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A habit is a bit like a cold.

A habit is a bit like a cold. You know you have it, but you're not quite sure where you got it from. Welcome to HABITS OF MIND AGENDA 9:00-9:15 / 15 min. ~ Introductions & Norm Setting 9:15-9:30 / 15 min. ~ HoM Defined / Brainology 9:30-9:45 / 15 min. ~ The 16 HoMs

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A habit is a bit like a cold.

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  1. A habit is a bit like a cold. You know you have it, but you're not quite sure where you got it from.

  2. Welcome to HABITS OF MIND AGENDA 9:00-9:15 / 15 min. ~ Introductions & Norm Setting 9:15-9:30 / 15 min. ~ HoM Defined / Brainology 9:30-9:45 / 15 min. ~ The 16 HoMs 9:45-9:55 / 10 min. ~ Hands-On Activity 9:55-10:00/ 5 min. ~ Final Thoughts / Evaluation

  3. Welcome to HABITS OF MIND Marie Zaiens, Mission College Learning Center Director Developmental Communications Faculty Paula Brown, Harbor College Faculty Teaching Learning Center Kinesiology, Health & Wellness Department

  4. Norm Setting: This activity can be used the first day as an ice breaker and to establish your syllabus as a living document in which students themselves have a stake. To establish guidelines for the group: Prompt: “Think of a time when you were in a learning situation in community that went very well for you.  What would it take to make this class that kind of successful learning environment for you?” Allow participants to consider the prompt. (2 mins.) Break participants groups of 2-3 to introduce themselves, discuss their responses, and make a list. (5 mins.) Elicit ideas from participants. (3 mins.) Add ideas to a poster or on the board. Add the Norms to your syllabus. Get a quick group agreement for a short list with an understanding that the class will return to it for review and revisions as needed. Revisit the list once or twice during the semester to remind the group of the Norms.

  5. HABITS OF MIND An acquired predisposition to respond in particular ways. The inclination, capability and commitment to particular behaviors that lead to productive learning outcomes. These habits build up students sense of responsibility as well as encourage them to believe they can be successful in college and in life.

  6. The Sixteen Habits of Mind Thinking about thinking (Metacognition) Remain open to continuous learning Thinking flexibility Persisting Finding humor Striving for accuracy Listening with understanding and empathy Gathering data through all the senses Thinking and communicating with clarity and precision Thinking interdependently Creating, imagining, and innovating Responding with wonderment and awe Applying past knowledge to new situations Questioning and posing problems Managing impulsivity Taking responsible risks

  7. BRAINOLOGY

  8. The Sixteen Habits of Mind Thinking about thinking (Metacognition) Remain open to continuous learning Thinking flexibility Persisting Finding humor Striving for accuracy Listening with understanding and empathy Gathering data through all the senses

  9. Thinking and communicating with clarity and precision 10. Thinking interdependently 11. Creating, imagining, and innovating 12. Responding with wonderment and awe 13. Applying past knowledge to new situations 14. Questioning and posing problems 15. Managing impulsivity 16. Taking responsible risks

  10. PUTTING THE HABITS INTO PRACTICE: ANJIE CRUM, English instructor at Harbor College made a short 10 minute presentation for her class dealing with “managing impulsivity” as it relates to procrastination. This allowed for a definition, conversation, and practical tips to assist with the problem. Using her idea, I talk about “thinking about thinking”, or metacognition with my face to face and online classes. ____________________________________________________ RESOURCES metacognition resources YOUTUBE VIDEO on metacognition metacognition video

  11. METACOGNITION • Academic Self-Regulation includes skills such as: • 1. Valuing learning and its anticipated outcomes • 2. Setting performance goals • 3. Planning and managing time • 4. Holding positive beliefs about one's abilities • 5. Attending to and concentrating on instruction • 6. Effectively organizing, rehearsing, and encoding information • 7. Setting up a productive work environment • 8. Using social resources effectively • 9. Focusing on positive effects • 10. Making useful attributions for success and failure • Academic Self-Regulation Skills • (McCombs, 1989; Schunk, 1994; Zimmerman, 1994)

  12. Further Information 3CSN Habits of Mind http://3csn.org/completion-initiative/habits-of-mind/ LAMC Cultivating Growth Mindset http://www.lamission.edu/learningcenter/growminds.aspx LAMC 8 Essential Lessons http://www.lamission.edu/learningcenter/ITAC.aspx

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