WHOLE SCHOOL APPROACHES TO HABITS OF

MIND

WEAC Conference 2004

Gill Hubble and Graham Watts

St Cuthbert’s College

COSTA’S INTELLIGENT BEHAVIOURS(Thinking Behaviour)

The Affective DomainSupports the CognitivePersistence

ManagingImpulsivity Flexibility

in Thinking

Metacognition

Checking for Accuracyand Precision

Precision of Languageand Thought

Gathering Data usingall the Senses Drawing on Past

Knowledge

Ingenuity, Originality,Insightfulness, Creativity

Wonderment, Curiosity,Enjoyment of Problem Solving

Listening withUnderstanding and Empathy

Questioning andProblem Posing

Part one:whole school approaches

• why choose the Habits of Mind approach to make an impact on the learning culture of the school?

• how did we introduce it?

• what training was required?

• how was it implemented?

Why HOM suited our culture

• clearly defines behaviours wanted• has books and resources to support it initially• part of a school wide thinking/ learning framework:

critical creative caring cognitive/affective balance

• works well with other strategies: complements those in the same area of the framework/ enhances those in other domains

• contributes to common thinking language

Building a framework of the thinking domain

Cognitive - Affective

CRITICAL

METACOGNITION

CARING

CREATIVE

COOPERATIVE

DECISION

MAKING

PROBLEM

SOLVING

Caring thinking

• valuational thinking - aesthetic worth, beauty,value of concrete or abstract things

• affective thinking - feelings, empathy, perspectives

• active thinking - making a difference around you or in the world

• normative thinking - recognising reality but having a vision of how things could be (local, global world view)

Community of enquiry

Philosophy for children

RE/ Citizenship, service

Habits of Mind

Cultural perspectives

Moral and ethical reasoning

Learning styles

Multiple intelligences

Emotional intelligence

Autonomous learner grp

Applied thinking

Main outcomes expected

• behavioural tool

• academic / classroom focus

• reflective tool

• parent interface

Behavioural

• improved classroom behaviour

• establishes norms/students monitor each other

• motivation to control behaviour and improve over time

• enhances values and pastoral programmes (peer mediation/code of conduct/problem resolution)

• provides connections and focus for school culture

Academic

• attention to how behaviour impacts on classwork - 80% attitudinal

• improves quality of work

• part of reward system SCOSCARS

• builds metacognitive language

Reflective tool

• helps students verbalise metacognition

• leads to better self awareness and improvement

• raises self esteem by seeing advancement from novice to expert/ and receiving positive feedback

Parent interface

• understandable

• encourages positive involvement between school and home

• makes reporting on specific behaviour, learning and thinking more precise because more explicit language is used and understood

Disadvantages of this approach?

• are there any disadvantages that a school would have to consider?

How did we introduce HOM?

• developed a shared vision: values and school philosophy questions

• explored with teachers the place of caring thinking in the school culture

• whole staff training day with Art Costa followed by parents evening

• introductory sessions with each year level on whole HOM overview and why it matters

Establishing the culture…..• what do we value as teachers? As learners?• what behaviours do we value in our school?• what are the best ways to encourage these?• what do we have that is already effective in

encouraging these?• where are we ineffective or could do better?• what outcomes would we expect from HOM?• are we all prepared to do this?

What training?

• teachers already had prior knowledge

• staff only day, with workbooks for each teacher on teaching and assessing HOM

• developed model lessons and rubrics. This was critical to success (** human graph)

• established expectations and responsibilities of ALC, teachers, students

• staff meeting training…..to Horizon Hour

• new staff training

How was it implemented?• timeline: initial overview, then one per term focus• term themes for year selected• posters/ daily notices/ assemblies• model lesson in advance, then delivered in

explicit slot• range of metacognitive questions developed• syndicates/ depts required to plan for infusion

across all subjects

Supporting teachers with explicit Supporting teachers with explicit instruction of HOMinstruction of HOM

• Thinking Skills Working Party

• ALC lead role

• Habit of Mind for the Term

• PD with new staff, departments, syndicates and individuals

• Classroom resources

• Explicit delivery in Thinking Skills lesson

Supporting teachers infusing HOM in the Supporting teachers infusing HOM in the

curriculumcurriculum • Metacognitive lesson plan• Teachers develop own repertoire• Multiple and flexible use, eg* do a PMI on thinking interdependently

* use a Thinking Map to show how you have applied prior knowledge in this lesson

* use the green, yellow & black hats to consider how best to find humour in this subject

* do a KWL diagram to consider how you manage impulsivity

Reflecting on HOM in the classroomReflecting on HOM in the classroom

• Metacognitive questions

• Reflective journals and evaluations

• Student and teacher assessment

How do we know it makes a difference?

• for teachers: common language, competencies, end of year research responses, evident in planning eg metacognitive lesson plans

• for departments:annual plans, annual report on student progress in selected habits

• for students: various forms of self assessment demonstrate sophisticated level of metacognition on all habits

• for school: sense of connectedness to common goals