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

BUILDING A MORE THOUGHT-FULL LEARNING COMMUNITY WITH HABITS OF MIND. “ JUST LIKE ME”. HABITS OF MIND:. THE BRAIN’S SURVIVAL MECHANISMS. HABITS OF MIND AND RESEARCH FROM THE NEUROSCIENCES. What are Habits of Mind?. What are they in the Brain?. AND Is your instruction Habit- forming?.

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

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  1. BUILDING A MORETHOUGHT-FULL LEARNING COMMUNITY WITHHABITS OF MIND

  2. “JUST LIKE ME”

  3. HABITS OF MIND: • THE BRAIN’S SURVIVAL MECHANISMS

  4. HABITS OF MIND AND RESEARCH FROM THE NEUROSCIENCES • What are Habits of Mind? • What are they in the Brain? AND • Is your instruction Habit- forming?

  5. AUTOPLASTICITY

  6. BRAIN STRUCTURES • Neo-mammalian brain----------------- (cortex) • Emotional Brain------------------------------ (Limbic System/ Paleo-mammalian Brain) • Reptilian Brain--------------------------------- (The Brain Stem)

  7. NEUROTRANSMITTERS:THE BRAIN’S “FEEL GOOD” CHEMICALS Endorphins, serotonin and dopamine are chemicals produced by the brain that are active in the brain’s reward system. The brain makes chemicals that are released when certain behaviors increase the probability of survival.

  8. STRESS HORMONE:CORTISOLTHE BRAIN’S “NEGATIVE” CHEMICAL • produced in and secreted by the adrenal glands • secretion is increased in response to physical and psychological stress of any kind. • when the stressful event or situation is over, cortisol levels return to normal.

  9. DOWNSHIFT

  10. 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 through all senses • Creating, imagining, innovating • Responding with wonderment and awe • Taking responsible risks • Finding humor • Thinking interdependently • Remaining open to continuous learning

  11. Habits of mind attend to: • Value - choosing to behave intelligently • Inclination- deciding to use a certain behavior • Sensitivity- knowingwhen to use them • Capability- having skills & capacity to use them • Commitment- reflectingon improvement • Policy- promoting and incorporating their daily use

  12. SURVIVAL MECHANISMS: 1. Metacognition 2. Managing Impulsivity 3. Gathering Data through all Senses 4. Thinking Interdependently 5. Applying Past Knowledge to New Situations 6. Finding Humor 7. Listening with Understanding and Empathy 8. Responding with Wonderment and Awe

  13. HOW THE BRAIN BECOMES HABITUATED • “HABIT IS A CABLE; WE WEAVE A THREAD OF IT EACH DAY, AND AT LAST WE CANNOT BREAK IT.”

  14. STAGES OF DEVELOPMENT HOW THE BRAIN BECOMES HABITUATED 1. Awareness: What is it? 2. Recognition: What does it look like/sound like? 3. Valuing: Why is it important? 4. Adoption: How does it guide my actions? 5. Reflection: How might I improve? 6. Internalization: How might I live it?

  15. FORMING HABITS Levels of Competence— • Unconscious Competence • Conscious Competence • Conscious Incompetence • Unconscious Incompetence

  16. 1. METACOGNITION Being aware of your own thoughts, feelings, and actions and their effects of on others Think about your thinking!

  17. Metacognition: • Think • Aloud • Problem • Solving

  18. THINK ALOUDPROBLEM SOLVING Pose challenging problems then: • BEFORE: Invite students to describe their plans and strategies for solving the problem/making decisions. • DURING: Share their thinking as they are implementing their plan. • AFTER: Reflect on/evaluate the effectiveness of their strategy.

  19. 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

  20. 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.

  21. METACOGNITIVE PROBLEM: Betty is shorter than Sally. Cynthia is taller than Sally. Carla is shorter than Betty. Is Sally shorter or taller than Carla?

  22. 2. MANAGING IMPULSIVITY Acting with forethought and deliberation. Take your time!

  23. Snake! IMPULSIVITY or Stick?

  24. MANAGINGIMPULSIVITY “DON’T CALL OUT IN ASSEMBLY IF YOU LOOSE A TOOTH. YOU WAIT UNTIL ASSEMBLY IS OVER.” GAGE, GRADE 1

  25. Managing Impulsivity 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).

  26. 3. GATHERING DATA THROUGH ALL SENSES Using all sensory pathways: gustatory, olfactory, tactile, kinesthetic, auditory, visual. Use your natural pathways!

  27. ALL INFORMATION GETS INTO OUR BRAIN THROUGH THE SENSORY PATHWAYS: Tasting, Smelling, Touching, Moving Hearing, Seeing.

  28. DESIGNING LESSONS TO EGAGE ALL SENSES

  29. SENSORY INPUT • Field trips • Hands on • Movement • Scenarios • Role play • Demonstrations • Illustrations • Dramatizations • Clay, Collage, etc.

  30. 4. THINKING INTERDEPENDENTLY Working with and learning from others in reciprocal situations. Work together!

  31. THINKING INTERDEPENDENTLY BRAINSTORM: HOW WOULD TEAMING, GROUP WORK, AND COOPERATION CONTRIBUTE TO HUMAN SURVIVAL OVER THE YEARS?

  32. THINKING INTERDEPENDENTLY

  33. GROUP COOPERATIONA Scoring Rubric

  34. 5. APPLYING PAST KNOWLEDGE TO NEW SITUATIONS Accessing prior knowledge and transferring it to novel situations. Use what you’ve learned!

  35. DECLARATIVE: Knowing what. RECALL: “What was the name of your first year teacher?” PROCEDURAL: Knowing how. “What strategies do you employ when you encounter an unfamiliar word while reading?” THE BRAIN’S MEMORY SYSTEMS

  36. APPLYING PAST KNOWLEDGE TO NEW SITUATIONS

  37. 6. LISTENING WITH UNDERSTANDING AND EMPATHY Devoting mental energies to understanding others’ thoughts and feelings. Understand others!

  38. MIRROR NEURONS …..neurons in monkeys fire both when the monkey carries out certain specific hand motions and when it views those specific motions being carried out by someone else. The existence of “mirror neurons” indicates that we are built to respond to what others in our environment do. “Mirror neurons” are also found for other gestures,including facial movements. Giacomo Rizzolatti in Caine, G., & Caine, R. (2001). The brain, education and the competitive edge. Lanham, MD: Scarecow Press.

  39. RAPPORT • Rapport Phenomena with mammals Work of Jane Goodall and Diane Fossey • Applicable across all cultures

  40. THE WAY OF BEING WITH ANOTHER PERSON WHICH IS TERMED EMPATHIC…MEANS TEMPORARILY LIVING IN THER LIFE, MOVING ABOUT IN IT DELICATELY WITHOUT MAKING JUDGMENTS……TO BE WITH ANOTHER IN THIS WAY MEANS THAT FOR THE TIME BEING YOU LAY ASIDE THE VIEWS AND VALUES YOU HOLD FOR YOURSELF IN ORDER TO ENTER THE OTHER’S WORLD WITHOUT PREJUDICE…A COMPLEX, DEMANDING, STRONG YET SUBLTLE AND GENTLE WAY OF BEING. CARL R. ROGERS

  41. COMMUNICATING MEANING

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