St Students a at th the e Cen enter er: Discover ering ng - - PowerPoint PPT Presentation

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St Students a at th the e Cen enter er: Discover ering ng - - PowerPoint PPT Presentation

Jan 21, 2023 151 likes •752 views

St Students a at th the e Cen enter er: Discover ering ng Who Th They Are by Lea earni ning ng th the e Hab Habits its of Mi Mind 1 Who We Are Arthur L. Costa, Bena Kallick, Allison Zmuda, Professor Emeritus Education

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St Students a at th the e Cen enter er: Discover ering ng Who Th They Are by Lea earni ning ng th the e Hab Habits its of Mi Mind

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Who We Are

Arthur L. Costa, Professor Emeritus California State University Bena Kallick, Education Consultant Allison Zmuda, Education Consultant

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Jus Just Like Me

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Essential Questions for Our Two Days

What are the dispositions

  • f confident, autonomous,

avid problem solvers and thinkers? How are those dispositions intentionally cultivated through our assessment and instructional practices?

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Participant Outcomes

Learn how teachers and students become confident, autonomous, and intrigued problem solvers and thinkers Learn ways to develop and grow efficacious thinking in our students, ourselves, and our school culture through Personalized Learning and Habits of Mind

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Ways To Make Our Thinking Visible

Action plan for your classroom/school to grow efficacious thinking Co-creation of tools to extend understanding and growth of thinking Shared individual and collaborative reflections Examples for you on website

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Resources to Enhance Understanding

Kallick, B., and Zmuda, A. Students at the Center: Personalizing Learning with Habits of Mind (2017) QRG: Cultivating Habits of Mind Costa, A., and Kallick, B. (2017) Website address: habitsofmindinstitute.org/empower18precon

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DAY 1 Agenda Topics

Habits of Mind Personalized Learning How Dispositions Fit into the Curriculum

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Definition of Habits of Mind

Characteristics of what intelligent people do when they are confronted with problems, the resolutions to which are not immediately apparent.

— Costa and Kallick (2008)

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Paying Attention to a Habit

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Examine QRG, HOM Article, and HOM Us/EQs to identify habit(s) that are especially meaningful to you and your students’ success.

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Get together in

  • trios. Each

member chooses 1 you think is significant for your student’s success. Share what it means and why it matters. Choose one habit that you want to pay attention to throughout this workshop.

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What do you think personalized learning really is?

Go to www.menti.com and use the code 55 03 83

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De Definiti tion of Personalized Learning

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“Personalized learning is a progressively student-driven model where students deeply engage in meaningful, authentic, and rigorous challenges to demonstrate desired

  • utcomes.”

— Zmuda, Curtis and Ullman (2015)

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Related BUT NOT SYNONYMS w/ Personalized Learning

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INDIVIDUALIZED DIFFERENTIATED

Student controls the pace of the topic as well as when to demonstrate mastery. Student selects from a range

  • f content, process, and/or

product options to meet the requirements. Teacher/software platform drives instruction through tasks and related lesson plans. Teacher tailors instruction based on individual student need and preference.

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How They Fit Together

Learner HOM PL

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Explicit thinking behaviors Parameters for the design of learning

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Attributes to Personalize Page Reference

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What’s happening in the world that compels us to to shift our mindset of how we do school?

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21st Century Skills

  • Critical thinking
  • Creative thinking
  • Collaboration
  • Communication
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Global Competencies

  • Investigate the

world

  • Recognize

perspectives

  • Communicate ideas
  • Take action

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Mansilla, V. B. and Jackson, (2011) Educating for Global Competence: Preparing Our Youth to Engage the World. New York: Council of Chief State School Officers’ Ed Steps Initiative & Asia Society Partnership for Global Learning

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VUCA Volatile Uncertain Ambiguous Complex

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As you consider our case as to why personalized learning with Habits of Mind is essential, what are your most compelling reasons?

Go to the Padlet Connection on the landing page

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Habits of Mind: What are they?

Habits of Mind are drawn forth when confronted with problems, enigmas, conflicts, ambiguities, the resolution of which is not immediately apparent. THEREFORE…

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Curriculum and Instructional Mind Shift

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From: Knowing right answers. To: Knowing how to behave when answers are not immediately apparent.

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Imagining a Curriculum Shift

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Interconnected Systems Choices

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Create a culture of relevant learning for students

Goal Clarity Authenticity Perceived Capacity to Succeed

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Create a culture of relevant learning for students

CLARITY Authenticity Perceived Capacity to Succeed

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Short Term, Long Term Clarity

  • What are you

asking me to do?

  • Why are you

asking me to do it?

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Communicating with clarity and precision

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Example: 1st Grade Goal Setting

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School Learner Outcomes

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Effective communicators share information, ideas, points of view, and/or feelings in a clear, precise, and thoughtful manner appropriate for audience and purpose. Mindful and responsive collaborators contribute ideas and listen to others’ perspective to consider courses of action to accomplish a shared goal. Resilient and discerning problem solvers investigate a question, explanation, or challenge by developing an informed, flexible plan of action to construct solutions or offer conclusions. Kind, compassionate citizens listen, understand, and act with both empathy and respect, knowing that what they do affects others. Innovative, imaginative designers develop, test, and refine ideas by experimenting with techniques and tools to reach a desired outcome.

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Create a culture of relevant learning for students

Clarity AUTHENTICITY Perceived Capacity to Succeed

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Power of Authenticity

  • Authentic problems, challenges, issues, ideas Applying Past

Knowledge to New Situations; Questioning and Problem Posing, Gathering Data through Senses

  • Authentic opportunities to network, monitor progress,

determine next steps Persisting, Thinking Interdependently, Thinking about Thinking

  • Authentic forms and audiences for drafting and refinement

Creating, Imagining and Innovating; Taking Responsible Risks; Striving for Accuracy

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Example: 8th Grade Global Challenge

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Create a culture of relevant learning for students

Clarity Authenticity PERCEIVED CAPACITY TO SUCCEED

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Learner Perception: Balancing Act

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Thinking about Your Thinking

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Teacher Perception: Honoring Learners by Design

  • Who is in front of me?
  • What is it that you need?
  • How can I design work

specifically for you to help you reach the learning goal?

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Learning Strategies and Related HOM

I draw pictures or diagrams to help me understand a concept. Creating, imagining, innovating I make up questions that I am interested in about this topic or text. Questioning and problem posing I practice things over and over until I know them well. Striving for accuracy. I think about my thinking to check my level of understanding. Metacognition

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Interconnected Systems Choices

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What opportunities do you already engage students in to personalized learning with habits of mind in your classroom, at your school, and/or district?

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The Journey Toward Internalization

Instructive Transitional S e l f

  • D

i r e c t e d

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Habit of Mind

  • Not just names and labels.
  • Rather a set of thinking dispositions

(mindful actions, behaviors, strategies and tools) that can be explicitly taught, learned, practiced and assessed.

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Journey Toward Internalization: AWARENESS

  • Effective thinkers are

metacognitive; they think about their thinking, monitor their performance and reflect on their experiences.

  • Effective thinkers deliberately

invoke (call upon, apply) specific Habits of Mind to enhance their thinking and actions for particular situations.

Which Habits of Mind might be appropriate in this situation?

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Journey Toward Internalization: CAPACITIES

  • Effective thinkers employ a

range of strategies, tactics and tools to maximize their Habits of Mind.

  • Effective thinkers select

appropriate HOM strategies, tactics and tools for a given situation.

Which Habits of Mind strategies, tactics, and tools might be appropriate in this situation?

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Journey Toward Internalization: ALERTNESS Effective thinkers are alert for

  • pportunities to draw upon the
  • HOMs. They use environmental

cues to determine which HOMs are most appropriate in given situations.

What cues alert me for the need for drawing upon HOM?

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Situational Mindfulness

A state of active, open attention to the present. You observe your environment, thoughts and feelings to enable you to manage a course of action. It is predicated on the premise that you cannot control what you are not aware of, and you cannot manage what you cannot control. Therefore, the first step to managing your thoughts is to become aware of them, then learn how to control

  • them. In the same way that your body’s muscular system springs

into action to steady your steps when you trip against a stone, mindfulness is like that muscular system in your brain that prevents you from a mental fall.

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Journey Toward Internalization: VALUE People who apply HOMs enhance their personal effectiveness and contribute to the effectiveness of

  • thers.

How might using the HOMs be beneficial in various situations?

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Journey Toward Internalization: COMMITMENT

  • A person never fully “masters” a

Habit of Mind. Effective thinkers are committed to continually striving to improve their use.

  • People can advocate for and

help others learn and make use

  • f HOMs.

How might I advocate for and help

  • thers improve their use of HOMs?

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Exploring Meanings

PERSISTING: Persevering

  • n a task even though the

resolution is not immediately apparent.

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Persisting

  • Share an

experience in your life in which persisting paid off.

  • What skills and

strategies did you employ?

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Describing Capacities: What skills and strategies do you observe Chris employing to persist?

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Being Alert to Situational Cues Knowing when and which HOM are and are not appropriate

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The Journey Toward Internalization

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Internalizing Habits of Mind: An Endless Journey

When you return to your district, a colleague might ask you: “What are these “Habits of Mind and how do we learn them?” You respond by saying… “…………………”

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