![]() Remember that habits of mind are designed to find problems that people wouldn't find on the first go. How this helps with learning is that it encourages us to continue learning and working towards our goals. When it comes to developing this skill, the best thing to do in this scenario is to pull from these examples. Over the years, there have been several examples of this. Persistence is all about not giving up and achieving whatever your goal is. With that said, here is a rundown of the habits. ![]() The challenge is using those habits in a learning situation to develop yourself further. Chances are you've got some of these habits. The 16 Habits of MindĪs I said above, these habits are nothing complicated or new. So don't think you'll achieve mastery of these over a short period of time. Not only that, but it can be challenging to achieve this as successfully using these habits of mind requires skill, and experience. When we draw upon these intellectual resources, the results that are produced through are more powerful, of higher quality and greater significance than if we fail to employ those patterns of intellectual behaviors.Īnother way to look at this is that the habits of mind push us to look at problems from different angles. When humans experience dichotomies, are confused by dilemmas, or come face to face with uncertainties–our most effective actions require drawing forth certain patterns of intellectual behavior. The pair writes: A “Habit of Mind” means having a disposition toward behaving intelligently when confronted with problems, the answers to which are not immediately known. Developed by Art Costa and Bena Kallick, the two authors of Learning and Leading with Habits of Mind: 16 Essential Characteristics for Success , believe these habits are less on behavior but more on intent. The habits themselves are nothing new or revolutionary. The only problem was they weren't common practice and still aren't. Growing up, this was the learning structure that we had at the core, but there were many others that grew around that time. We're given objectives, we get instructed on how to achieve those objectives, and the learning stems from the results that we obtain. Alexandria, VA: Association for Supervision and Curriculum Development.In most learning situations, we see three elements at work: However, they seem to naturally align and compliment one another in developing students who demonstrate resilience, grit, and the willingness to dig deep when it is required of them.Ĭosta, A. By no means are the Habits of Mind the only way to reiterate or promote the learner profile. It is not another thing for teachers to check off but something that can be promoted in class or recognized when students are exemplifying a Habit of Mind action. Habits of Mind provides a concrete understanding and exemplar for students to know what actions would equate development in a specific learner profile trait. In my opinion, the 16 Habits of Mind are tangible, action-based skills that students can practice on their progression of developing learner profile traits. Or if a child is “questioning and problem solving” or “creating, imagining, and innovating” (Habits of Mind) these are indicators that this student is on the path of being an “inquirer” (IB Learner Profile). Therefore, for example, when a child is “managing his/her impulsivity” (Habit of Mind) this is evidence that that child is progressing in being “principled” (IB Learner Profile). Habits of Mind are all “-ing” verbs meaning they show action. So, how could I impart on staff that Habits of Mind are an important skill set to recognize and explicitly teach students without being another check mark on a “to cover” list?Īlign the 16 Habits of Mind (new instruction) with the IB Learner Profile (already in place). ![]() I realized that in an IB school where PYP concepts, skills, attitudes, and themes are already being addressed, some teachers are not going to be excited about introducing yet another set of terms, words, or ideas. We should ask ourselves, do students demonstrate habits that indicate resilience and grit and a willingness to dig deep when needed? If our students do not exemplify this on a regular basis, educators should question how they can teach habits of mind so as to develop students who behave resourcefully when solutions are not immediately known?Īs I geeked out over the habits of mind and began planning implementation for my own school community, I suddenly stopped. ![]() As a counselor, I believe we should develop students who possess the habits of mind that causes them to actively seek out solutions and information on their own accord. The 16 Habits of Mind are especially interesting to me in that they relate to how students react when a answer, solution, or information is not immediately known. Bena Kalick presented on the Habits of Mind and why they make a difference in schools. At a recent NESA council of overseas schools conference, Dr. ![]()
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