CREATING A CULTURE OF MINDFULNESS

TO BEGIN OUR DISCUSSION:

Which of the habits of mind will serve us as we work together today?

SELF-MONITORING

How will you monitor your own and others’ use of the Habits of Mind and their effects on our work?

AS YOU REFLECT ON YESTERDAY’S LEARNING

WHAT INTRIGUES YOU?

WHAT IDEAS WILL YOU APPLY?

WHAT FRESH QUESTIONS ARE YOU RAISING?

√

STRESSORS: Isolation/lack of feedback Top-down mandates Recipes of teaching Lack of a sense of efficacy Lack of institutionalizng of

innovations Having to make a large

number of decisions with serious consequences

Evaluation

EVALUATION OF PERFORMANCE, MERIT RATING OR ANNUAL REVIEW…..

It leaves people bitter, crushed, bruised, desolate, despondent, dejected, feeling inferior, some even depressed, unfit for work for weeks after receipt of rating, unable to comprehend why they are inferior. It is unfair, as it ascribes to the people in a group differences that may be caused totally by the system that they work in.

W. EDWARDS DEMINGOUT OF CRISIS

WHAT DO YOU KNOW ABOUT THE EFFECTS OF STRESS ON:

Thinking? Creativity? Intellectual development?

Social interaction?

FROM:

DISTRESS

TO:

EUSTRESS

TEACHERS PROFESSIONAL COMMUNITY

Five Keys to Success: Shared Norms and Values Collaboration Collective Focus on Student Work Deprivatized Practice Reflective DialogueLouis, K., Marks, H., and Kruse, S. (1996). “Teacher’s Professional

Community in Restructuring Schools.” American Educational Research Journal, 33, (4) 757-798

1. SHARED NORMS AND VALUES

SHARING THE VISION

Our current reality

<----->

How we’d like it to be

SHARED VISION DEVELOPSCREATIVE TENSION

SIGNALS IN THE SCHOOL ENVIRONMENT:

MOTTOESRECOGNITIONSACRONYMSACTION

RESEARCH

MOTTOES:

“THE UNITED MIND WORKERS”

BLEYL MIDDLE SCHOOL STAFFCypress-Fairbanks School

DistrictHouston,Texas

POSTERS

ACRONYMS:

QUEEN ELIZABETHSCHOOLSTUDENTS:

Pose powerful Questions

Try to Understand others

Empathize with others

Are Eager learners

Never give up

WHERE THINKING REIGNS SUPREME!

ACRONYMS:

HAMPTONHIGHSCHOOLSTUDENTS

Have empathy for othersAre accurate and preciseManage their impulsivityPose powerful questionsTake time to thinkObserve Through All SensesNever give up

BRISBANE GRAMMAR SCHOOL STUDENTS:

N EVER GIVE UPI MAGINE AND GENERATE NOVEL IDEASL EARN CONTINUOUSLY

S TRIVE FOR ACCURACY AND PRECISION I NQUIRE AND PROBLEM SOLVEN ETWORK WITH OTHERSE NGAGE ENTHUSIASTICLY IN LEARNING

L ISTEN WITH UNDERSTANDINGA RE AWARE OF THEIR OWN THINKINGB RING FORTH AND APPLY PAST KNOWLEDGE O BSERVE THROUGH ALL SENSESR ESPOND WITH WONDERMENT AND AWEE MPATHIZE WITH OTHERS

SLOGANS

LYNNWOODLIONS

“PAWS”TO THINK

SLOGANS

“Thought is taught at Huntington Beach High School”

Huntington Beach, California

SLOGANS

“THINKING MAKES US WHITTIER”

WHITTIER ELEMENTARY SCHOOL,

WAUKESHA, WISCONSIN

RECOGNITIONS

RECOGNITIONS

WasatchElementary School

Salt Lake City, Utah

THINK - PAIR - SHARE

DESCRIBE WAYS AND GENERATE ADDITIONAL WAYS THINKING AND THE HABITS OF MIND CAN BE SIGNALED AS GOALS AND VALUES OF YOUR SCHOOL.

THINKING

2. A COLLECTIVE FOCUS ON STUDENT LEARNING

A COLLECTIVE FOCUS ON STUDENT LEARNING Standards of learning Knowledge- based

constructivism Effort-based learning Habits of mind

Lauren B. Resnick, “Making America Smarter: The Real Goal of School Reform”in Developing Minds: A Resource Book for Teaching Thinking. ASCD 2001

STANDARDS OF

LEARNING

THINKING SKILLS

HABITS OF MIND

COGNITIVE TASKSTHAT DEMAND

SKILLFUL THINKING

EFFECTIVE THINKING REQUIREMENTS:

CONTENT

THINKING SKILLS

STANDARDS BASED LEARNING On what standards are learnings based? What essential questions will be

addressed? Upon what prior knowledge must

students draw ? What understandings will students gain?

UNDERSTANDING: WHAT DO WE MEAN?

“He understands me”.“She understands French”.

“Students understand the concept”.“She understands the laws of physics”.

“We have an agreement of understanding”.

“This is my understanding of the matter.”

THINK - PAIR - SHARE

WHAT DO YOU MEAN BY “UNDERSTANDING”?

WHAT WOULD YOU SEE/HEAR STUDENTS DOING IF THEY “UNDERSTAND?”

ADD YOUR OWN THOUGHTS

EVIDENCE OF UNDERSTANDING:

CAN STUDENTS: EXPLAIN IT ACCURATELY? GIVE THEIR INTERPRETATION? TAKE ANOTHER’S PERSPECTIVE? EMPATHIZE? ASK FURTHER QUESTIONS?

“THINKING IS THE HARDEST WORK THERE IS. THAT IS WHY SO FEW PEOPLE ENGAGE IN IT.”

HENRY FORD

THINKING VERBS FOUND IN STANDARDS

ANALYZEAPPLYCLASSIFYCOMPARE CONNECTCONTRASTDESCRIBE DISCUSSELABORATE

EXPLOREDIAGRAMIDENTIFYINTERPRETJUDGEOBSERVEORGANIZEPARAPHRASEPREDICT

RESPONDSUPPORTREPRESENTVISUALIZEREASONVERIFYSOLVESUMMARIZESIMPLIFY

DIRECT INSTRUCTION IN THINKING SKILLS

? DO STUDENTS KNOW HOW TO PERFORM THE THINKING SKILL?

? CAN STUDENTS DESCRIBE THE STEPS?

? CAN THEY CORRECTLY LABEL THE SKILLWHEN THEY USE IT?

? DO THEY APPLY THE SKILL SPONTANIOUSLY WHEN SOLVING PROBLEMS?

LABELING THINKINGSKILLS AND PROCESSES: E.g.

"Let's look at these two pictures”

"Lets COMPARE these two pictures.”

"What do you think will happen when…?”

"What do you PREDICT will happen when…?”

"Lets work this problem."

"Let's ANALYZE this problem.”

LABELING THINKINGSKILLS AND PROCESSES: E.g.

"How do you know that's true?”

"What EVIDENCE do you have to support..?”

"How else could you use this…?”

”In what situations might you APPLY this…?”

“Do you think that is the best alternative?

“As you EVALUATE these alternatives….”

LABELING THINKINGSKILLS AND PROCESSES: E.g.

"What do you think would happen if…”

"What do you SPECULATE might happen if…”

"What did you think of this story?”

"What CONCLUSIONS might you draw ...

"How can you explain…?"

”How does your HYPOTHESIS explain…?

KNOWLEDGE-BASED CONSTRUCTIVISM

“LEARNING IS AN

ENGAGEMENT OF THEMIND THAT

TRANSFORMS THE MIND”

MARTIN HEIDDEGAR

Meaning is not a spectator sport.Knowledge is a constructive process

rather than a finding.

It is not the content that gets storedin memory but the activity of

constructing it that gets stored.

Humans don’t get ideas; they make ideas.

Memories are enveloped in emotions.

LEARNINGS FROM BRAIN RESEARCH:

Instructional Strategies

Teaching for transferScaffoldingProviding feedback for self-

assessmentCooperative LearningSocratic DialogueModeling

KNOWLEDGE-BASED CONSTRUCTIVISM

IN WHAT WAYS DO YOU:show that you value students’ points of view?cause students to question their own and other’s assumptions?challenge students with relevant problems?structure standards, units, and lessons around big ideas and enduring concepts?engage students in assessing their own

learnings?

THINKING SKILLS

HABITS OF MIND

COGNITIVE TASKSTHAT DEMAND

SKILLFUL THINKING

EFFECTIVE THINKING REQUIREMENTS:

CONTENT

THINKING SKILLS

QuickTime™ and aCinepak decompressor

are needed to see this picture.

ANALYSIS OF VIDEO TAPE

? What math concepts were being learned in this lesson?

? In which thinking skills were students engaging?

? What was the nature of the task the students were performing?

? Which of the habits of mind were students experiencing?

EFFORT BASED

LEARNING

Students who are held to low expectations and have not been taught to think and problem solve...accept the judgment that inborn aptitude matters most and that they have not inherited enough of that capacity…..their performance remains low.

“...students who …are treated as if they are intelligent, actually become so. If they are taught demanding content and are expected to explain and find connections …they learn more and learn more quickly. They think of themselves as continual/powerful learners. Lauren B. Resnick

Making America Smarter: The Real Goal of School Reform 2001

EFFORT-BASEDLEARNING

HABITS OF MIND

“One’s intelligence is the sum of one’s habits of mind.”

Lauren B. Resnick Making America Smarter: The Real Goal of School Reform 2001

WHY HABITS OF MIND?

TRANSDISCIPLINARYAS GOOD FOR ADULTS AS THEY ARE

FOR STUDENTS

FOCUSED ON LONG RANGE, ENDURING, ESSENTIAL LEARNINGS

3. COLLABORATION

THREE VERSIONS OF GROUP WORK

CONGENIAL COOPERATI VE COLLABORATI VE

CONGENIAL: HAVING THE SAME TASTES ANDTEMPERAMENT; FRIENDLY. SUITED TO ONE’S NEEDS OR DISPOSITION; AGREEABLE

COLLEGIAL: SHARING OF AUTHORITY OR POWER AMONG COLLEAGUES.

COLLABORATIVE: WORKING TOGETHER FOR A COMMON

PURPOSE: TO COMBINE SO AS TO PRODUCE AN EFFECT

4.DEPRIVATIZED PRACTICE

Teaching isa lonelyprofession

INTELLECTUAL GROWTH

"Every function in...cultural development appears twice: first, on the social level, and later on the individual level; first between people (interpsychological), and then inside (intrapsychological). This applies equally to voluntary attention, to logical memory, and to the formation of concepts. All the higher functions originate as actual relationships between individuals."

Lev Vygotsky (1978)

COACHING AS CONVEYANCE

TO CONVEY A VALUED COLLEAGUE FROM WHERE HE OR SHE IS TO WHERE HE OR SHE WANTS TO BE.

A Paradigm for Coaching

Existing State•Tentative plan

•Superficial reflection

•Low state of efficacy

•Problem bound

Desired State•Clear plan

•Deep reflection for learning

•High state of efficacy

•Resourceful

Inner Thought

Processes

Mental Models

The path of coaching

conversations

COGNITIVE COACHING IS UNIQUE ……

Cognitive CoachingSM

Process

Coach’s Strategies

Internal Thinking Processes

Observable

Behaviors

Enhanced

Performance

The Mission of Cognitive CoachingSM,

The mission of Cognitive CoachingSM is to produce self-directed persons with the cognitive capacity for high performance both independently and as members of a community.

SELF-MANAGING: Approaching tasks with clear outcomes, a strategic plan, and necessary data. Knowing one has the capacity (Competence) to make a difference and being willing and able to do so. (Confidence)

SELF-MONITORING: Consciouslyevaluating the quality of our own thinking, strategies and behaviors and their effects on others and on the environment.

SELF-MODIFYING:

Reflecting on, evaluating, analyzing, and constructing meaning from experiences and making a commitment to apply the learning to future activities, tasks, and challenges.

Self-Directedness

Self-managing

Self-monitoring

Self-modifyingTalk at your tables about how these

terms compare to what you know about self-directed individuals.

5. REFLECTIVE DIALOGUE

Your organization functions and grows through conversations……

The quality of those conversations determines how smart your organization is.

David Perkins,King Arthur’s Round Table

2002 N.Y. Wiley

DISCUSSIONLATIN: DISCUTERETo smash to pieces

PERCUSSION: To beat upon.CONCUSSION: To shake up.

DIALOGUE

GREEK(DIA) - through each other(LOGOS) - the word

“meaning flowing through”

Pausing:

Using wait-time before responding

to or asking a question allows time for more complex thinking, enhances dialogue and improves decision making.

Paraphrasing:

Lets others know that you are listening, that you understand or are trying to understand them and that you care.

Probing:

Increases the clarity and precision of the group's thinking by refining understandings, terminology and interpretations.

THINKING AND COMMUNICATING WITH CLARITY AND PRECISION

GENERALIZATIONSDELETIONS

DISTORTIONS

DEEP STRUCTURE LANGUAGE

“SURFACE LANGUAGE”

Paying attention to self and others:

Awareness of what you are saying, how it is said and how others are responding; attending to learning styles; being sensitive to your own and others' emotions.

•Pause

•Paraphrase

•Probe• Inquire• Clarify

LISTENING SEQUENCE:

Speaker: Finish this sentence:

“AS I REFLECT ON THIS CONFERENCE YEAR SO FAR, I AM MOST INTRIGUED WITH………”

Listener: Use the Pause, Paraphrase Probe sequence

? WHAT METACOGNITIVE STRATEGIES DID YOU EMPLOY TO MONITOR AND MANAGE YOUR LISTENING SKILLS?

Speaker: Finish this sentence:

“AS I ANTICIPATE APPLYING THE LEARNINGS FROM THIS CONFERENCE, I’M MOST EXCITED ABOUT…….”

Listener: Use the Pause, Paraphrase Probe sequence

? What values are you expressing when you listen to one another so intently?

PARAPHRASE WHAT

YOU’VE LEARNED ABOUT THE IMPORTANCE, EFFECTS AND MENTAL PROCESSES

OF LISTENING WITH UNDERSTANDING AND

EMPATHY

TAKE AWAYS:What intrigues you about:

Shared Norms and ValuesCollaboration

Collective Focus on Student WorkDeprivatized PracticeReflective Dialogue

What will you you continue to ponder and/or employ:

WE HAVE NOT SUCCEEDED IN ANSWERING

ALL OF YOUR PROBLEMS. THE ANSWERS WE HAVE FOUND ONLY SERVE TO RAISE A WHOLE SET OF NEW QUESTIONS. IN SOME WAYS, WE FEEL

WE ARE AS CONFUSED AS EVER, BUT WE BELIEVE WE ARE

CONFUSED ON A HIGHER LEVEL AND ABOUT MORE IMPORTANT THINGS.

Omni MagazineMarch, 1992