1 / 61

BUILDING A MORE THOUGHT-FULL LEARNING COMMUNITY WITH HABITS OF MIND

AGENDA: Day II. Sharing our successes with homeplayReview: Word splashQuestioning with IntentionConducting Metacognitive DiscussionsInfusing HOM into the culture of the schoolReflection, homeplay and next steps. TO BEGIN OUR DISCUSSION:. WHICH HABITS OF MIND WILL SERVE US AS WE WORK TOG

gari
Download Presentation

BUILDING A MORE THOUGHT-FULL LEARNING COMMUNITY WITH HABITS OF MIND

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

    1. BUILDING A MORE THOUGHT-FULL LEARNING COMMUNITY WITH HABITS OF MIND

    2. AGENDA: Day II Sharing our successes with homeplay Review: Word splash Questioning with Intention Conducting Metacognitive Discussions Infusing HOM into the culture of the school Reflection, homeplay and next steps Resources: Where did they com from? Glatthorn Feuerstein Sternbeg Perkins Gardner GolemanResources: Where did they com from? Glatthorn Feuerstein Sternbeg Perkins Gardner Goleman

    3. TO BEGIN OUR DISCUSSION: WHICH HABITS OF MIND WILL SERVE US AS WE WORK TOGETHER TODAY?

    4. GOAL SETTING SELECT ONE OR TWO HABITS OF MIND THAT YOU WISH TO FOCUS ON AS AN INDIVIDUAL. SELECT ONE OR TWO HABITS OF MIND THAT YOU WISH TO FOCUS ON AS YOU WORK IN A GROUP.

    5. SELF-MONITORING How will you monitor your own and others’ use of the Habits of Mind and their effects on our work?

    6. Sharing Our Learning from Homeplay What did you learn as you observed the Habits of Mind in others? What did you learn as you observed the Habits of Mind within your self? What did you learn from your self-inventory?

    7. 8. APPLYING PAST KNOWLEDGE TO NEW SITUATIONS Use what you’ve learned!

    8. WORD SPLASH GENERATE AS MANY SYNONYMS, PHRASES OR OTHER TERMS THAT ARE SIMILAR IN MEANING TO THIS HABIT OF MIND

    11. 7. QUESTIONING AND POSING PROBLEMS

    12. QUESTIONING WITH INTENTION UNPRODUCTIVE QUESTIONS: 1. Verification questions the answers to that are already known to you or to the student: “What is the name of...........?” “How many times did you .......?”

    13. QUESTIONING WITH INTENTION UNPRODUCTIVE QUESTIONS: 2. Closed questions that can be answered "yes", "no" , or "I can". “Can you recite the poem?” “Can you tell us the name of .....?” “Who can remember.....?”

    14. QUESTIONING WITH INTENTION UNPRODUCTIVE QUESTIONS: 3. Rhetorical questions in which the answer is given within the question: "In what year was the War of 1812?" "Since when has Mikhail Gorbachev had his birth mark?" "So how much is 3 x 4: twelve. OK?" "Who can name the three basic parts of a plant? Root, stems and leaves, right?"

    15. QUESTIONING WITH INTENTION UNPRODUCTIVE QUESTIONS: 4. Defensive questions that cause justification, resistance and self-protection: "Why didn't you complete your homework?" "Why would you do a thing like that?" "Are you misbehaving again?"

    16. QUESTIONING WITH INTENTION UNPRODUCTIVE QUESTIONS: 5. Agreement questions the intent of which is to seek agreement with your opinion or answer "This is really the best solution, isn't it? "Let's do it my way, O. K.?” "We really should get started now, shouldn't we?”

    17. QUESTIONING WITH INTENTION: 1. Are invitational: Approachable voice, Plurals, Tentativeness, Invitational stems 2. Positive presuppositions 3. Complex levels

    19. SAY: “Today is the second day of our Habits of Mind workshop.” First in a credible voice, then in an approachable voice.

    21. PLURALS

    22. TENTATIVENESS

    23. INVITATIONAL STEMS: “As you recall….” “As you anticipate…….” “As you envision……” “Given what you know about…….”

    24. The Three Story Intellect There are one-story intellects, two story intellects, and three-story intellects with skylights. All fact collectors, who have no aim beyond their facts, are one-story men. Two-story men compare, reason, generalize, using the labors of the fact collectors as well as their own. Three-story men idealize, imagine, predict--their best illumination comes from above, through the skylight.

    25. The Three Story Intellect

    26. The Three Story Intellect

    27. The Three Story Intellect

    28. PRESUPPOSITIONS: Hidden meanings below the surface of language. For example: “Even Mary could get a passing grade in that class.”

    29. LIMITING PRESUPPOSITIONS “DO YOU HAVE AN OBJECTIVE?” “WHY WERE YOU UNSUCCESSFUL?” “IF ONLY YOU HAD LISTENED.”

    30. EMPOWERING PRESUPPOSITIONS “WHAT ARE SOME OF THE GOALS THAT YOU HAVE IN MIND FOR THIS MEETING?”

    31. EMPOWERING PRESUPPOSITIONS “AS YOU CONSIDER YOUR ALTERNATIVES WHAT SEEMS MOST PROMISING?”

    32. EMPOWERING PRESUPPOSITIONS “WHAT PERSONAL LEARNINGS OR INSIGHTS WILL YOU CARRY FORWARD TO FUTURE SITUATIONS?”

    33. PRESUPPOSITIONS

    35. QUESTIONS TO ANALYZE TEXT Applying past knowledge to new situations: How does the passage relate to events or experiences that you have had? How does knowing the findings of the scientist help you to understand the physical world? Questioning and posing problems: What problems led the scientist to pursue experimentation? Thinking about thinking How did the author cause you to think? to feel?

    36. Think about your thinking!

    37. Metacognition: Think Aloud Problem Solving

    38. THINK ALOUD PROBLEM SOLVING Pose challenging problems then: Invite students to describe their plans and strategies for solving the problem. Share their thinking as they are implementing their plan. Reflect on/evaluate the effectiveness of their strategy.

    39. POSE QUESTIONS THAT CAUSE THE STUDENT TO CHECK FOR ACCURACY: “How do you know you are right?” “What other ways can you prove that you are correct?”

    40. Pause and Clarify-- (don’t interrupt)

    41. Provide data, not answers “I think you heard it wrong; let me repeat the question.” “You need to check your addition.”

    42. RESIST MAKING VALUE- JUDGMENTS: “So, your answer is 48. Who came up with a different answer?”

    43. STAY FOCUSED ON THE THINKING PROCESS: “Tell us what strategies you used to solve the problem.”

    44. ENCOURAGE PERSISTENCE: “C’mon, you can do it!”

    45. Sustaining and Engaging Metacognition 1. Check for Accuracy 2. Clarify 3. Provide data not answers 4. Resist making judgments 5. Stay focused on thinking 6. Encourage Persistence

    46. SIGNALS IN THE SCHOOL ENVIRONMENT: MOTTOES RECOGNITIONS ACRONYMS SELF-ASSESSMENT

    53. MOTTOES: “THE UNITED MIND WORKERS” BLEYL MIDDLE SCHOOL STAFF Cypress-Fairbanks School District Houston,Texas

    54. SLOGANS “SAVVY SABERS ‘PAWS’ TO THINK”

    56. ACRONYMS: QUEEN ELIZABETH SCHOOL STUDENTS: Pose powerful Questions Try to Understand others Empathize with others Are Eager learners Never give up

    58. BRISBANE GRAMMAR SCHOOL STUDENTS: N EVER GIVE UP I MAGINE AND GENERATE NOVEL IDEAS L EARN CONTINUOUSLY S TRIVE FOR ACCURACY AND PRECISION I NQUIRE AND PROBLEM SOLVE N ETWORK WITH OTHERS E NGAGE ENTHUSIASTICLY IN LEARNING L ISTEN WITH UNDERSTANDING A RE AWARE OF THEIR OWN THINKING B RING FORTH AND APPLY PAST KNOWLEDGE O BSERVE THROUGH ALL SENSES R ESPOND WITH WONDERMENT AND AWE E MPATHIZE WITH OTHERS

    59. THINK - PAIR - SHARE GENERATE WAYS YOU MIGHT SIGNAL THINKING AND HABITS OF MIND AS GOALS AND VALUES OF YOUR SCHOOL.

    60. IMPLICATIONS AND APPLICATIONS

    61. HOMEPLAY Describe to others what you are learning. Isolate and practice listening and questioning skills. Recognize Habits of Mind in self and others. Read: “Is your Instruction Habit Forming?” In Readings Design and teach lessons incorporating the HOM

More Related