Presented by Coach Corey Toles

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A New Lebanon Central School District Staff Presentation. The Power of the Habits of Mind and the 7 Habits of Highly Effective People in Promoting Self-Directed Learning. Presented by Coach Corey Toles. Self-Directed Learners:. - PowerPoint PPT Presentation

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<ul><li><p>The Power of the Habits of Mind and the 7 Habits of Highly Effective People in Promoting Self-Directed Learning</p><p>Presented by Coach Corey TolesA New Lebanon Central School District Staff Presentation</p></li><li><p>Self-Directed Learners: are continual learners who use a plethora of problem solving and thinking strategies to maximize ones learningcreate balance between independence and interdependenceknow when to utilize internal resources to approach challenges, solve problems, or find answers to questionsknow when to utilize external resources for others viewpoints, ideas, and perspectives </p></li><li><p>Three Principles of Self-Directed Learning: Self-ManagementSelf-MonitoringSelf-Modification</p></li><li><p>Self-Managers:</p><p>Establish clear goalsGather information thoroughlyIs persistent in accomplishing tasksRequire constant managing of ones own behaviors and resources, and outside resources</p></li><li><p>Self-Monitors: Involve the process of reflecting and metacognition Make informed, intelligent decisions about proceeding through tasks and solving problems</p></li><li><p>Self-Modifiers:</p><p>Alter ones behavior based on data accumulated during self-monitoring and feedback from othersSelf-evaluate and make informed decisionsRevise strategies Continually strive for optimum effectiveness through various types of feedback</p></li><li><p>Habits of MindDiscipline specific behaviors and qualities that lend themselves to academic success They are characteristics of students who practice thoughtful behaviorAbilities, skills, strategies, and patterns of thinking that grow students into collaborative workers, complex thinkers, effective communicators, and self-directed learners</p></li><li><p>Habits of Mind PersistencePrecision of language and thoughtManaging impulsivityQuestioningFlexibility of ThinkingUsing all the senses</p><p>Checking for accuracyDrawing on past knowledge and experienceListening with understanding and empathyMetacognitionCreativityWonderment</p></li><li><p>PERSISTENCEPersistence is the twin sister of excellence. One is a matter of quality; the other a matter of time. - Marabel Morgan </p></li><li><p>Learners display persistence when:a task is attempted multiple times independentlyefforts are devoted to problem solvingthey demonstrate an unwillingness to throw in the towelutilize a plethora of resources to answer a question or more thoroughly complete a taskwork carefully and patiently through an algorithm</p></li><li><p>We can foster persistence by:Emphasizing persistence as a vital life skillModeling persistence through our own experiencesFaciliating problem solvingAsk probing questionsProvide guidance through frustrating stepsPersevere through the toughest points of a taskWelcome looking to other resources and/or collaborating with peers</p></li><li><p>PRECISION OF LANGUAGE AND THOUGHTI 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 no run evenly with them. - Francis Dalton</p></li><li><p>Learners display precision of language and thought when: They think before they speak and articulate their thoughts in a well-thought out manner so their audience can understand them clearlyThey avoid using over generalizations, fillers, and exaggerationsi.e. um,like, you always, you never, everybody is </p></li><li><p>We can promote precision of language and thought by:Probe students to articulate more preciselyAssisting students in identifying imprecise language Ask clarifying questions to assist in formulating more accurate responses</p></li><li><p>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.- Daniel Goldman</p></li><li><p>Learners manage their impulsivity by: Thinking through actions before expressing themselvesNot blurting out the first solution that comes to mindWithholding from interrupting another person Not blurting out the first solution that comes to mindListening to others express ideas and waiting patiently for their turn to express their ideasMaking sure they understand directions before engaging in a task</p></li><li><p>We can foster the management of impulsivity by:Model and exercise our restraint by providing appropriate wait time during questioningBeing silent by taking thinking timeUsing creative techniques that randomly call on students </p></li><li><p>QUESTIONINGThe 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.. - Albert Einstein</p></li><li><p>Indicators that learners are participating in effective questioning:Thorough and thoughtful responses follow questionsRecognizing that their might not be one solutionKnowledge of how to ask relevant questions is presentCritical thinking and enhanced learning are promoted</p></li><li><p>Three levels of questioning:First-level questions Who, what, when, whereSecond-level questionsHow and whyThird-level questionswhat if</p></li><li><p>First-level questions require:Fact collectionGenerating informationOrganizingRecording dataCan elicit information from othersIdentifing</p></li><li><p>Second-level questions involve:Processing of informationComparing and contrastingMaking inferencesSequencing and organizing</p></li><li><p>Third-level questions encourage:Visualizing relationships and patternsImaginationPredictingevaluating</p></li><li><p>FLEXIBILITY OF THINKINGTo raise new questions, new problems, to regard old problems form a new angle requires creative imagination and makes real advances. - Albert Einstein</p></li><li><p>Learners that are flexible in their thinking:Engage in different perspectives of a given situation Experience an open-mindednessExpress a willingness to listen to other points of viewhave the ability to change their minds and perspectives based on new knowledge </p></li><li><p>We can promote flexibility of thinking by:Embracing conflicting opinions or alternate explanations from studentsEncouraging students to explain their reasoning behind their response(s)Providing a willingness to accept multiple answers (as long as they are reasonable to the content)Listening with an open mind to unique methods of demonstrating an understanding Asking questions that promote different problem solving strategies</p></li><li><p>USING ALL THE SENSESObserve perpetually. - Henry James</p></li><li><p>Using all the senses lets a learner:Enrich the learning experienceExplore alternatives towards learning about a certain subjectDeepen an understanding of the subjectAbsorb more information through multiple sensory pathways</p></li><li><p>We can promote the utilization of all the senses by:Designing differentiated instruction that promotes students to use all of their sensory pathwaysFinding our students learning styles and multiple intelligences</p></li><li><p>CHECKING FOR ACCURACYA man who has committed a mistake and doesnt correct it is committing another mistake. - Confucius</p></li><li><p>When learners check for accuracy:They are applying a real-world concept most careers require a high level of accuracyThey demonstrate that the ultimate goal is not completing a task, but producing a high-quality product by spending additional time making revisions</p></li><li><p>We can promote checking for accuracy by:Indicating the number of student errors on a certain assignment and requiring that they resubmit their work after the errors are correctedApplying a three before me principle: Three people (peers, parents, siblings, etc.) check the students work before submission</p></li><li><p>DRAWING ON PAST KNOWLEDGE AND EXPERIENCEIve never made a mistake. Ive only learned form experience - Thomas A. Edison</p></li><li><p>Learners draw on past knowledge and experience to:Aid in one of the ultimate goals of learning : applying learning to real-life situations and to further an understanding of content above and beyond its original contextprovide a base for continued lifelong learning</p></li><li><p>We can promote drawing on past knowledge and experiences by: Starting a lesson or topic by asking, Who can tell me.?, or what are some things we know about.?Posing questions that allow student to draw from their past:What do you know?What do you need to know?How are you going to find out?Using a bridge mapProvides a graphic framework for thinking about their past knowledge in relationship to present learning</p></li><li><p>LISTENING WITH UNDERSTANDING AND EMPATHY The way of being with another person which is termed empathic means temporarily living in their life, moving about in it delicately, without making judgments. To be with another person in this way means that for the time being you lay aside the views and values you hold for yourself in order to enter the others world without prejudice. A complex, demanding, strong yet subtle and gentle way of being. - Carl Rogers </p></li><li><p>Learners listen with understanding and empathy when they:Display appropriate body language that represents they are engaging in listeningHead up straight facing the speakerEye contact is locked inConstant noddingSimilar facial expressions to the speakersGood posture </p></li><li><p>Learners listen with understanding and empathy when they:Paraphrase the speakers thoughts into their own wordsAssume the role of another person through empathy of their ideas, perspectives and feelingsPolitely ask for clarification by asking probing questionsDo not interrupt the speaker</p></li><li><p>We can promote good listening skills by:Modeling the qualities of a good listener previously describedConsistently asking a student to paraphrase what the teacher said or a peer saidHaving students self evaluate their listening skills using a rubric</p></li><li><p>METACOGNITIONWhen the mind is thinking, it is talking to itself. -Plato</p></li><li><p>Learners demonstrate metacognition when they:Focus on the process of finding an answer, not just having a correct answerCheck for accuracyAre aware of their own thinkingExamine the logic behind solving a problemExplore a variety of approaches to solving a problem flexibility of thinking</p></li><li><p>We can promote discussions about metacognition by:Asking probing questions that engage students in higher-order thinkingRefrain from giving immediate answersPausing and clarifying responses students giveAsking students to dissect the logic behind their idea(s)</p></li><li><p>Think-aloud problem solving (T.A.P.S.)What exactly is this problem asking me to do?What do I already know?What do I need to know to answer the question?When have I faced a similar problem?What can I take from that solution that will help me solve this problem?</p></li><li><p>CREATIVITY 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 </p></li><li><p>CreativityOriginality and expressiveness are showcasedA resource everyone of us can use, as long as we know how to release itStart with a vision, then work backwards to find a solutionNot a genetic quality</p></li><li><p>We can promote creativity by:Brainstorming independently or interdependentlyCreating assignments that welcome creativityThinking by analogy/metaphors</p></li><li><p>Interdependent BrainstormingBrings out different strengthsSuggests that there is no best way to solve any creative challengeOnes own thinking is jump-startedSupports metacognitionMultiple creative strategies are present</p></li><li><p>Encouraging Creativity In Our InstructionAssign a task with boundaries, like a time limit or lack of materialsOrganize open-ended assignments that welcome ownership Design group projects that welcome brainstorming, creativity, and social interaction</p></li><li><p>WONDERMENTAll thinking begins with wonderment - Socrates</p></li><li><p>When learners display wonderment:A passion for thinking is eminent Learning is intrinsically motivatingA sense of euphoria is feltFascination and authentic curiosity about the way the world works is presentA compassionate quality for all of Gods creatures and relationships is present</p></li><li><p>We can encourage wonderment by:Constructing activities that promote inquiryLetting students pursue answers to their own curiositiesModeling wonderment when teaching a content area that they are truly passionate about</p></li><li><p>Stephen Coveys 7 Habits of Highly Effective PeopleChallenges us to rethink the way we do thingsThis will allow us to be better teachers and leadersBeing a better leader also means better managementBetter management leads to highly motivated students</p></li><li><p>The 7 Habits - an overview.</p></li><li><p>Seven Habits ParadigmCharacter - Habits knowledge, skill, and desireThe maturity continuum dependence, independence, interdependencePrivate victories precede public victoriesEffectiveness P/PC balance physical, financial, human assets</p></li><li><p>Knowledge(what to, why to)Skills(how to)Effective HabitsInternalized principles &amp; patterns of behaviorHabitsDesire(want to)</p></li><li><p>What does it mean to be effective?The proper balance between Production (P) and Production Capability (PC)</p></li><li><p>The P/PC balanceAesops fableThe Goose and the Golden EggA man and his wife had the good fortune to possess a goose that laid a golden egg every day. Lucky though they were, they soon began to think they were not getting rich fast enough, and, imagining the bird must be made of gold inside, they decided to kill it in order to secure the whole store of precious metal at once.</p><p>But when they cut it open they found it was just like any other goose. Thus, they neither got rich all at once, as they had hoped, nor enjoyed any longer the daily addition to their wealth.Production (things you are paid for)Teaching students day in and day outPlaying in a basketball gameenjoying a healthy bodyhaving great a relationship with a loved oneProduction Capability (no pay!)Writing lesson planspracticing fundamentalsexercisingpreparing dinner, spending time with them</p></li><li><p> The Seven Habits Paradigm </p></li><li><p>Inside-OutThe power of a paradigm shift glasseswrong map? try harder?How old is she? (Being and Seeing)The Principle-centered paradigm (natural laws)fairness, integrity, honesty, human dignity, service, quality, excellence, potential, growth, patience, nurturance, encouragement, etc.not practices, not values, not legislated laws</p></li><li><p>The Principle-Centered ParadigmPrinciple of Growth and Changeno short-cutsThe character-based ethics (primary greatness) vs. personality-based ethics (secondary greatness)The way we see the problem IS the problemquick fixes? taking classroom management courses?The new level of thinkingfocus first on primary greatness of character</p></li><li><p>Habit 1 Be Proactive</p></li><li><p>Habit 1 Be ProactiveThis is the habit of personal vision- taking responsibility for attitudes and actionsBetween stimulus and responsefreedom to consciously choose your reaction to stimuliReflect before you reacthuman endowment: self-awareness, imagination, conscience, independent will</p></li><li><p>Habit 1 Be ProactiveProactivity - response-ability Its not what happens to us, but our response to what happens to us that hurts usThis freedom to c...</p></li></ul>

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