Introduction to the Habits of Mind



Name:_____________________________________ PCL Class:__________ Teacher: ____________________

Introduction to the

Habits of Mind

Year 8 Pastoral Care

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The Habits of Mind are the work of Art Costa and Bena Kallick.

Their most recent book is:

Costa, A. and Kallick, B (2009) Learning and Leading with Habits of Mind. Moorabbin: Hawker Brownlow Australia.

Habits of Mind

|Persisting |[pic] |

|Listening with empathy and understanding |[pic] |

|Thinking about your thinking (metacognition) |[pic] |

|Questioning and problem posing |[pic] |

|Thinking and communicating with clarity and precision |[pic] |

|Creating, imagining and innovating |[pic] |

|Taking responsible risks |[pic] |

|Thinking interdependently |[pic] |

|Managing impulsivity |[pic] |

|Thinking flexibly |[pic] |

|Striving for accuracy and precision |[pic] |

|Applying past knowledge to new situations |[pic] |

|Gather data through all senses |[pic] |

|Responding with wonderment and awe |[pic] |

|Finding humour |[pic] |

|Remaining open to continuous learning |[pic] |

Lesson 1: Match the Habit of Mind to the explanation

|Persisting |Having humility and pride when admitting we don't know; resisting complacency; becoming a |

| |life-long learner |

|Listening with empathy and understanding |Generating new and novel ideas; approaching problems with originality |

|Thinking about your thinking (Metacognition) |Devoting mental energy to another person's thoughts and ideas; holding in abeyance one's own |

| |thoughts in order to perceive another's point of view and emotions |

|Questioning and problem posing |A desire for exactness, fidelity and craftsmanship |

|Thinking and communicating with clarity and |Having a questioning attitude; knowing what data are needed and developing questioning strategies |

|precision |to produce those data; finding problems to solve |

|Creating, imagining and innovating |Finding the whimsical, incongruous and unexpected; being able to laugh at oneself |

|Taking responsible risks |Thinking before acting; remaining calm, thoughtful and deliberative |

|Thinking interdependently |Being able to work with and learn from others in order to enhance everyone’s understanding and |

| |competence |

|Managing impulsivity |Being adventuresome; living on the edge of one's competence, particularly as it relates to |

| |academic risk-taking |

|Thinking flexibly |Gathering data through all the sensory pathways--gustatory, olfactory, tactile, kinaesthetic, |

| |auditory and visual |

|Striving for accuracy and precision |Finding the world awesome, mysterious and being intrigued with phenomena and beauty |

|Applying past knowledge to new situations |Accessing prior knowledge; transferring knowledge beyond the situation in which it was learned |

|Gather data through all senses |Being able to change perspectives, generate alternatives and consider options |

|Responding with wonderment and awe |Persevering with a task through to completion; remaining focused |

|Finding humour |Striving for accurate communication in both written and oral form; avoiding errors, |

| |generalisations, distortions |

|Remaining open to continuous learning |Being aware of one's own understanding, thoughts, strategies, feelings and actions |

Lesson 3: Using Habits of Mind

Fill in the table below, being sure to find an example for each box.

|Habit of Mind |What does this look like at school? |What does this look like on the sporting field or |What does this look like in real life? |

| | |in the arts? | |

|Persisting |[pic] | | | |

|Listening with empathy and understanding |[pic] | | | |

|Thinking about your thinking (Metacognition) |[pic] | | | |

|Questioning and problem posing |[pic] | | | |

|Thinking and communicating with clarity and |[pic] | | | |

|precision | | | | |

|Creating, imagining and innovating |[pic] | | | |

|Taking responsible risks |[pic] | | | |

|Thinking interdependently |[pic] | | | |

|Habit of Mind |What does this look like at school? |What does this look like on the sporting field or |What does this look like in real life? |

| | |in the arts? | |

|Managing impulsivity |[pic] | | | |

|Thinking flexibly |[pic] | | | |

|Striving for accuracy and precision |[pic] | | | |

|Applying past knowledge to new situations |[pic] | | | |

|Gather data through all senses |[pic] | | | |

|Responding with wonderment and awe |[pic] | | | |

|Finding humour |[pic] | | | |

|Remaining open to continuous learning |[pic] | | | |

Lesson 4: Diagnosing Habits of Mind in others

| | |Characters from TV Shows, Movies, Books and real life that display these |

| | |Habits |

|Persisting |[pic] | |

|Listening with empathy and understanding |[pic] | |

|Thinking about your thinking (Metacognition) |[pic] | |

|Questioning and problem posing |[pic] | |

|Thinking and communicating with clarity and precision|[pic] | |

|Creating, imagining and innovating |[pic] | |

|Taking responsible risks |[pic] | |

|Thinking interdependently |[pic] | |

|Managing impulsivity |[pic] | |

|Thinking flexibly |[pic] | |

|Striving for accuracy and precision |[pic] | |

|Applying past knowledge to new situations |[pic] | |

|Gather data through all senses |[pic] | |

|Responding with wonderment and awe |[pic] | |

|Finding humour |[pic] | |

|Remaining open to continuous learning |[pic] | |

Lesson 5: Rank the Habits of Mind, in order from most important (1) to least important (16), ensuring you can justify your ranking to your class and teacher.

|My rank order|My partner/ |My class’s | Habit and Explanation |

| |group’s rank|rank order | |

| |order | | |

| | |

|Weaknesses |Threats |

|Habits you know you’ll need to get better at |Situations that will make it harder for you to use your Habits better |

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