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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
19
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)
20
Differentiation and individualization
21
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.
22
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
24
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?
25
�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
55
• 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
57
Building a culture for personalized learning and
habits of mind
59
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
64
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: [email protected]