen  with  understanding  and  empathy.

PARAPHRASE WHAT YOU’VE LEARNED ABOUT THE,

IMPORTANCE, EFFECTS AND MENTAL PROCESSES OF

LISTENING WITH UNDERSTANDING AND

EMPATHY

Three new ideas/concept

s I’ve learned.

Two questions I am asking

myself.

One action I plan to take.

DON’T WORRY THAT CHILDREN NEVERLISTEN TO YOU; WORRY THAT THEYARE ALWAYS WATCHING YOU.

ROBERT FULGHUM

RESOURCES• WEBSITE: (DEVELOPMENTAL RESOURCES, QUOTES, TRAINERS, SCHOOLS)

• www.habitsofmindinstitute.org• BOOKS:

• Learning and Leading with Habits of Mind, Costa and Kallick, AASCD• Habits of Mind Across the Curriculum, Costa and Kallick, ASCD• Dispositions: Reframing Teaching and Learning, Costa and Kallick, Corwin Press

• Assessment Strategies for Self Directed Learning, Costa and Kallick, Corwin Press

• E-MAIL: kallick.bena@gmail.com