Dr. Hilary Fletcher United States Military Academy West Point,
NY Department of Mathematical Sciences Developing Our Students
Habits of Mind
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How Do You Define (+) HOM? dispositions that are skillfully and
mindfully employed by characteristically intelligent, successful
people when they are confronted with problems, the solutions to
which are not immediately apparent. The Institute of Habits of Mind
http://www.instituteforhabitsofmind.com/ 2
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What are some HOM? Why are HOM so important? How can we
incorporate HOM into our programs/courses/classrooms? How do we
assess HOM? Agenda 3
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The Habits of Mind as Identified by Costa and Kallick are: What
are some +HOM? Thinking and Communicating with Clarity and
Precision Managing Impulsivity Gathering Data Through all Senses
Persisting Creating, Imaging and Innovation Thinking Flexibly
Taking Responsible Risks Questioning and Posing Problems Thinking
and Communicating with Clarity and Precision Managing Impulsivity
Gathering Data Through all Senses Persisting Creating, Imaging and
Innovation Thinking Flexibly Taking Responsible Risks Questioning
and Posing Problems Striving for Accuracy Thinking Interdependently
Applying Past Knowledge to New Situations Thinking about Thinking
(Metacognition) Finding Humor Responding with Wonderment and Awe
Listening with Understanding and Empathy Remaining Open to
Continuous Learning Striving for Accuracy Thinking Interdependently
Applying Past Knowledge to New Situations Thinking about Thinking
(Metacognition) Finding Humor Responding with Wonderment and Awe
Listening with Understanding and Empathy Remaining Open to
Continuous Learning Arthur L. Costa and Bena Kallick, Habits of
Mind: A Series, Copyright 2000 4
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5 http://www.aacu.org/value/abouttherubrics.cfm
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HOM at USMA Curiosity Reasoning/Critical Thinking Creativity
Work Ethic Thinking Interdependently Life Long Learning
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WPLDS 3. Demonstrate a broad perspective that is open to new
ideas and experiences. Remain curious and dedicated to a lifetime
of learning. View situations from perspectives that combine the
knowledge gained from a robust liberal-arts education with personal
experiences. Interpret experiences using multiple viewpoints while
appreciating the diversity and nuance of human behavior. Seek to
increase personal and professional knowledge and remain open to
experiences that push them beyond their comfort zone. 4. Understand
ambiguous situations and solve complex problems. Think critically
and pursue innovative and creative solutions. Identify the
essential aspects of a situation. Employ available resources and
seek additional information when needed. Draw upon mathematics,
basic science, engineering, social sciences, humanities, and
technology to anticipate change, understand ambiguous situations,
and solve complex problems. Make meaningful connections between
disparate experiences. Monitor, assess, and refine solutions to
optimize outcomes. Learn from success and failure alike.
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Calendar Outcomes What does this mean for us as educators?
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With a partner, choose one HOM you strive to develop in your
students. Define the HOM for your classroom. Develop some student
outcomes and supporting student activities to accomplish these
outcomes. Outcomes describe what students are expected to know and
be able to do. Share as a large group. 10 How Might We Incorporate
HOM Into Our Classrooms?
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An Example - Thinking Interdependently Too much lecture Lack of
classroom interaction Over-reliance on group members
Divide-and-conquer approach Barriers to Thinking Interdependently
Definition: working with and learning from peers
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HOM: Thinking Interdependently STUDENT OUTCOME: Act responsibly
in fulfilling group commitments Student Activity #1 Student team of
two solve problems during class. Each team presents their solution
to the class. Student Activity #2 Student teams of three select a
project and submit one written project report. How Might We
Incorporate HOM Development Into Our Classrooms?
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HOM: STUDENT OUTCOME 1: Student Activity STUDENT OUTCOME 2:
Student Activity How Might We Incorporate HOM Development Into Our
Classrooms?
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With a partner, choose one HOM you strive to develop in your
students. Define the HOM for your classroom. Develop some student
outcomes and supporting student activities to accomplish these
outcomes. Outcomes describe what students are expected to know and
be able to do. Share as a large group. 14 How Might We Incorporate
HOM Into Our Classrooms?
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Assessing HOM HOM: Thinking Interdependently STUDENT OUTCOME :
Act responsibly in fulfilling group commitments. Student Activity
#1 Student team of two solve problems during class. Each team
presents their solution to the class. Assessment of Outcome for
Student Activity #1 Indicator: Ask questions of both students, even
if both students do not present the solution. Target: Each student
is able to answer questions about the problem. Student Activity #2
Student teams of three select a project and submit one written
project report. Assessment of Outcome for Student Activity #2
Indicator: Give an individual quiz on the projects content. Also
ask each student to provide feedback on the other group members.
Target: All students earn > 65% while 80% earns a 75% or better.
Positive feedback on all team members.
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Assessment of Outcome(s) for Student Activity Indicator:
Target: Assessment of Outcome(s) for Student Activity Indicator:
Target: Assessment Worksheet
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Why Are HOM So Important? PS & HOM Critical Thinking
Thinking Interdependently Gathering Data Through All Senses
Managing Impulsivity Creativity Curiosity Applying Past Knowledge
Life long Learning Work Ethic
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Think about the significance of not just preparing our students
for a life of tests
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but rather for the tests of life.
http://www.instituteforhabitsofmind.com/blog/self-directed-learning
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References The Best Of The Teaching Professor, Magna
Publications, Inc. 2005 Glatthorn, A. & Baron, J. (1985). The
Good Thinker. In A. L. Costa (Ed.), Developing Minds: A Resource
Book for Teaching Thinking. Alexandria, VA: Association for
Supervision and Curriculum Development. Feuerstein, R, Rand, Y,
Hoffman, M and Miller, R. (1980) Instrumental Enrichment: an
Intervention Program for Cognitive Modifiability. Baltimore, MD.
University Park Press. DeBono, E. (1991) The Cort Thinking Program
in A. Costa (Ed) Developing Minds: Programs for Teaching Thinking.
Alexandria, VA pp. 27-32: Association for Supervision and
Curriculum Development. Ennis, R. (2001) An Outline of Goals for A
Critical Thinking Curriculum and Its Assessment in Costa, A. (Ed.)
Developing Minds: A Resource Book for Teaching Thinking.
Alexandria, VA: Association for Supervision and Curriculum
Development Whimbey, A. and Whimbey L. S. (1975) Intelligence Can
Be Taught. New York: Lawrence Erlbaum Associates. Sternberg, R.
(1984). Beyond I.Q.: A Triarchic Theory of Human Intelligence. New
York: Cambridge University Press. Resnick, L (2001) Making America
Smarter: The Real Goal of School Reform. In Costa, (Ed) Developing
Minds: A Resource Book for Teaching Thinking: Alexandria, VA:
Association for Supervision and Curriculum Development.
Charbonneau, P., Jackson, H., Kobylski, G., Roginski, J., Sulewski,
C., & Wattenberg, F., Developing Students Habits of Mind in
Mathematics Programs, PRIMUS, Vol 19, issue 2, 105, March 2009.
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