Habits of Mind and Language learning Robyn Moloney International Grammar School In this presentation Dimensions of Learning Dimensions of Learning Habits of Mind Habits of Mind Habits of Mind shortlist for languages Habits of Mind shortlist for languages A unit of work written to develop one Habit A unit of work written to develop one Habit Other resources Other resources Learning model: Dimensions of Learning 5 types or dimensions of thinking essential to good learning: 5 types or dimensions of thinking essential to good learning: Attitudes and perceptions about learning Attitudes and perceptions about learning Acquiring and integrating knowledge Acquiring and integrating knowledge Extending and refining knowledge Extending and refining knowledge Using knowledge meaningfully Using knowledge meaningfully Productive habits of mind Productive habits of mind What kind of thinking do our students do? how do I say? L2 acquisition, construction, building of 4 skills- how do I say? L2 acquisition, construction, building of 4 skills- why does it float, why does it work that way? why does it float, why does it work that way? Cognitive processes in L1/ L2- in content- integrated or immersion learning Cognitive processes in L1/ L2- in content- integrated or immersion learning how come they/we do that? Noticing, reflecting. how come they/we do that? Noticing, reflecting. Intercultural processing Intercultural processing persisting Managing impulsivity Listening with understanding Thinking flexibly Thinking about your thinking Striving for accuracy Questioning and problem solving Applying past knowledge Thinking and communicating with clarity and precision Gathering data through all the senses Creating imagining Innovating Responding with wonderment and awe Taking responsible risks Finding humour Thinking interdependently Open to continuous learning Outstanding people- which habits do they use? Which habits for languages? Persisting Persisting Managing impulsivity: writing the first thing you think of Managing impulsivity: writing the first thing you think of Listening with empathy Listening with empathy Striving for accuracy Striving for accuracy Applying past knowledge Applying past knowledge Thinking Through Modern Foreign Languages Lin & Mackay Lin & Mackay Language tasks, games, with thinking skills highlighted, identified Language tasks, games, with thinking skills highlighted, identified A unit written around one habit Striving for accuracy Striving for accuracy Year 9/10 Year 9/10 topic: environment topic: environment Author: Lucy Howard Shibuya at IGS. Author: Lucy Howard Shibuya at IGS. Indicative time: 11 weeks Indicative time: 11 weeks Unit description:this unit focuses on developing the skills that will enable students to discuss and write about to a high degree of accuracy the topic of the natural environment. Student activities relate to the Habits of Mind which form the basis of the unit of work and importantly match the process and not only the content. Outcomes:5.UL.15.UL.25.UL.35.UL.45.MLC.15.MLC.25.MBC.15.MBC.2 Unit description:this unit focuses on developing the skills that will enable students to discuss and write about to a high degree of accuracy the topic of the natural environment. Student activities relate to the Habits of Mind which form the basis of the unit of work and importantly match the process and not only the content. Outcomes:5.UL.15.UL.25.UL.35.UL.45.MLC.15.MLC.25.MBC.15.MBC.2 Habit of Mind- Striving for accuracy and precision Habit of Mind- Striving for accuracy and precision Habit outcome Habit outcome Exploring Meaning Deeper understanding of what striving for accuracy means Exploring Meaning Deeper understanding of what striving for accuracy means Expanding Capacity Experiment with a number of strategies to refine work. Marking code; 2B4T strategy; Checklists for activities Expanding Capacity Experiment with a number of strategies to refine work. Marking code; 2B4T strategy; Checklists for activities Increasing Alertness A set of criteria for the students to be able to recognise when to strive for accuracy.The students need to be able to recognise opportunities to apply this HOM. Increasing Alertness A set of criteria for the students to be able to recognise when to strive for accuracy.The students need to be able to recognise opportunities to apply this HOM. Extending Values Students express the value of the habit of mind by being more inclined to use it in their work and their behaviour.Both formal and informal reward structures need to reflect the application of the HOMS. Extending Values Students express the value of the habit of mind by being more inclined to use it in their work and their behaviour.Both formal and informal reward structures need to reflect the application of the HOMS. Building Commitment Students need to be able to reflect and look at their goals. This can be done through rubrics, reflective journal writing Building Commitment Students need to be able to reflect and look at their goals. This can be done through rubrics, reflective journal writing Habit- Striving for Accuracy AlwaysUsuallySometimesOftenRarelyNever Do I do my very best work in class- time and at home? Do I ask for help by raising my hand or asking the teacher? Do I edit my work and take correction of work positively? Do I practise my weak skills, in order to make them strengths? Do I stay focused in class? Can you think of any other strategies for striving for accuracy? Can you think of any other strategies for striving for accuracy? We will fill these in twice more before the end of term- once in week 5 and once in week 11 We will fill these in twice more before the end of term- once in week 5 and once in week 11 Try and add one more strategy for week 5. Try and add one more strategy for week 5. 2B4T strategy- first you proofread your work / then get a friend to proofread it / then ask the teacher 2B4T strategy- first you proofread your work / then get a friend to proofread it / then ask the teacher The main assessment task this term will be to create a webpage around the topic The Natural Environment The main assessment task this term will be to create a webpage around the topic The Natural Environment There are 4 major components to this webpage There are 4 major components to this webpage 1.A factual text describing an area of the environment 1.A factual text describing an area of the environment 2. An interview or survey about this area presented as a video file 2. An interview or survey about this area presented as a video file 3. A creative writing task- e.g. A letter to the editor of a newspaper discussing environmental problems in the area you have written about in your factual text or maybe a cartoon depicting environmental issues 3. A creative writing task- e.g. A letter to the editor of a newspaper discussing environmental problems in the area you have written about in your factual text or maybe a cartoon depicting environmental issues 4. A reflective journal to be kept throughout the term recording your experiences in preparing this research task. 4. A reflective journal to be kept throughout the term recording your experiences in preparing this research task. Decide topic Plan outline, including gathering necessary information Make sure there is a vocabulary list and essential structures to start with. Be sure to have key words written down. Have a dictionary as a resource Have all notes, handouts etc ready to refer to Be prepared to apply past knowledge and write down any questions for the teacher for the next class. Write first draft, check yourself use as much detail as possible. When you have finished draft- ask yourself the question Have I checked everything? and Is it the best possible work I can produce? Get a peer to check( use marking code) Ask teacher to check and use marking code Steps towards accuracy in writing Marking Code Marking Code When correcting any writing, use this code as a means for developing metacognitive ability as you are checking your completed work for accuracy and precision. The following symbols should appear above the line where the mistake is. The error can then be rectified in the next draft. When correcting any writing, use this code as a means for developing metacognitive ability as you are checking your completed work for accuracy and precision. The following symbols should appear above the line where the mistake is. The error can then be rectified in the next draft. SpSpelling mistake SpSpelling mistake TTense is incorrect TTense is incorrect Pwrong particle Pwrong particle ^Something is missing ^Something is missing WIncorrect word WIncorrect word hiragana mistake hiragana mistake katakana mistake katakana mistake KKanji mistake KKanji mistake WOWord order is wrong WOWord order is wrong Reading accuracy These are some important ways to make sure we are getting as much of the correct information as we possibly can These are some important ways to make sure we are getting as much of the correct information as we possibly can With the following reading passage please do the following before reading: With the following reading passage please do the following before reading: Read through the vocabulary list once and check you are clear on meanings. Use dictionaries if necessary. Read through the vocabulary list once and check you are clear on meanings. Use dictionaries if necessary. Skim read the passage and highlight new words including words from the vocabulary list Skim read the passage and highlight new words including words from the vocabulary list Underline new kanji Underline new kanji Note any new structures. Note any new structures. Read the passage carefully. Read the passage carefully. Complete the exercise at the end of the passage Complete the exercise at the end of the passage Homework- Spend 30 minutes re-reading the passage and write 5 global questions in English about the passage. Homework- Spend 30 minutes re-reading the passage and write 5 global questions in English about the passage. Journal When reflecting on the week, consider the following: What were my goals for the week? Did I achieve them? Am I on track with my project and my work? Am I happy with the work I have done so far? How did I use the Habits of Mind, especially striving for accuracy and precision? Did I use them when I needed to? Was I effective in applying them Is there a quotation that would help me apply a particular habit? What is something I feel that I have done well this week? evaluation Were the order of subtopic, level of difficulty and time allocation sufficient? Were the order of subtopic, level of difficulty and time allocation sufficient? Did the chosen Habit of Mind match the process? Did the chosen Habit of Mind match the process? Were the teaching methods appropriate and effective? Were the teaching methods appropriate and effective? Were the resources suitable and adequate? Were the resources suitable and adequate? Were there any problems with assessment setting, conducting or marking? Were there any problems with assessment setting, conducting or marking? Student response to teaching learning and assessment experiences, including their development in and understanding of the Habit of Mind. Student response to teaching learning and assessment experiences, including their development in and understanding of the Habit of Mind. Additions and modifications Additions and modifications Gold licensed driver I always take time to check over my work I always check that my work matches the set criteria I always do my best work I always use the strategy of 2B4T strategy Silver Licensed driver I time to check over my work I check that my work matches the set criteria I do my best work I use the 2B4T strategy P plater I am starting to take time to check over my work I am starting to check that my work matches the set criteria I dont often complete my work I forget to use the 2B4T strategy L plater Has not started to complete work Has not started to use the 2B4T strategy many excellent links and resources many excellent links and resources