Seven Habits Clip Art Think Beggin With the in in Mind
16 Habits of Mind Chart
HABITS OF Mind
(Available for download)
Arthur L. Costa, Ed. D.
Professor Emeritus,
California Country Academy, Sacramento
A "Habit of Listen" means having a disposition toward behaving intelligently when confronted with problems. When humans experience dichotomies, are confused by dilemmas, or come face to face up with uncertainties–our most constructive actions require drawing forth certain patterns of intellectual behavior. When we draw upon these intellectual resources, the results that are produced are more powerful, of higher quality and of greater significance than if we fail to employ those intellectual behaviors.
Employing "Habits of Mind" requires a composite of many skills, attitudes, cues, by experiences and proclivities. It means that we value one blueprint of thinking over another and therefore it implies choice making almost which pattern should be employed at this fourth dimension. It includes alertness to the contextual cues that signal this as an appropriate time and circumstance in which the employment of this pattern would exist useful. It requires a level of skillfulness to utilise and carry through the behaviors effectively over time. Information technology suggests that equally a effect of each feel in which these behaviors were employed, the effects of their apply are reflected upon, evaluated, modified and carried forth to futurity applications.
HABITS OF Mind Nourish TO:
DESCRIBING HABITS OF Mind
What behaviors are indicative of the efficient, effective problem solver? Just what practise human beings practice when they comport intelligently? Research in effective thinking and intelligent behavior by Feuerstein (1980), Glatthorn and Businesswoman (1985), Sternberg (1985), Perkins (1985), and Ennis (1985) indicates that there are some identifiable characteristics of effective thinkers. These are not necessarily scientists, artists, mathematicians or the wealthy who demonstrate these behaviors. These characteristics have been identified in successful mechanics, teachers, entrepreneurs, salespeople, and parents—people in all walks of life.
Following are descriptions and an elaboration of xvi attributes of what human beings do when they acquit intelligently. We choose to refer to them as Habits of Mind. They are the characteristics of what intelligent people practise when they are confronted with problems, the resolution to which are not immediately apparent.
These behaviors are seldom performed in isolation. Rather, clusters of such behaviors are drawn forth and employed in diverse situations. When listening intently, for case, one employs flexibility, metacognition, precise language and perchance questioning.
Please do not call up that there are merely sixteen ways in which humans display their intelligence. It should be understood that this list is not meant to be complete. It should serve to initiate the collection of boosted attributes. Although 16 Habits of Mind are described hither, yous, your colleagues and your students will want to go along the search for boosted Habits of Mind by adding to and elaborating on this list and the descriptions.
ane. Persisting
1 is a affair of quality; the other, a affair of time. ~Marabel Morgan, The Electric Woman
Efficacious people stick to a task until it is completed. They don't give up easily. They are able to analyze a problem, to develop a system, structure, or strategy to set on a problem. They use a range and have repertoire of alternative strategies for problem solving. They collect prove to point their problem-solving strategy is working, and if one strategy doesn't piece of work, they know how to support and attempt another. They recognize when a theory or idea must be rejected and another employed. They have systematic methods of analyzing a trouble which include knowing how to brainstorm, knowing what steps must be performed, and what data need to exist generated or collected. Because they are able to sustain a problem solving process over time, they are comfortable with ambiguous situations.
Students often surrender in despair when the answer to a problem is non immediately known. They sometimes crumple their papers and throw them away proverb, "I can't practice this," "It's too hard," or, they write downward any answer to go the task over with every bit quickly equally possible. Some accept attention deficits; they accept difficulty staying focused for any length of time, they are easily distracted, they lack the ability to analyze a problem, to develop a system, construction, or strategy of problem attack. They may give up because they take a limited repertoire of problem solving strategies. If their strategy doesn't piece of work, they surrender because they have no alternatives.
ii. Managing Impulsivity
Effective trouble solvers have a sense of deliberativeness: They think before they act. They intentionally form a vision of a product, plan of action, goal or a destination before they brainstorm. They strive to clarify and empathise directions, develop a strategy for approaching a problem and withhold immediate value judgments about an thought before fully understanding it. Reflective individuals consider alternatives and consequences of several possible directions prior to taking action. They decrease their need for trial and error past gathering data, taking fourth dimension to reflect on an answer before giving it, making certain they empathise directions, and listening to alternative points of view.
Oft students blurt the first answer that comes to mind. Sometimes they shout out an reply, start to work without fully understanding the directions, lack an organized plan or strategy for budgeted a problem or make immediate value judgments about an thought—criticizing or praising information technology— before fully understanding it. They may take the first suggestion given or operate on the first idea that comes to mind rather than because alternatives and consequences of several possible directions.
3. Listening To Others—With Understanding and Empathy
Highly effective people spend an inordinate corporeality of time and energy listening (Covey, 1989). Some psychologists believe that the ability to listen to another person, to empathize with, and to understand their point of view is one of the highest forms of intelligent beliefs. Being able to paraphrase another person'due south ideas, detecting indicators (cues) of their feelings or emotional states in their oral and body language (empathy), accurately expressing some other person'southward concepts, emotions and bug—all are indications of listening beliefs (Piaget called it "overcoming ego-centrism"). They are able to see through the diverse perspectives of others. They gently attend to another person demonstrating their understanding of and empathy for an idea or feeling by paraphrasing information technology accurately, building upon it, clarifying it, or giving an case of it.
Senge and his colleagues (1994) suggest that to listen fully means to pay close attention to what is beingness said beneath the words. You listen non only to the "music", but likewise to the essence of the person speaking. You listen non merely for what someone knows, only besides for what he or she is trying to correspond. Ears operate at the speed of audio, which is far slower than the speed of light the eyes accept in. Generative listening is the art of developing deeper silences in yourself, and so y'all can tiresome your mind's hearing to your ears' natural speed, and hear beneath the words to their meaning.
Nosotros spend 55 percent of our lives listening yet it is one of the least taught skills in schools. We oftentimes say we are listening but in authenticity, we are rehearsing in our caput what nosotros are going to say next when our partner is finished. Some students ridicule, express joy at, or put downwards other students' ideas. They interrupt are unable to build upon, consider the merits of, or operate on another person'south ideas. We want our students to learn to devote their mental energies to another person and invest themselves in their partner'due south ideas.
We wish students to larn to concur in abeyance their ain values, judgments, opinions, and prejudices in
gild to heed to and entertain another person'due south thoughts. This is a very complex skill requiring the ability to monitor one's ain thoughts while, at the same time, attending to the partner'south words. This does not mean that we can't disagree with someone. A good listener tries to understand what the other person is maxim. In the finish he may disagree sharply, but considering he disagrees, he wants to know exactly what it is he is disagreeing with.
iv. Thinking Flexibly
An amazing discovery virtually the human brain is its plasticity–its ability to "rewire", change and fifty-fifty repair itself to get smarter. Flexible people are the ones with the most command. They have the capacity to change their mind as they receive additional data. They engage in multiple and simultaneous outcomes and activities, draw upon a repertoire of problem solving strategies and can exercise style flexibility, knowing when information technology is advisable to exist wide and global in their thinking and when a situation requires detailed precision. They create and seek novel approaches and have a well-developed sense of humor. They envision a range of consequences.
Flexible people can approach a problem from a new angle using a novel arroyo {deBono (1970) refers to this as lateral thinking.} They consider culling points of view or deal with several sources of information simultaneously. Their minds are open to modify based on additional data and data or reasoning, which contradicts their beliefs. Flexible people know that they have and tin develop options and alternatives to consider. They understand mean-ends relationships beingness able to work within rules, criteria and regulations and they can predict the consequences of flouting them. They empathize not only the firsthand reactions only are as well able to perceive the bigger purposes that such constraints serve. Thus, flexibility of mind is essential for working with social diversity, enabling an individual to recognize the wholeness and distinctness of other people's ways of experiencing and making meaning.
Flexible thinkers are able to shift, at will, through multiple perceptual positions. One perceptual orientation is what Jean Piaget called, egocentrism–perceiving from our ain indicate of view. Past dissimilarity, allocentrism is the position in which we perceive through another persons' orientation. We operate from this 2nd position when we empathize with other's feelings, predict how others are thinking, and anticipate potential misunderstandings.
Another perceptual position is "macro-axial". It is similar to looking down from a balcony at ourselves and our interactions with others. This bird's-eye view is useful for discerning themes and patterns from assortments of information. It is intuitive, holistic and conceptual. Since nosotros oftentimes need to solve problems with incomplete information, nosotros need the capacity to perceive general patterns and jump across gaps of incomplete knowledge or when some of the pieces are missing.
Yet another perceptual orientation is micro-centric–examining the individual and sometimes minute parts that brand up the whole. This "worm's-eye view", without which science, technology, and any circuitous enterprise could not function, involves logical analytical ciphering searching for causality in methodical steps. It requires attention to detail, precision, and orderly progressions.
Flexible thinkers display confidence in their intuition. They tolerate confusion and ambivalence up to a indicate, and are willing to let go of a problem trusting their subconscious to continue creative and productive work on it. Flexibility is the cradle of humor, creativity and repertoire. While at that place are many possible perceptual positions–past, present, hereafter, egocentric, allocentric, macro centric, visual, auditory, kinesthetic—the flexible mind is activated past knowing when to shift perceptual positions.
Some students have difficulty in because alternative points of view or dealing with more than than ane nomenclature system simultaneously. THEIR mode to solve a trouble seems to exist the Simply way. They perceive situations from a very ego-centered betoken of view: "My way or the highway!" Their mind is made up; "Don't confuse me with facts, that'due south it."
5. Thinking About our Thinking (Metacognition)
Probably the major components of metacognition are developing a plan of action, maintaining that plan in mind over a period of time, then reflecting dorsum on and evaluating the plan upon its completion. Planning a strategy before embarking on a course of action assists us in keeping track of the steps in the sequence of planned behavior at the conscious awareness level for the duration of the activity. It facilitates making temporal and comparative judgments, assessing the readiness for more or different activities, and monitoring our interpretations, perceptions, decisions and behaviors. An example of this would be what superior teachers practice daily: developing a didactics strategy for a lesson, keeping that strategy in mind throughout the teaching, so reflecting back upon the strategy to evaluate its effectiveness in producing the desired educatee outcomes.
Intelligent people plan for, reflect on, and evaluate the quality of their own thinking skills and strategies. Metacognition means becoming increasingly aware of one's deportment and the effect of those deportment on others and on the environment; forming internal questions every bit 1 searches for information and significant, developing mental maps or plans of action, mentally rehearsing prior to functioning, monitoring those plans as they are employed–existence conscious of the demand for midcourse correction if the programme is not coming together expectations, reflecting on the program upon completion of the implementation for the purpose of self-evaluation, and editing mental pictures for improved performance.
Interestingly, not all humans achieve the level of formal operations (Chiabetta, 1976). And every bit Alexander Luria, the Russian psychologist found, non all adults metacogitate (Whimbey, 1976). The virtually likely reason is that nosotros do non take the time to reflect on our experiences. Students often practise not accept the time to wonder why we are doing what we are doing. They seldom question themselves about their ain learning strategies or evaluate the efficiency of their own performance. Some children virtually have no idea of what they should do when they confront a problem and are often unable to explain their strategies of decision making (Sternberg and Wagner, 1982). When teachers ask, "How did you solve that problem; what strategies did you have in mind"? or, "Tell us what went on in your caput to come upward with that determination". Students frequently answer past saying, "I don't know, I just did it.'
We want our students to perform well on complex cognitive tasks. A simple instance of this might be drawn from a reading job. It is a common feel while reading a passage to have our minds "wander" from the pages. We "see" the words but no pregnant is beingness produced. Suddenly we realize that we are not concentrating and that we've lost contact with the significant of the text. We "recover" past returning to the passage to find our place, matching it with the terminal thought we tin can recall, and, once having establish information technology, reading on with connexion. This inner awareness and the strategy of recovery are components of metacognition.
vi. Striving For Accuracy and Precision
Embodied in the stamina, grace and elegance of a ballerina or a shoemaker, is the desire for craftsmanship, mastery, flawlessness and economy of energy to produce exceptional results. People who value accuracy, precision and adroitness take time to bank check over their products. They review the rules by which they are to abide; they review the models and visions they are to follow; and they review the criteria they are to utilise and confirm that their end production matches the criteria exactly. To be craftsmanlike means knowing that ane can continually perfect one's craft by working to achieve the highest possible standards, and pursue ongoing learning in order to bring a laser like focus of energies to task accomplishment. These people have pride in their work and take a desire for accuracy every bit they take time to check over their work. Craftsmanship includes exactness, precision, accuracy, definiteness, faithfulness, and fidelity. For some people, craftsmanship requires continuous reworking. Mario Cuomo, a great speechwriter and politician, once said that his speeches were never done—it was only a deadline that made him stop working on them!
Some students may plow in sloppy, incomplete or uncorrected work. They are more anxious to become rid of the consignment than to bank check it over for accurateness and precision. They are willing to suffice with minimum effort rather than investing their maximum. They may be more interested in expedience rather than excellence.
seven. Questioning and Posing Issues
1 of the distinguishing characteristics between humans and other forms of life is our inclination, and ability to Notice problems to solve. Effective problem solvers know how to ask questions to fill up in the gaps between what they know and what they don't know. Effective questioners are inclined to ask a range of questions. For example: requests for data to support others' conclusions and assumptions—such questions as,
"What evidence do you accept…..?"
"How do y'all know that'southward truthful?"
"How reliable is this data source?"
They pose questions about culling points of view:
"From whose viewpoint are we seeing, reading of hearing?"
"From what angle, what perspective are nosotros viewing this situation?"
Students pose questions, which make causal connections and relationships:
"How are these people (events) (situations) related to each other?"
"What produced this connection?"
They pose hypothetical bug characterized by "iffy"-type questions:
"What exercise yous think would happen IF…..?"
"IF that is truthful, and then what might happen if….?"
Inquirers recognize discrepancies and phenomena in their environment and probe into their causes: "Why do cats purr?" "How high can birds fly?" "Why does the hair on my head grow and so fast, while the hair on my arms and legs grows so slowly? "What would happen if nosotros put the saltwater fish in a fresh water aquarium?" "What are some alternative solutions to international conflicts other than wars?"
Some students may be unaware of the functions, classes, syntax or intentions in questions. They may non realize that questions vary in complexity, structure and purpose. They may pose elementary questions intending to derive maximal results. When confronted with a discrepancy, they may lack an overall strategy of search and solution finding.
8. Applying Past Noesis to New Situations
Intelligent human beings learn from experience. When confronted with a new and perplexing problem they will often draw forth feel from their by. They tin can often be heard to say, "This reminds me of…." or "This is simply like the time when I…" They explain what they are doing now in terms of analogies with or references to previous experiences. They telephone call upon their store of knowledge and experience as sources of data to support, theories to explicate, or processes to solve each new challenge. Furthermore, they are able to abstract significant from one experience, carry it forth, and use it in a new and novel situation.
Too often students begin each new task every bit if it were being approached for the very starting time time. Teachers are ofttimes dismayed when they invite students to retrieve how they solved a similar trouble previously and students don't retrieve. It's every bit if they never heard of it before, even though they had the aforementioned type of problem merely recently. It is equally if each feel is encapsulated and has no relationship to what has come before or what comes afterward. Their thinking is what psychologists refer to as an "episodic grasp of reality" (Feuerstein 1980). That is, each event in life is a separate and discrete event with no connections to what may have come up before or with no relation to what follows. Furthermore, their learning is so encapsulated that they seem unable to draw forth from 1 event and employ information technology in some other context.
9. Thinking and Communicating with Clarity and Precision
Language refinement plays a disquisitional function in enhancing a person'south cognitive maps, and their ability to think critically which is the cognition base for efficacious action. Enriching the complexity and specificity of language simultaneously produces constructive thinking.
Language and thinking are closely entwined. Like either side of a coin, they are inseparable. When you hear fuzzy language, it is a reflection of fuzzy thinking. Intelligent people strive to communicate accurately in both written and oral form taking care to use precise language, defining terms, using right names and universal labels and analogies. They strive to avert overgeneralizations, deletions and distortions. Instead they support their statements with explanations, comparisons, quantification, and evidence.
We sometimes hear students and other adults using vague and imprecise language. They describe objects or events with words like weird, nice, or OK. They call specific objects using such non-descriptive words as stuff, junk and things. They punctuate sentences with meaningless interjections like ya know, er and uh. They use vague or full general nouns and pronouns: "They told me to do it". "Everybody has i." "Teachers don't empathise me. They employ non-specific verbs: "Permit's do it." and unqualified comparatives: "This soda is better; I like it more".
10. Gathering Data through All Senses
Intelligent people know that all information gets into the brain through the sensory pathways: gustatory, olfactory, tactile, kinesthetic, auditory, visual, Most linguistic, cultural, and physical learning is derived from the environment past observing or taking in through the senses. To know a wine it must be drunk; to know a role information technology must exist acted; to know a game it must be played; to know a dance it must exist moved; to know a goal it must be envisioned. Those whose sensory pathways are open, alert, and acute absorb more data from the environment than those whose pathways are withered, immune, and oblivious to sensory stimuli.
Furthermore, we are learning more than about the impact of arts and music on improved mental functioning. Forming mental images is important in mathematics and engineering; listening to classical music seems to improve spatial reasoning.
Social scientists solve problems through scenarios and role-playing; scientists build models; engineers use cad-cam; mechanics acquire through hands-on experimentation; artists experiment with colors and textures. Musicians experiment by producing combinations of instrumental and song music.
Some students, however, go through schoolhouse and life oblivious to the textures, rhythms, patterns sounds and colors around them. Sometimes children are afraid to bear on, go their hands "dirty" or feel some object might exist "slimy" or "icky". They operate within a narrow range of sensory problem solving strategies wanting only to "depict it but not illustrate or act it", or "listen just non participate".
11. Creating, Imagining, and Innovating
Students, nevertheless, are often heard maxim, "I tin't draw," "I was never very skillful at art," "I can't sing a notation," "I'm not artistic". Some people believe artistic humans are merely born that way; in their genes and chromosomes.
12. Responding with Wonderment and Awe
lifetimes.
Some children and adults avoid issues and are "turned off" to learning. They make such comments as, "I was never good at these brain teasers," or "Become ask your begetter; he'southward the brain in this family. "It's boring." "When am I ever going to employ this stuff?" "Who cares?" "Lighten up, teacher, thinking is hard work," or "I don't practise thinking!" Many people never enrolled in some other math class or other "hard" academic subjects after they didn't have to in loftier school or college. Many people perceive thinking as hard piece of work and therefore recoil from situations, which demand "also much" of it.
We desire our students, however to be curious; to commune with the world around them; to reflect on the changing formations of a cloud; experience charmed past the opening of a bud; sense the logical simplicity ofmathematical order. Students can observe beauty in a sunset, intrigue in the geometric of a spider web, and exhilaration at the iridescence of a hummingbird'southward wings. They see the congruity and intricacies in the derivation of a mathematical formula, recognize the orderliness and adroitness of a chemical change, and commune with the quiet of a distant constellation. We want them experience compelled, enthusiastic and passionate about learning, inquiring and mastering.
13. Taking Responsible Risks.
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