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Learning & Leading With Habits of Mind PDF

438 Pages·2010·7.03 MB·English
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LearnLeadWithHOMCvr:Layout 1 11/5/08 11:23 AM Page 1 In Learning and Leading with Habits of Mind, noted educators Arthur L. Costa and Bena Kallick present a comprehensive guide to shaping schools around Habits of Mind. The habits are a repertoire of behaviors that help students and teachers successfully navigate the various challenges and problems they encounter in the classroom and in everyday life. The Habits of Mind include ! Persisting ! Thinking and communicating ! Managing impulsivity with clarity and precision ! Listening with understanding ! Gathering data through all senses and empathy ! Creating, imagining, innovating ! Thinking flexibly ! Responding with wonderment ! Thinking about thinking and awe (metacognition) ! Taking responsible risks ! Striving for accuracy ! Finding humor ! Questioning and posing problems ! Thinking interdependently ! Applying past knowledge ! Remaining open to continuous to new situations learning This volume brings together—in a revised and expanded format—concepts from the four books in Costa and Kallick’s earlier work, Habits of Mind: A Developmental Series. Along with other highly respected scholars and practitioners, the authors explain how the 16 Habits of Mind dovetail with up-to-date concepts of what constitutes intelligence; present instructional strategies for activating the habits and creating a “thought-full” classroom environment; offer assessment and reporting strategies that incorporate the habits; and provide real-life examples of how communities, school districts, building administrators, and teachers can integrate the habits into their school culture. Drawing upon their research and work over many years, in many countries, Costa and Kallick present a compelling rationale for using the Habits of Mind as a foundation for leading, teaching, learning, and living well in a complex world. $30.95 U.S. Association for Supervision and Curriculum Development Alexandria, Virginia USA Browse excerpts from ASCD books: www.ascd.org/books LearnLeadWithHOMTPs:Layout 1 11/5/08 11:31 AM Page i LearnLeadHOM_FSCPlacement:Layout 1 11/5/08 11:36 AM Page 1 ASCDcaresaboutPlanetEarth. Thisbookhasbeenprintedonenvironmentallyfriendlypaper. Native peoples teach that the ultimate norm for morality is the impact our choices have on persons living seven generations from now. If the results appear good for them, then our choices are moral ones; if not, they are immoral. We therefore dedicate Learning and Leading with Habits of Mind to our children, our grandchildren, and their children’s children. Deep down you know you can be remarkable.You shouldn’t settle for anything less than your best self,reaching ever closer to your potential—whether as a leader or in any other part of your life. —Kevin Eikenberry,author Learning and Leading with Habits Mind of 16 Essential Characteristics for Success Foreword: Thinking on the Road of Life . . . . . . . . . . . . . . . . . . . . xi David Perkins Preface. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . xvi Arthur L. Costa and Bena Kallick Acknowledgments. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . xxv Suggestions for Using This Book. . . . . . . . . . . . . . . . . . . . . . . . . xxvi Arthur L. Costa and Bena Kallick PART I: DISCOVERING AND EXPLORING HABITS OF MIND Introduction. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1 Arthur L. Costa and Bena Kallick 1. Changing Perspectives About Intelligence . . . . . . . . . . . . . . . . . . . 5 Arthur L. Costa and Bena Kallick 2. Describing the Habits of Mind . . . . . . . . . . . . . . . . . . . . . . . . . . . 15 Arthur L. Costa 3. Habits of Mind in the Curriculum . . . . . . . . . . . . . . . . . . . . . . . . 42 Arthur L. Costa and Bena Kallick 4. Habits of Mind: A Journey of Continuous Growth. . . . . . . . . . . . 59 James Anderson, Arthur L. Costa, and Bena Kallick 5. Is Your Instruction Habit Forming?. . . . . . . . . . . . . . . . . . . . . . . . 69 James Anderson and Arthur L. Costa viii PART II: BUILDING A THOUGHT-FULL ENVIRONMENT Introduction. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 95 Arthur L. Costa and Bena Kallick 6. Creating “Thought-Full” Environments. . . . . . . . . . . . . . . . . . . . 97 Arthur L. Costa and Bena Kallick 7. Toward a Mindful Language of Learning . . . . . . . . . . . . . . . . . . 117 Arthur L. Costa and Bena Kallick 8. Using Questions to Challenge Students’ Intellect. . . . . . . . . . . . 135 Arthur L. Costa and Bena Kallick 9. Thinking Maps: Visual Tools for Activating Habits of Mind . . . 149 David Hyerle PART III: ASSESSING AND REPORTING ON HABITS OF MIND Introduction. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 175 Arthur L. Costa and Bena Kallick 10. Defining Indicators of Achievement . . . . . . . . . . . . . . . . . . . . . . 177 Arthur L. Costa and Bena Kallick 11. Assessing Habits of Mind. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 190 Arthur L. Costa and Bena Kallick 12. Learning Through Reflection . . . . . . . . . . . . . . . . . . . . . . . . . . . 221 Arthur L. Costa and Bena Kallick 13. Wondering to Be Done . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 236 Steve Seidel 14. Reporting Growth in Habits of Mind . . . . . . . . . . . . . . . . . . . . . 258 Arthur L. Costa and Bena Kallick PART IV: LEADING SCHOOLS WITH HABITS OF MIND Introduction. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 269 Arthur L. Costa and Bena Kallick 15. Creating a Culture of Mindfulness . . . . . . . . . . . . . . . . . . . . . . . 271 Arthur L. Costa and Bena Kallick ix 16. Habits of Mind for the Systems-Savvy Leader. . . . . . . . . . . . . . . 291 Jennifer Abrams 17. Leading Is a Habit of Mind . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 307 William A. Sommers and Diane P. Zimmerman PART V: LEARNING FROM MINDFUL SCHOOLS Introduction. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 317 Arthur L. Costa and Bena Kallick 18. Habits of Mind in North Carolina: Increasing Intellectual Capacity of Disadvantaged Students . . . 319 Mary P. Hargett and Margaret Evans Gayle 19. Bringing a Vision to Life . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 333 Curtis Schnorr and Thommie DePinto Piercy 20. A “Throwaway” School No More . . . . . . . . . . . . . . . . . . . . . . . . 342 Bertie Simmons 21. The Mindful Culture of Waikiki Elementary School. . . . . . . . . 348 Bonnie Tabor, Sandra Brace, Matt Lawrence, and Arnold Latti 22. Integrating the Habits of Mind: A District Perspective . . . . . . . . 362 Nancy Skerritt, Emilie Hard, and Kristin Edlund APPENDIXES A. Bringing Habits of Mind to Life . . . . . . . . . . . . . . . . . . . . . . . . . . 379 B. Leading Schools with Habits of Mind. . . . . . . . . . . . . . . . . . . . . . 387 C. When Have Habits of Mind Become Infused?. . . . . . . . . . . . . . . 390 D. Inventories and Checklists . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 395 E. Resources Related to Habits of Mind . . . . . . . . . . . . . . . . . . . . . . 402 Index . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 404 About the Editors and Other Contributors. . . . . . . . . . . . . . . . . . 415 ! Foreword: Thinking on the Road of Life David Perkins While driving into town a few years ago, I found myself behind a young man in a red convertible. Like many people, I have certain expectations about young men in red convertibles, but this young man surprised me. When we reached a railroad crossing, he was painfully careful. He slowed down as he approached the tracks. The closer he got to the tracks, the more he slowed. As his car passed over the tracks, it hardly was moving at all. At this point, with great care, the young man looked to the left, and then he looked to the right. No train was coming. Satisfied with his safety, he gunned the engine and sped off. The young man was careful—and yet he wasn’t. Surely, the middle of the tracks isn’t the best position from which to scan for oncoming trains! This man’s behavior provides a kind of metaphor for the mission of Learning and Leading with Habits of Mind.When on the road of life, we ought to be thoughtful about what we are doing. For example, we ought to manage impulsivity and strive for accuracy, two of the worthwhile Habits of Mind this book describes. Yet if good thinking is to help us out in life, it has to go on the road with us. The trouble is, good thinking often gets left behind altogether, or it’s exercised in flawed ways and so doesn’t do quite the right job, as this young man demonstrated. How can we encourage ourselves and others—particularly students— to take good thinking on the road? Learning and Leading with Habits of xi xii Learning and Leading with Habits of Mind Mindexplores one answer to that challenge: the cultivation of habits of mind, or habits of thought, as John Dewey (1933) called them. The idea is that we should have habits of mind such as persistence and flexible thinking, just as we have habits like brushing our teeth or putting the dog out or being kind to people. Habits are not behaviors we pick up and lay down whimsically or arbitrarily. They are behaviors we exhibit reliably on appropriate occasions, and they are smoothly triggered without painstaking attention. The very notion of habits of mind, however, poses a conceptual puz- zle. By definition, habits are routine, but good use of the mind is not. The phrase “habits of mind” makes for a kind of oxymoron, like “loud silence” or “safe risk.” Indeed, the story of the young man in the convertible illus- trates what can go wrong with cultivating habits of mind. Here you have a habit of mind (being careful) played out in a way that misses the point (the man looks for the train from the middle of the tracks). The very auto- maticity of a habit can undermine its function. Habits like that don’t serve us well on a literal highway—or on the metaphorical road of life. Can one have a habit of mind that truly does its work? The resolution to this puzzle is not very difficult. There’s a difference between the think- ing required to manage a mental process and the thinking done by the process. A habitual mental process does not require a lot of management to launch and sustain it, but that process itself may involve mindful think- ing. It may involve careful examination of alternatives, assessment of risks and consequences, alertness to error, and so on. For example, I have a simple, well-entrenched habit for the road of life: looking carefully when I depart a setting to be sure that I’m not leaving anything behind. This habit triggers and runs off reliably, with very little need for mindful man- agement. But the behaviors deployed by the habit are highly mindful: scrutinizing the setting, glancing under chairs for concealed objects, and peering into drawers and closets for overlooked items. In all fairness, the man in the convertible displayed a habit with some- thing of this quality, too. It was good that he looked both ways with care. No doubt his scan of the tracks was precise and sensitive. He certainly would have detected any oncoming train. The difficulty was that his habit included a bug, rather like a bug in a computer program. Although his

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