BUILDING A MORETHOUGHT-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?

ANDIs your instruction Habit- forming?

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”

CHEMICALproduced 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 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 through 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.”

STAGES OF DEVELOPMENT

HOW THE BRAIN BECOMES HABITUATED

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 Incompetence

Conscious Incompetence

Conscious Competence

Unconscious Competence

Think about your thinking!

1. METACOGNITION

Being aware of your own thoughts, feelings, and actions and their effects of on others

Metacognition:

Think

Aloud

Problem

Solving

THINK ALOUDPROBLEM 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. Check for Accuracy2. Clarify3. Provide data not answers4. Resist making judgments5. Stay focused on thinking6. 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

Take your time!

Acting with forethought and deliberation.

IMPULSIVITY

Snake! or

Stick?

MANAGINGIMPULSIVITY

“DON’T CALL OUTIN ASSEMBLY IFYOU LOOSE A

TOOTH. YOU WAITUNTIL ASSEMBLY

IS OVER.”GAGE, GRADE 1

Clip

Managing ImpulsivityWAIT 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

Field trips Hands on Movement Scenarios Role play Demonstrations Illustrations Dramatizations Clay, Collage,

etc.

QuickTime™ and aTIFF (LZW) decompressor

are needed to see this picture.

4. THINKING INTERDEPENDENTLY

Work together!

Working with and learning from others in reciprocal situations.

THINKING INTERDEPENDENTLY

BRAINSTORM: HOW WOULD

TEAMING, GROUP WORK, AND COOPERATION CONTRIBUTE TO HUMAN SURVIVAL OVER THE YEARS?

THINKING INTERDEPENDENTLY

GROUP COOPERATIONA 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

Use what you’ve learned!

Accessing prior knowledge and transferring it to novel situations.

THE BRAIN’S MEMORY SYSTEMS

DECLARATIVE: Knowing what.

RECALL:“What was the

name of your first year teacher?”

PROCEDURAL: Knowing how.

“What strategies do you employ when you encounter an unfamiliar word while reading?”

APPLYING PAST KNOWLEDGE TO NEW SITUATIONS

QuickTime™ and aCinepak decompressor

are needed to see this picture.

6. LISTENING WITH UNDERSTANDING AND EMPATHY

Understand others!

Devoting mental energies to understandingothers’ thoughts and feelings.

MIRROR NEURONS

…..neurons in monkeys fire both when the monkey carries out certain specific hand motions and when itviews 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 inCaine, 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

Laugh a little!

Finding whimsy, incongruity and playfulness.Laughing at yourself.

8. RESPONDING WITH WONDERMENT AND AWE

Awesome!

Finding the world fascinating, mysterious, intriguing and phenomenal.

“All thinking begins

with wondering”Socrates

SUSTAINING INNATE ZESTFOR LEARNING

Curiosity and questioning Constructing self-meaning Being attracted to and intrigued by phenomena and mysteryNaiveté-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 achievePlayfulness--finding humor and joyfulnessFaith 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