Why develop HABITS OF MIND ?
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According to Arthur L. Costa, Ed. D. and Bena Kallick, Ph.D.: A "Habit of Mind” means having a disposition toward behaving intelligently when confronted with problems, the answers to which are not immediately known. 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. 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. Employing "Habits of Mind" requires a composite of many skills, attitudes cues, past experiences and proclivities. It means that we value one pattern of thinking over another and therefore it implies choice making about which pattern should be employed at this time. It includes sensitivity to the contextual cues in a situation which signal this as an appropriate time and circumstance in which the employment of this pattern would be useful. It requires a level of skillfulness to employ and carry through the behaviors effectively over time. It suggests that as a result of each experience in which these behaviors were employed, the effects of their use are reflected upon, evaluated, modified and carried forth to future applications Read More: http://www.habitsofmindinstitute.org/articles-research-blogs/ |
"We are what we repeatedly do. Excellence, then, is not an act but a habit." Aristotle
Stop and Smell the Roses
A Picture of Practice: Responding with Wonderment and Awe in 3rd Grade
By Vanessa Scarlett and Connie Maday, 3rd grade Montecito Union School
For each new unit we launch, whether it’s reading, writing, social studies, science, or math, learning goals for the Habits of Mind are at the forefront of our instruction. In this particular unit, we were launching our investigation about the Chumash culture.
Prior to teaching about the Chumash, we chose the Habit of Mind, Responding with Wonderment and Awe to teach students how to genuinely show interest, appreciate, and be inspired by the beauty in this world. The hope was that by building this mindset prior to our investigation, students would approach the study of this historical culture with a deeper level of interest and curiosity.
The lesson began by reading a short story entitled, Violinist in the Metro Subway. It tells a story of world-renowned violinist, Joshua Bell, who agreed to participate in an experiment in the Washington D.C. metro subway. He played six Bach pieces for over forty-five minutes during rush hour. Of the thousands of people who raced by, only six people actually stopped to take in this beautiful sound. Ironically, two days prior, Joshua Bell played a sold out performance at $100 a ticket! After reading this story and watching the video, we had class discussions around the following questions: How do you pay attention to the unexpected beauty that surrounds us on a daily basis? In other words, how do you make sure you stop and smell the roses?
In an effort to practice ourselves, we took this opportunity to slow down and appreciate the unique, intriguing, beautiful things around our own school. Equipped with a pencil and paper, students were sent out with one goal: Notice and be wowed by beauty. Students sketched the intricacies of gigantic maple leaves, a budding top of a broccoli plant in the garden, a description of the movement of a terrified roly-poly bug, and some were even inspired to write poetry.
Something Beautiful
From a cranberry tree where the steel crow sings,
to the grasses that sway with the wind,
and the sun that shines of the dewy dirt.
What a beautiful place is the world at grace,
and if you look around and slow your pace,
perhaps you will find more…
-Lucia
Beautiful World
When I think of the world,
I think of a flower just blooming
and all the animals that live
on the planet.
So I am happy.
-Aedan
Once we returned to the classroom, we heard several comments from students, “I didn’t realize there were so many cool things on the playground.”
“I never thought of shadows as beautiful.”
“We are really lucky to live in such an amazing place.” It was clear through this chatter amongst themselves that they were getting the idea.
Throughout the next week, we took every opportunity to share and discuss ways we had responded with wonderment and awe. We found that it was contagious. “That’s amazing!” and “Look at that!” and “How in the world did they…?” became more and more common. Students had also realized that when you respond with awe a natural curiosity arises. With this momentum and excitement, we launched into our investigation of the Chumash.
We began by analyzing images of the Channel Islands and drawings of Chumash life. Immediately, student reactions flooded the room. First amazement, then questions! Students had a sincere desire to know and understand all aspects these people’s lives. They began with questions like, “How did they build their boats?” and “What did they eat?” But then began to think more deeply:
“How did they keep track of time?”
“Since there were no wrappers and plastic, what did the ocean look like then? Was there pollution?”
“What did they call each other? What types of names did they have?”
By explicitly taking time to allow for responding with wonderment and awe, students were able to delve in deeper and build genuine excitement about the new unit of study. We were impressed with how, by taking the time to allow students to slow down and notice, we were teaching them how to build this curiosity, wonderment, and appreciation for the world around them.
A Picture of Practice: Responding with Wonderment and Awe in 3rd Grade
By Vanessa Scarlett and Connie Maday, 3rd grade Montecito Union School
For each new unit we launch, whether it’s reading, writing, social studies, science, or math, learning goals for the Habits of Mind are at the forefront of our instruction. In this particular unit, we were launching our investigation about the Chumash culture.
Prior to teaching about the Chumash, we chose the Habit of Mind, Responding with Wonderment and Awe to teach students how to genuinely show interest, appreciate, and be inspired by the beauty in this world. The hope was that by building this mindset prior to our investigation, students would approach the study of this historical culture with a deeper level of interest and curiosity.
The lesson began by reading a short story entitled, Violinist in the Metro Subway. It tells a story of world-renowned violinist, Joshua Bell, who agreed to participate in an experiment in the Washington D.C. metro subway. He played six Bach pieces for over forty-five minutes during rush hour. Of the thousands of people who raced by, only six people actually stopped to take in this beautiful sound. Ironically, two days prior, Joshua Bell played a sold out performance at $100 a ticket! After reading this story and watching the video, we had class discussions around the following questions: How do you pay attention to the unexpected beauty that surrounds us on a daily basis? In other words, how do you make sure you stop and smell the roses?
In an effort to practice ourselves, we took this opportunity to slow down and appreciate the unique, intriguing, beautiful things around our own school. Equipped with a pencil and paper, students were sent out with one goal: Notice and be wowed by beauty. Students sketched the intricacies of gigantic maple leaves, a budding top of a broccoli plant in the garden, a description of the movement of a terrified roly-poly bug, and some were even inspired to write poetry.
Something Beautiful
From a cranberry tree where the steel crow sings,
to the grasses that sway with the wind,
and the sun that shines of the dewy dirt.
What a beautiful place is the world at grace,
and if you look around and slow your pace,
perhaps you will find more…
-Lucia
Beautiful World
When I think of the world,
I think of a flower just blooming
and all the animals that live
on the planet.
So I am happy.
-Aedan
Once we returned to the classroom, we heard several comments from students, “I didn’t realize there were so many cool things on the playground.”
“I never thought of shadows as beautiful.”
“We are really lucky to live in such an amazing place.” It was clear through this chatter amongst themselves that they were getting the idea.
Throughout the next week, we took every opportunity to share and discuss ways we had responded with wonderment and awe. We found that it was contagious. “That’s amazing!” and “Look at that!” and “How in the world did they…?” became more and more common. Students had also realized that when you respond with awe a natural curiosity arises. With this momentum and excitement, we launched into our investigation of the Chumash.
We began by analyzing images of the Channel Islands and drawings of Chumash life. Immediately, student reactions flooded the room. First amazement, then questions! Students had a sincere desire to know and understand all aspects these people’s lives. They began with questions like, “How did they build their boats?” and “What did they eat?” But then began to think more deeply:
“How did they keep track of time?”
“Since there were no wrappers and plastic, what did the ocean look like then? Was there pollution?”
“What did they call each other? What types of names did they have?”
By explicitly taking time to allow for responding with wonderment and awe, students were able to delve in deeper and build genuine excitement about the new unit of study. We were impressed with how, by taking the time to allow students to slow down and notice, we were teaching them how to build this curiosity, wonderment, and appreciation for the world around them.