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16 Strategies For Integrating The Habits of Mind In The Classroom

16 Strategies For Integrating The Habits of Mind In The Classroom | Learning & Mind & Brain | Scoop.it

"In outcomes-based learning environments, we generally see three elements in play: 1) learning objectives or targets are created from given standards; 2) instruction of some kind is given; and then 3) learning results are assessed. These assessments offer data to inform the revision of further planned instruction. Rinse and repeat.

But lost in this clinical sequence are the Habits of Mind that (often predictably) lead to success or failure in the mastery of given standards. In fact, it is not in the standards or assessments, but rather these personal habits where success or failure — in academic terms — actually begin."


Via Beth Dichter
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Beth Dichter's curator insight, January 3, 10:23 PM

Many of us discuss Bloom's taxonomy with students (although we may not refer to it using that terminology) but how many of us talk about Habits of Mind with our students. This post explores how we can use habits of mind to help our students providing suggestions as to how you might help your students learn them.

To see the full poster of the Habits of Mind: http://indysintriguingideas.edublogs.org/files/2010/08/16HabitsofMind1.jpg

Authentis Formations's curator insight, January 5, 5:14 AM

Pour une bonne reprise...

Kimberly House's curator insight, January 6, 3:06 AM

I echo Beth Dichter's comments. This is vocabulary we should be using with our students. Identifying habits and ways if thinking that lead to learning. 

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25 Ways to Cultivate Intrinsic Motivation - InformED

25 Ways to Cultivate Intrinsic Motivation - InformED | Learning & Mind & Brain | Scoop.it

"In the context of learning, intrinsic motivation is motivation that stems not from external factors like grades and status, but rather from genuine interest and ambition. Like altruism, it assumes no reward. But – like altruism – it is difficult to corroborate. Even if Sally, your best student, completes the Extra Credit assignment out of pure enjoyment, it doesn’t mean she isn’t expecting external rewards like approval and attention.

 

Some psychologists go so far as to claim that intrinsic motivation doesn’t exist. Professor Steven Reiss at Ohio State University believes that human motivations can’t be forced into one category or the other and labeled as good or bad.

 

“We are taking many diverse human needs and motivations, putting them into just two categories, and then saying one type of motivation is better than another,” he says. “But there is no real evidence that intrinsic motivation even exists.”

 

The argument is that people should do something because they enjoy it, and that rewards only sabotage natural desire.

Reiss disagrees.

 

“There is no reason that money can’t be an effective motivator, or that grades can’t motivate students in school,” he says. “It’s all a matter of individual differences. Different people are motivated in different ways.”

 
Via Beth Dichter
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Beth Dichter's curator insight, September 4, 2013 9:54 PM

Does intrinsic motivation exist? This post explores this idea, clearly landing in the field of intrinsic motivation. After exploring the concept and discussing how education has changed there is a list of 25 ways we may help students cultivate this trait. A few are listed below but many more are in the post, as is a TEDtalk by Dan Pink.

* Rethink reward

* Make mastery cool

* Make students feel like education is a choice, not a requirement

* Make every student feel confident

Each of the items has additional information in the post. As you work in your classroom this year you may find yourself using some of the ideas listed in this post with your students.

Drora Arussy's comment, September 8, 2013 4:57 PM
Student ownership and buy-in has always been key, thank you for sharing.
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The Five Levels of Student Engagement (Infographic)

The Five Levels of Student Engagement (Infographic) | Learning & Mind & Brain | Scoop.it

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Beth Dichter's curator insight, November 24, 2013 1:08 PM

Phillip Schechty is an educator whom has looked at "five ways that students respond or adapt to school-related tasks and activities." This infographic looks provides an overview of the five stages. If you want more information about this please visit the website The Schlechty Center located at http://www.schlechtycenter.org/

malek's curator insight, November 27, 2013 5:40 PM

Any marketer dream!

If only customers behave like students....

Deanna Dahlsad's curator insight, November 27, 2013 5:57 PM

This is an interesting way to look at and evaluate your child's engaement with school as well as your parenting. Are you encouraging "ritual compliance" or real engagement? And, for those of with kids with special needs, the behavior labels in the green boxes might be more helpful in terms of both describing what we see as well as considering in motivating our childen.

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Students as Curators of Their Learning Topics

Students as Curators of Their Learning Topics | Learning & Mind & Brain | Scoop.it

Robin Good: Must-read article on ClutterMuseum.com by Leslie M-B, exploring in depth the opportunity to have students master their selected topics by "curating" them, rather than by reading and memorizing facts about them.

 

"Critical and creative thinking should be prioritized over remembering content"

 

"That students should learn to think for themselves may seem like a no-brainer to many readers, but if you look at the textbook packages put out by publishers, you’ll find that the texts and accompanying materials (for both teachers and students) assume students are expected to read and retain content—and then be tested on it.

 

Instead, between middle school (if not earlier) and college graduation, students should practice—if not master—how to question, critique, research, and construct an argument like an historian."

 

This is indeed the critical point. Moving education from an effort to memorize things on which then to be tested, to a collaborative exercise in creating new knowledge and value by pulling and editing together individual pieces of content, resources and tools that allow the explanation/illustration of a topic from a specific viewpoint/for a specific need.

 

And I can't avoid to rejoice and second her next proposition: "What if we shifted the standards’ primary emphasis from content, and not to just the development of traditional skills—basic knowledge recall, document interpretation, research, and essay-writing—but to the cultivation of skills that challenge students to make unconventional connections, skills that are essential for thriving in the 21st century?"

 

What are these skills, you may ask. Here is a good reference where to look them up: http://www.p21.org/storage/documents/P21_Framework_Definitions.pdf (put together by the Partnership for 21st Century Skills)

 

 

Recommended. Good stuff. 9/10

 

Full article: www.cluttermuseum.com/make-students-curators/

 

(Image credit: Behance.net)

 

 


Via Robin Good, João Greno Brogueira, Amanda McAndrew, Official AndreasCY, LaiaJoana, Rui Guimarães Lima, Ramon Aragon, Paulo Simões, Dennis T OConnor
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Ivon Prefontaine's curator insight, August 13, 2013 7:43 PM

I had a similar conversation yesterday and as I prepare my lit review this thinking has emerged. It is less about content and more about skills, attitudes, habits, practices, etc. in learning.

Priscilla Der's curator insight, April 6, 10:12 PM

This article is a reminder that as we are curating content as teachers so are students. Rather then memorizing or reciting textbook facts, students should be able to steer and set their own learning goals (this is where PBL) comes into mind. 

Education Creations's curator insight, May 12, 12:00 AM

How to turn students into curators.