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Lenoir County Public Schools

Preparing all students to be competitive and productive citizens in a global economy. Lenoir County Public Schools. Reaping the Harvest of Change… Through High Quality Professional Development. Presented by: Tezella G. Cline, Professional Development Specialist.

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Lenoir County Public Schools

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  1. Preparing all students to be competitive and productive citizens in a global economy Lenoir County Public Schools Reaping the Harvest of Change… Through High Quality Professional Development Presented by: Tezella G. Cline, Professional Development Specialist

  2. Introduction to Habits of Mindfor Kinston High School Lenoir County Public Schools Reaping the Harvest of Change 2011

  3. Outcomes • To promote high academic achievement for all students • To foster a supportive, thoughtful environment where students think, speak, and behave intelligently • To use Habits of Mind to plan activities that promote critical thinking in all content areas

  4. Objectives Today you will… • Actively engage in group, partner, and individual activities to analyzeThe Habits of Mind • Read tosummarizeThe Habits of Mind • Illustrate, explain, and describe your group’s thinking related to one assigned Habit • Reflect on the value of using The Habits of Mind to cultivate thinking and supportyour response • Brainstorm ways to apply The Habits of Mind in your classroom and school and predict possible outcomes

  5. Ground Rules Cultivating Excellence… 1. Have fun! 2. Learn about thinking and have fun! 3. Interact and think! 4. Think about your thinking. 5. Share your thoughts about your thinking! 6. Relax, enjoy, and have fun thinking! What rules are important to you during our time together? What type of working atmosphere is best for you? What About… Snacks? Restroom? Breaks? Cell phones? Start times/ ending time? Other?

  6. Date: _______________ Name: _____________ My Notes – ______________ My ideas… Notes… My questions…

  7. Discovering & ExploringHabits of Mind Presented by: Arthur L. Costa, ED. D. & Bena Kallick, PH. D.

  8. Pre-Assessment“A Sticky Assignment” • Get a sticky note • Prepare to rate your knowledge of the topic • Write what you know about the topic on the front • If 0, write a “?” • If 1, tell where or how you heard about this topic • If 2, List what you know (general knowledge) • If 3, 4, or 5, write specific information to record what you know about the topic • Write your name on the back of your sticky note *Walk to the wall area and place your sticky note on the graph in the appropriate location… (get a ticket) (No knowledge of this at all.) (I have heard of)

  9. Name:_________________ Graph your knowledge…Habits of Mind 10 9 – 10 Can explain, give examples & apply 9 7 – 8 Can name & explain 8 7 5 – 6 Can name & describe 6 5 4 3 – 4 Can name 3 2 1 – 2 Heard of HOM 1 0 Before Training March June After Training 0 – no knowledge October 24 February 24, 2011

  10. Name:_________________ Graph your knowledge…Habits of Mind 10 9 Use a marker to create a bar graph to track your progress. 8 7 6 5 Mark your current level of knowledge. 4 3 Record notes to document and reflect on what you have learned. 2 1 0 After Training March June Before Training January 5, 2011 Partner’s Name: _________________

  11. Name:_________________ Graph your knowledge…Habits of Mind 10 9 8 7 6 5 4 3 2 1 0 After Training March June Before Training February 24, 2011 Partner’s Name: _________________

  12. Habits of Mind • Ways of thinking • Help you know what to do when you don’t know the answer • Allow you to talk about thinking • Support you as you learn • Support and sustain student engagement

  13. Warm up! • Get Ready to think! • Get Ready to think! • Get Ready to think! • Get Ready to think! • Get Ready to think! Sing to tune of Adams Family Clap or snap fingers

  14. So, what were you thinking? • During the activity • Thinking • Feeling • Doing • Saying to yourself - How successful were you with the activity? Why?

  15. What Are Habits of Mind? • Read from your handout and highlight the answers: • What is a Habits of Mind? • How many Habits are there? • Name each of the Habits of Mind?

  16. I don’t know…

  17. The Condition of Not Knowing: “To admit to not knowing is to risk vulnerability; to pretend to know is to risk error.” Corcocan, 1981 Permission granted by: Leslie Huling, Austin Educational Associates, Austin Texas.

  18. Dr. Costa asked this question: List the characteristics and behaviors that you would like to see in your students as they learn each day? What traits would you like to see in your students here at Southwood Elementary School? Share with a partner and then we’ll hear from your table.

  19. Confident Take risks Think before acting Challenge assumptions Questioning Reflective Proactive Independent leaders, thinkers, workers Taking charge (having a plan of action, self directed) Persisting (stick to it) Venture forth with ideas Make connections (interacting and learning with other leaders Connecting - feel-think-act. Complex thinkers Creative Inquisitive Emotional strength (control) How We Would Like All Students To Be Or Function:

  20. Cultivating A THOUGHT-FULL LEARNING COMMUNITYWITH HABITS OF MIND

  21. Persisting Habits of Mind Thinking Flexibly Thinking Interdependently Responding with Wonderment & Awe Metacognition Accuracy & Precision Managing Impulsivity Questioning Use all Senses Finding Humor Listening w/ understanding & empathy

  22. Handout /Packet • Read pages 1 – 2 • How many Habits are there? • Think of words or phrases that could explain each Habit. • Be aware of these habits as you prepare to engage in our next activity • At the end of the activity, you will be asked to reflect on your thinking to connect to these Habits

  23. METACOGNITIVE PROBLEM: COMBINE THE FOLLOWING FOUR SENTENCES: • The horse jumped over the fence. • The horse was gray. • The jump was done gracefully. • The fence was low and made of brick.

  24. STAY FOCUSED ON THE THINKING PROCESS: “Tell us what strategies you used to solve the problem.” How? What were you thinking?

  25. 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

  26. THINK ALOUDPROBLEM 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.

  27. So Remember…Mistakes are a natural part of learning… "Admitting errors clears the score and proves you wiser than before."Arthur Guiterman

  28. Why use these? Habits of Mind Support all subject areas Cultivate thinking Promote intelligent behaviors Everyone benefits Can be applied to any situation It’s Free!

  29. WHY HABITS OF MIND? • TRANSDISCIPLINARY • AS GOOD FOR ADULTS AS THEY ARE FOR STUDENTS • FOCUSED ON LONG RANGE, ENDURING, ESSENTIAL LEARNINGS

  30. FROM: Not only knowing right answers. TO: Also knowing how to behave when answers are not immediately apparent. CURRICULUM MIND SHIFTS

  31. Remember this… "Motivation is what gets you started. Habit is what keeps you going."Jim Ryuh

  32. Are You Thinking? • Are you thinking? • Are you thinking? • Yes you are! • Yes you are! • Using persistence, Clarity, Precision • Habits of Mind Sing to the tune of, “Are you Sleeping?”

  33. HOM Connections • 21 Century Skills • Life & Career Skills • Flexibility & Adaptability • Initiative & Self-Direction • Social & Cross-cultural Skills • Productivity & Accountability • Leadership & Responsibility • NC Professional Teaching Standards • Standard IV: Teachers facilitate learning for their students • Element E – Teachers help students develop critical thinking and problem-solving skills • Element G – Teachers communicate effectively

  34. Think about this!

  35. Answer

  36. Habits of Mind Assignment • Read all general information about the Habits of Mind (overview) • Plan your work (with group) • Focus on your assigned Habit • Develop ideas and plan for your chart • Use all ideas to create your group’s chart explaining your Habit of Mind • Be ready to share your ideas with everyone when time is called 2 pages in white packet

  37. Understanding the Habits of Mind - Assignment • On a Chart: Work with your group to explain your assigned Habit of Mind • TITLE • CREATE A SIMILE: “…. (name the habit of mind) IS LIKE A…..…. BECAUSE…….” • CREATE A LOGO OR SYMBOL FOR THE HABIT OF MIND • COMPOSE A BRIEF STATEMENT, SLOGAN, OR SONG THAT SUMMARIZES THE HABIT OF MIND • Be ready to present! Show some examples –slide 64

  38. Groups • 3 or 4 people in the group • One Habit is Assigned to your group • Prepare to present • Chart Paper • Add color • Be creative! • Really show us the Habit!

  39. Habits of MindPresentation Take notes on the sheet provided. Get ready for your chart presentation!

  40. Time to Share! Habits of Mind • Explain your Habit of Mind • Explain your poster (2 to 3 minutes) • Listeners should record notes on the sheet provided Tan Packet

  41. Name:_________________ Graph your knowledge…Habits of Mind 10 9 – 10 Can explain, give examples & apply 9 7 – 8 Can name & explain 8 7 5 – 6 Can name & describe 6 5 4 3 – 4 Can name 3 2 1 – 2 Heard of HOM 1 0 Before Training March June After Training 0 – no knowledge October 24 January 5, 2011

  42. Getting Started… Teaching the Habits Of Mind Reminders Tips Ideas Suggestions

  43. HABITS OF MIND: STAGES OF DEVELOPMENT The following framework is based on observations of students over the past 15 years. As students develop their Habits of Mind they seem to progress through several stages described below. 1 2 3 4 5 6 0 Internalizing Life Long Reflection Assessment & growth Adoption Use Prediction & Valuing When and Why Recognition How Awareness What are HOM

  44. Teaching the Habits of Mind • There is not one way to teach them • Use the language and model using the Habits • Provide an overview activity • Introduce them one at a time • Start with the Habits your students need most • Encourage students to use the language as they reflect on their thinking • Pay attention to the Stages • Consider your instructional content and activities • Remind students to pay attention to Habits as they work • Assess the students knowledge and use of the Habits over time

  45. If You’re Thinking and You Know It! • If You’re Thinking and You Know It Clap your hands! • If You’re Thinking and You Know It Clap your hands! • If You’re Thinking and You Know It Then Your Work Will Surely Show It. If You’re Thinking and You Know It Clap your hands!

  46. If You’re Thinking and You Know It! • If You’re Thinking and You Know It Stomp Your Feet! • If You’re Thinking and You Know It Stomp Your Feet! • If You’re Thinking and You Know It Then Your Work Will Surely Show It. If You’re Thinking and You Know It Stomp Your Feet!

  47. If You’re Thinking and You Know It! • If You’re Thinking and You Know It Snap Your Fingers! • If You’re Thinking and You Know It Snap Your Fingers! • If You’re Thinking and You Know It Then Your Work Will Surely Show It. If You’re Thinking and You Know It Snap Your Fingers!

  48. If You’re Thinking and You Know It! • If You’re Thinking and You Know It Say Habits of Mind! • If You’re Thinking and You Know It Say Habits of Mind! • If You’re Thinking and You Know It Then Your Work Will Surely Show It. If You’re Thinking and You Know It Say Habits of Mind! Habits of Mind! Habits of Mind! Habits of Mind!

  49. If You’re Thinking and You Know It! If You’re Thinking and You Know It Say Do All Four! (Repeat 2 times) Habits of Mind! If you’re Thinking and You Know It Then Your Work will Surely Show It… If You’re Thinking and You Know It Say All Four! Habits of Mind!

  50. Follow Up Ideas… • Begin using the Habits yourself • Visit the HOM website • Introduce the Habits to your students • Send me an email reflection • Have students to create posters • Contact me to visit your classroom • Create a school-wide HOM wiki

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