HABITS OF MIND. YEAR 9 Key competencies Multiple Intelligences Each person is able to learn All humans are born with eight different intelligences Each.

HABITS OF MIND

YEAR 9

• Key competencies• Multiple Intelligences

• Each person is able to learn• All humans are born with eight

different intelligences• Each intelligence learns differently

YEAR 10

• Building upon what you did in year 9• Pathways – further study, work, etc• Taking it a step further

• What are your strengths? • What areas would you like to work on? • What Habits would you like to develop?

What are the HABITS OF MIND?• Art Costa• Research into the behaviour of

successful people – the best in their field, e.g. athletes

• What do they have in common with the way they go about using their minds?

• Learning to behave more intelligently• Came up with 16 habits

• You are already using many of the habits, at school and outside of school

• Giving you a language to use

THE 16 HABITS OF MIND

PERSISTINGStick to it!

• Trying different strategies• Finding different ways to reach

your goals• Remaining focused

MANAGING IMPULSIVITYTake your time!• Thinking before acting (how many

of us DON’T do that?)• Choose your response• ‘Think time’ and ‘wait time’ – e.g.

count to three before call out

THINKING FLEXIBLYLook at it another way• Looking at something one way and

imagining it a different way• Being open to alternatives, differences,

change• Coming at problems from a different

angle• Redefining what the problem is• ‘As a result of hearing everyone’s

opinions, I have changed my mind…’

LISTENING WITH EMPATHY & UNDERSTANDINGUnderstand others

• Understanding where another person is coming from

• Another’s point of view and emotions

• LISTENING versus HEARING• Are we always able to summarise

the opinions of others?

STRIVING FOR ACCURACYCheck it again• Striving for your personal best• Set high standards• Getting it right – doing it better• Checking and finding ways to

improve constantly• Is ‘satisfactory’ good enough?

Thinking about your thinkingMETACOGNITIONKnow your knowing• Being aware of your own thoughts,

strategies, feelings & actions• Reflecting – what works and what

doesn’t work?• Metacognitive awareness – how did

you solve your problem?• 176 + 232 = ?

QUESTIONING & POSING PROBLEMSHow do you know?

• Having a questioning attitude• Do you remember when you were

five?• Knowing what data you need• Developing questioning strategies

to develop that data

APPLYING PAST KNOWLEDGE TO NEW SITUATIONSUse what you learn!

• Access prior knowledge• Take knowledge beyond the

situation in which it was learned• ‘Numb3rs’

THINKING & COMMUNICATING WITH CLARITY AND PRECISIONBe clear!

• Fuzzy language – ‘EVERYBODY thinks that this is so…’ Really? Is there not ONE person who doesn’t think this way?

• Being accurate when talking and writing• Avoiding over generalising, distorting,

deleting, exaggerating

CREATING, IMAGINING, INNOVATINGTry a different way

• Coming up with new ideas• Being original

TAKING RESPONSIBLE RISKSVenture out!• Reach for the stars• Trying something new• Going outside your comfort zone –

growing as a person• Measuring up the risks• How many of us find talking in front

of a group scary?

GATHERING DATA THROUGH ALL SENSESUse your natural pathways

• Tasting, smelling, touching, moving, listening, seeing

• Gathering different sorts of data• Learning best by taking information

in using all our senses

THINKING INTERDEPENDENTLYWork together!• Working with others• Learning from others• Team work

FINDING HUMOURLaugh a little!• Seeing the funny side of things• Laughing at ourselves• Not about putting others down• This habit is demonstrated by the most

successful people - Steven Spielberg, Eric Bana, Eddie McGuire

• Most advanced form of intelligence – it is a difficult thing to do

RESPONDING WITH WONDERMENT & AWEHave fun figuring it out• Passionate, amazed, intrigued• Love doing what you are doing• The most successful love what

they do –examples?• Opposite of:

• ‘That’s boring…’• ‘Who cares…’

REMAINING OPEN TO CONTINUOUS LEARNINGI have so much more to learn

• The teacher myth: ‘we know it all’• Door staying open• The most successful people always want

to learn more, to improve, to get better – E.g. Einstein

• Opposite of being arrogant• ‘I know it all’

ONE LAST POINT

Nothing’s stopping you from becoming the most successful person you can be.

HABITS OF MIND PORTFOLIOS

WHAT IS A PORTFOLIO?• Collection of work • Shows effort, growth and

achievement• Reflecting about learning • Self evaluating• Setting goals

WHAT CAN YOU INCLUDE?• Tests• Oral presentations• Worksheets• Role plays• Journal writing• Musical pieces• Artwork• What else?• NB. Include photographs for work pieces

that can’t be put into your portfolio – e.g. plays, ceramics, etc

PORTFOLIO PROCESS

1. Collect – in your log2. Select – pieces to include3. Reflect – using the portfolio entry

sheet4. Connect – at parent-teacher

interviews

TERM 1• Becoming familiar with the Habits of

Mind• Use your Year 9 portfolio to work out

your strengths and problem areas and to set learning goals for the year

• Based on your goals, you will then select four Habits of Mind

• Cover page of portfolio

THE 16 HABITS OF MIND

Thinking•Thinking about your thinking (metacognition)•Thinking and communicating with clarity & precision•Thinking interdependently•Thinking flexibly

Responding & interacting•Listening with understanding and empathy•Taking responsible risks•Responding with wonderment and awe•Finding humour•Remaining open to continuous learning

Data gathering•Applying past knowledge to new situations•Questioning and problem posing•Gather data through all senses

Completing a task•Persisting•Managing impulsivity•Striving for accuracy•Creating, imagining & innovating

• You will show your development in each habit by selecting a minimum of two pieces of work or activities

• A total of 8 entries – 2 x 4 habits• Each piece you include must come

from a different subject

Term 2

• Complete entries for two of the habits you have chosen

• Each entry is to be annotated (with your reflection on how well you achieved the habit)

Term 3

• Present portfolios at parent-teacher interviews

• Complete entries for other two habits you have chosen

Term 4

• Finishing touches• Revisit goal setting – have you

achieved your goals and how?