Pushpa Raj's Portfolio Page
My topic focuses on how to integrate the16 Habits of Mind into the learning and teaching process. The purpose is to use these productive habits to create a supportive environment.
1) Participants will be able to list and describe the 16 Habits of Mind. 2) Participants will apply lessons and activities into their own classrooms. 3) Participants will build onto the 16 Habits of Mind using their own personal experiences. 4) Participants will prioritize the 16 Habits of Mind according to own classroom. 5) Participants will apply strategies that promote interpersonal skills such as self-reflection.
The 16 Habits of Mind are:
"Success seems to be connected with action. Successful people keep moving. They make mistakes, but they never quit."
2) Managing Impulsivity
"Goal-directed, self-imposed delay of gratification is perhaps the essence of emotional self-regulation: the ability to deny impulse in the service of a goal, whether it be building a business, solving an algebraic equation, or pursuing the Stanley Cup."
3) Listening with Understanding and Empathy
"Listening is the beginning of understanding. … Wisdom is the reward for a lifetime of listening. Let the wise listen and add to their learning and let the discerning get guidance."
4) Thinking Flexibly
"Of all forms of mental activity, the most difficult to induce even in the minds of the young, who may be presumed not to have lost their flexibility, is the art of handling the same bundle of data as before, but placing them in a new system of relations with one another by giving them a different framework, all of which virtually means putting on a different kind of thinking-cap for the moment. It is easy to teach anybody a new fact. … but it needs light from heaven above to enable a teacher to break the old framework in which the student is accustomed to seeing."
5) Thinking About Thinking (Metacognition)
"When the mind is thinking it is talking to itself."
6)Striving for Accuracy
"A man who has committed a mistake and doesn't correct it is committing another mistake."
7)Questioning and Posing Problems
"The formulation of a problem is often more essential than its solution, which may be merely a matter of mathematical or experimental skill. … To raise new questions, new possibilities, to regard old problems from a new angle, requires creative imagination and marks real advances.":
8)Applying Past Knowledge to New Situations
"I've never made a mistake. I've only learned from experience."
—Thomas A. Edison
9)Thinking and Communicating with Clarity and Precision
"I do not so easily think in words. … After being hard at work having arrived at results that are perfectly clear … I have to translate my thoughts in a language that does not run evenly with them."
—Francis Galton, geneticist
10)Gathering Data Through All Senses
11)Creating, Imagining, Innovating
"The future is not some place we are going to but one we are creating. The paths are not to be found, but made, and the activity of making them changes both the maker and the destination."
—John Schaar, political scientist
12)Responding with Wonderment and Awe
"The most beautiful experience in the world is the experience of the mysterious."
13)Taking Responsible Risks
"There has been a calculated risk in every stage of American development—the pioneers who were not afraid of the wilderness, businessmen who were not afraid of failure, dreamers who were not afraid of action."
"You can increase your brain power three to fivefold simply by laughing and having fun before working on a problem."
15)Thinking Interdependently "Take care of each other. Share your energies with the group. No one must feel alone, cut off, for that is when you do not make it."
—Willie Unsoeld, mountain climber
16)Remaining Open to Continuous Learning
"The greater our knowledge increases the more our ignorance unfolds."
—John F. Kennedy
1. The Problem
Authors Bena Kallick and Arthur Costa identify a problem that most learners have is that they are unsure what to do when a problem arises. Students may immediately think: "This is too hard." or "I can't do it!" Kallick and Costa developed the 16 Habits of Mind as a approaches to self-discipline to overcome natural inhibitions to deep thought. (Wiggins, G. Big Ideas Authentic Education e-journal, 2009) According to Larson and Locke (2014), learning factors are controlled by the learner themselves instead of outside factors. Students need the tools to understand themselves.
2. What is to be Learned?
Participants will learn an overview of each of the 16 habits. They will also be provided with activities in which they can immerse students in the classroom.
3. The Participants
Participants will include educators teaching in K-4 environments. They were asked about their experiences in teaching interpersonal skills as well as about what they believe to be the current stage of their students' interpersonal skill level.
4. Context for Instruction
Participants in this mini-course will access content in an online form. Access to the instructional content will require Internet connectivity, computer with ability to open and edit Microsoft Office documents, and view online videos.
5. Exploring the Instructional Problem and Solution
Participants in this mini-course will learn of activities to incorporate using the 16 Habits of Mind in order to help support students to have more self-discipline.
6. Goals of this Mini-Course
The main goal of the mini-course is for participants to develop a deeper understanding of how the 16 Habits of Mind can be used to encourage a supportive environment which includes self-discipline and reflection among students in a classroom setting. By the end of the course, participants should be capable and willing to implement the strategies and tools demonstrated in the mini-course and apply them as a part of curriculum.
Analysis of the Learner and Context
Building off of action research done by Julie M. Kreizel (2006) on Developing Habits of Mind at the University of Nebraska-Lincoln, I was able to analyze the participants. In this case, the participants were 25 teachers from an elementary school (K-4) in the Bronx. Five teachers from each grade (K-4) completed the survey. Teachers were asked to complete a survey about their students' involvement and ideas towards learning. The survey I created was adapted from Kreizel(2006) Appendix A.
Please respond using the following scale:
1 = strongly disagree 2 = disagree 3= agree 4= strongly agree
1. My students like to work in groups or with a partner. 1 2 3 4
2. My students learn better in a group as opposed to working alone. 1 2 3 4
3. My students listen to the ideas of others. 1 2 3 4
4. My students are respectful to each others ideas. 1 2 3 4
5. My students welcome problem solving. 1 2 3 4
6. My students are able to find humor at appropriate times. 1 2 3 4
7. My students are impulsive. 1 2 3 4
8. My students can explain their answers verbally. 1 2 3 4
9. My students know how to work in groups. 1 2 3 4
The results of the survey revealed the following:
76% (19 out of 25) of the teachers surveys disagreed that their students welcomed problem solving. 100% of teachers surveyed strongly agreed that their students liked to work in groups or with a partner. 68% (17 out of 25) teachers disagreed that their students knew how to work in groups.
This survey shows that there is a need for the 16 Habits of Mind in the classroom as a tactic to build intrinsic motivation as well as for a way to teach students strategies to monitor or self assess themselves.
Participants of this course will be able to identify the 16 Habits of Mind. They will also be able to apply different strategies or activities in the classroom to help immerse students in the 16 Habits of Mind.
Participants will be able to demonstrate understanding of the course by at least implementing 1 lesson in their classroom. The lesson should be on one Habit of Mind that they feel is most needed in their classroom. The lesson should include a student self-reflection, opportunities for peer discussion, as well as a real-world connection.
Given a database of resources that includes videos, readings, activities, songs, and poems, participates will create their own lesson for a specific Habit of Mind for their class/ audience.
Participants will write a 1 paragraph response that backs up their experience using the 16 Habits of Mind.
Unit 1: Activities and Strategies for Immersion
1. At the end of the unit, the learner will be able to reason why research suggests the implementation of the 16 Habits of Mind. 2. At the end of the unit, the learner will be able to describe activities that can be used in the classroom to support the implementation of the 16 Habits of Mind.
Unit 2: Understanding your Students
1. At the end of the unit, the learner will be able to identify one Habit that their student population is lacking.(Perquisite) 2. At the end of the unit, the learner will be able to implement a strategy or activity based on the need selected. 3. At the end of the unit, the learner will be able to reflect on the success and benefit of the activity.
Unit 3: Creating a Meaningful Lesson Plan
1. At the end of the unit, the learner will be able to create their own lesson plan based on one of the 16 habits.
Unit 4: Reflection
1. At the end of the unit, the learner will be able to reflect on what they have learned from the course. 2. At the end of the unit, the learner will be able to facilitate discussion among students to see what they have learned from the lessons. 3. At the end of the unit, the learner will be able to make an action plan to identify ways to implement the 16 habits within lessons or curriculum maps.
|Unit 1: Activities and Strategies for Immersion||Unit 2: Understanding Your Students||Unit 3: Creating a Meaningful Lesson||Unit 4: Reflection|
|The learner will become familiar with the 16 Habits of Mind.||Participants will identify a specific habit that they feel students need growth.||Participants will create their own lesson for one of the habits.|
|The learner will read through resources including readings, activities, and songs.||Participants will implement one strategy or activity from Unit 1.||participants will use a literacy, video, and hands on activity.||participants will reflect and write about their experiences throughout the mini course.|
[== References and Resources ==
Wiggins, G. Big Ideas Authentic Education e-journal, 2009
Larson, M. B. and Lockee, B. B. (2013) Streamlined ID: A Practical Guide to Instructional Design. New York, NY: Routledge.
Mind Binder: [http]://habitsofmind.org/client/hom/Mind%20Binder%20Workbook.pdf]