Habits of Mind Across the Curriculum: Practical and Creative Strategies for Teachers

256 Pages·2009·2.76 MB·English

by  Arthur L. Costa

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Arthur L. Costa Bena Kallick
Distinguished educators and present this
collection of stories by educators around the world who have successfully
implemented the habits in their day-to-day teaching in K–12 classrooms. The
collective wisdom and experience of these thoughtful practitioners provide
readers with insight into the transdisciplinary nature of the 16 Habits of
Mind—intelligent behaviors that lead to success in school and the larger
world—as well as model lessons and suggestions for weaving the habits into
daily instruction in language arts, music, physical education, social studies,
math, foreign language, and other content areas. Readers will come to
understand that, far from an “add-on” to the curriculum, the habits are an
essential element for helping students at all grade levels successfully deal
with the challenges they face in school and beyond.
As in all their books on the Habits of Mind, Costa and Kallick have a broad
and worthwhile goal in mind. As they say in the concluding chapter of this
volume, “If we want a future that is much more thoughtful, vastly more
cooperative, greatly more compassionate, and a whole lot more loving, then
we have to invent it. That future is in our homes, schools, and classrooms
today. The Habits of Mind are the tools we all can use to invent our desired
vision of the future.”
$26.95 U.S.
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Library of Congress Cataloging-in-Publication Data
Habits of mind across the curriculum : practical and creative strategies for teachers /
[edited by] Arthur L. Costa, Bena Kallick.
p. cm.
Includes bibliographical references and index.
ISBN 978-1-4166-0763-2 (pbk. : alk. paper) 1. Thought and thinking—Study and
teaching. 2. Curriculum planning. I. Costa, Arthur L. II. Kallick, Bena.
LB1590.3.H33 2009
370.15’2—dc22
2008042598
18 17 16 15 14 13 12 11 10 09 1 2 3 4 5 6 7 8 9 10 11 12
Disclaimer:
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This collection of writings is dedicated to the
many teachers, administrators, and parents in
the numerous schools and communities throughout
the world who have adopted and implemented the
Habits of Mind and have found them to be a
meaningful way to organize learning. The future
world will be a more thoughtful, compassionate,
and cooperative place because of their dedication
to cultivating the Habits of Mind in students
and modeling them in their own behavior.
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The greatest discovery of any generation is that human beings
can alter their lives by altering the attitudes of their minds.
—Albert Schweitzer,M.D.
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Habits of Mind Across the
Curriculum
Practical and Creative Strategies for Teachers
Preface. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ix
Acknowledgments. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . xv
1. Habit Is a Cable . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1
Arthur L. Costa andBena Kallick
2. Cooking Habits. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8
Nicholas D’Aglas
3. Start with Your Own Students. . . . . . . . . . . . . . . . . . . . . . . . . . . . 14
Lisa Davis-Miraglia
4. Practical Processes for Teaching Habits of Mind . . . . . . . . . . . . . 17
Alan Cooper andGeorgette Jenson
5. Teaching Habits of Mind. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 36
Arthur L. Costa andBena Kallick
6. An Artistic Application of Habits of Mind. . . . . . . . . . . . . . . . . . . 67
Nadine McDermott
7. Habits of Mind as Character Education . . . . . . . . . . . . . . . . . . . . 76
Curtis Schnorr
8. Using Habits of Mind to Look “Inside the Text”. . . . . . . . . . . . . . 82
Kathleen C. Reilly
9. Foreign Language Instruction and the “Sense-Sational”
Habits of Mind. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 87
Gina Celeste Costa
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10. Discovering Habits of Mind in Mathematics . . . . . . . . . . . . . . . . 94
Carol T. Lloyd
11. An Integrated Approach to Teaching Habits of Mind. . . . . . . . . 103
Nancy Skerritt andEmilie Hard
12. Creating Thoughtful Readers Through Habits of Mind. . . . . . . 115
Rachel Billmeyer
13. Creating Curriculum with Healthy Habits of Mind
at the Heart . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 135
Michael Goldfine
14. Notes from the Gym: Using Habits of Mind to Develop
Mind and Body. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 145
Marjorie Martinez
15. Cognitive Composition: Thinking-Based Writing. . . . . . . . . . . . 151
Rebecca Reagan
16. Habits of Mind and Mathematical Processes . . . . . . . . . . . . . . . 180
Kevin Clune
17. Demonstrating Habits of Mind in the Interactive Notebook . . . 190
Barbara Owens
18. Habits of Mind and a Journey into Student-Initiated Learning. . 194
Damian Baynes
19. Increasing Alertness: Teaching Habits of Mind for Transfer. . . . 207
James Anderson
20. Sustaining a Focus on the Habits of Mind . . . . . . . . . . . . . . . . . 213
Arthur L. Costa andBena Kallick
Appendix: Resources Related to the Habits of Mind. . . . . . . . . . 221
Index. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 223
About the Editors and Contributors. . . . . . . . . . . . . . . . . . . . . . . 229
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❖
Preface
The story—from Rumpelstiltskin to War and Peace—is one of the
basic tools invented by the human mind for the purpose of under-
standing.There have been great societies that did not use the
wheel,but there have been no societies that did not tell stories.
—Ursula K.Le Guin
The network of teachers and schools that are practicing the Habits of
Mind increases daily. We hear from teachers from all over the world,
including teachers in formalized networks in Australia, New Zealand,
Singapore, Sweden, Hong Kong, and England, and in informal networks
in the United States. Our Web site (http://www.habits-of-mind.net/) has
been a place of exchange for many of these educators who share our vision
of a fundamental set of behaviors for thoughtful teaching and learning.
The stories in this book mark a place in the ongoing narrative of
changing classrooms into thoughtful places. As teachers describe their
ways of introducing and sustaining the Habits of Mind, they are provid-
ing a vision of what is possible at a time when we too easily forget that the
real purpose of education is to create a critical, discerning, and creative
citizenship for the future of democracy.
ix