![]() It requires a level of skillfulness to use, carry out, and sustain the behaviors effectively. It includes sensitivity to the contextual cues that signal that a particular circumstance is a time when applying a certain pattern would be useful and appropriate. It means that we value one pattern of intellectual behaviors over another therefore, it implies making choices about which patterns we should use at a certain time. When we draw upon these intellectual resources, the results are more powerful, of higher quality, and of greater significance than if we fail to employ such patterns of intellectual behavior.Ī Habit of Mind is a composite of many skills, attitudes, cues, past experiences, and proclivities. When we experience dichotomies, are confused by dilemmas, or come face-to-face with uncertainties, our most effective response requires drawing forth certain patterns of intellectual behavior. The intent is to help students get into the habit of behaving intelligently.Ī Habit of Mind is a pattern of intellectual behaviors that leads to productive actions. In Learning and Leading with Habits of Mind, we focus on 16 Habits of Mind that teachers and parents can teach, cultivate, observe, and assess. educator (1796–1859), once observed that "habit is a cable we weave a thread of it each day, and at last we cannot break it." ![]() These characteristics have been identified in successful people in all walks of life: lawyers, mechanics, teachers, entrepreneurs, salespeople, physicians, athletes, entertainers, leaders, parents, scientists, artists, teachers, and mathematicians. Vast research on effective thinking, successful people, and intelligent behavior by Ames (1997), Carnegie and Stynes (2006), Ennis (1991), Feuerstein, Rand, Hoffman, and Miller (1980), Freeley (as reported in Strugatch, 2004), Glatthorn and Baron (1991), Goleman (1995), Perkins (1991), Sternberg (1984), and Waugh (2005) suggests that effective thinkers and peak performers have identifiable characteristics. What do human beings do when they behave intelligently? What behaviors indicate an efficient, effective thinker? The critical attribute of intelligent human beings is not only having information but also knowing how to act on it. We want students to learn how to develop a critical stance with their work: inquiring, editing, thinking flexibly, and learning from another person's perspective. ![]() We are interested in enhancing the ways students produce knowledge rather than how they merely reproduce it. The Habits of Mind are performed in response to questions and problems, the answers to which are not immediately known. When we teach for the Habits of Mind, we are interested also in how students behave when they don't know an answer. You, your colleagues, and your students will want to continue the search for additional Habits of Mind to add to this list of 16.Įducational outcomes in traditional settings focus on how many answers a student knows. Since then, through collaboration and interaction with many others, the list has been expanded. In fact, 12 attributes of "Intelligent Behavior" were first described in 1991 (Costa, 1991). We want this list to initiate a collection of additional attributes. The list of the Habits of Mind is not complete. Information on Habits of Mind are taken from the book Habits of Mind by Costa and Kallick.These Habits of Mind seldom are performed in isolation rather, clusters of behaviors are drawn forth and used in various situations.įor example, when listening intently, we use the habits of thinking flexibly, thinking about our thinking (metacognition), thinking and communicating with clarity and precision, and perhaps even questioning and posing problems.ĭo not conclude, based on this list, that humans display intelligent behavior in only 16 ways. They make mistakes but they never quit.” Conrad Hilton “Success seems to be connected to action. They are comfortable with new challenges. They are able to sustain a problem solving process over time. They consider the steps that must be performed and what data or information they need to accomplish the task. Students with the habit of persisting have a method for analyzing the problem, they know how to begin. They crumble their paper, or say, “it’s too hard, I can’t do this!” Sometimes they write down any answer or hurry through their work, to “get it done”. ![]() Some students give up when the answer is not immediately known. Trying again.įeels like – Even though I’d like to quit, I have the strength to continue. Looks like – Attending even with distractions. Sounds like – “I think I can, hang in there, keep at it, you can do it!” What is it? – Sticking to a task even when you want to give up.
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