"We are what we repeatedly do. Excellence, then, is not an act but a habit."
Aristotle
The Habits of Mind are sixteen behaviors that intelligent people do when facing a difficult problem or challenge. The Habits were created by Art Costa and Bena Kallick to give students the tools to perform under challenging conditions. These behaviors help students know what to do when they face a problem where the solution is not easily resolved. Not only are we interested in how many answers students know, but also in knowing how students behave when they DON'T know. These behaviors are not performed in isolation. Several behaviors can be used at the same time to solve problems.
What are these sixteen behaviors?
1. Persisting- Stick to a task until it is completed. Don't give up.
2. Managing impulsivity- Take your time. Think before you act.
3. Listening to others with understanding and empathy- Be open to different ways of thinking. Understand others and different points of view.
4. Thinking flexibly- Look at it another way. You can change your mind when you get more information.
5. Thinking about our thinking- What do you know and how do you know it?
6. Striving for accuracy and precision- Do it, then review it. Take your time.
7. Questioning and posing problems- If you don't know, ask questions.
8. Applying past knowledge to new situations- Use what you already know. Draw from past experiences.
9. Thinking and communicating with clarity and precision- Be clear. Choose your words carefully. Support statements with explanations and evidence.
10. Gathering data through all senses- Hear it, see it, taste it, feel it. Use your natural pathways.
11. Creating, imagining, and innovating- Think outside the box. Try a different way.
12. Responding with wonderment and awe- Get excited about trying something new. Be enthusiastic and passionate about learning. Have fun figuring it out.
13. Taking responsible risks- Be brave enough to risk failure. Venture out.
14. Finding humor- Look at life with a sense of humor. Laugh a little.
15. Thinking interdependently- Two heads are better than one. Learn to work cooperatively.
16. Learning continuously- Be a lifelong learner! Learn from experiences.
I teach my fifth graders the Habits of Mind. I begin by introducing the behaviors. I give students examples and non-examples of each one. I display posters with each Habit, a brief explanation, and a picture to represent it. I also give my students a bookmark with each Habit listed. Once students are familiar with each Habit of Mind, I provide direct instruction. Each lesson focuses on one Habit at a time to teach the behavior more completely. We have discussions. We discuss situations in which Habits of Mind are needed. We discuss situations in which we have seen the Habits being used. Next, I give students a self-assessment to determine which Habits are strengths and which Habits students will need to work on. Students set goals to improve the weak behaviors.
It takes practice! Learners must continually practice, modify, and then refine the behaviors. Once the Habits are taught, they are applied to other contexts. For example, when we read the book Hatchet by Gary Paulsen, we discuss how the character, Brian, demonstrates persistence. When we read biographies, we find examples of when the person used a Habit of Mind. I provide challenging learning activities that require students to use the Habits.
It is important to assess students. Students need to reflect, self-assess, and engage in the process of ongoing improvement. Students collect artifacts to demonstrate the application of one or more of the Habits of Mind. Students reflect on their performance. Students set goals to show improvement in the areas that need it. Students can reflect and self-assess using surveys, continuums, journaling, rubrics, and portfolios.
It is also important to recognize students' efforts at developing the Habits of Mind. Students earn certificates and other forms of recognition when they are observed using one or more of the Habits. Parents can also watch for the behaviors at home.
The Institute for Habits of Mind has a vision to "create a more thoughtful, cooperative, compassionate generation of people who skillfully work to resolve social, environmental, economic, and political problems." I have a vision to prepare my fifth graders to behave intelligently when faced with difficult problems and become more thoughtful in their learning and in their lives.
What are these sixteen behaviors?
1. Persisting- Stick to a task until it is completed. Don't give up.
2. Managing impulsivity- Take your time. Think before you act.
3. Listening to others with understanding and empathy- Be open to different ways of thinking. Understand others and different points of view.
4. Thinking flexibly- Look at it another way. You can change your mind when you get more information.
5. Thinking about our thinking- What do you know and how do you know it?
6. Striving for accuracy and precision- Do it, then review it. Take your time.
7. Questioning and posing problems- If you don't know, ask questions.
8. Applying past knowledge to new situations- Use what you already know. Draw from past experiences.
9. Thinking and communicating with clarity and precision- Be clear. Choose your words carefully. Support statements with explanations and evidence.
11. Creating, imagining, and innovating- Think outside the box. Try a different way.
12. Responding with wonderment and awe- Get excited about trying something new. Be enthusiastic and passionate about learning. Have fun figuring it out.
13. Taking responsible risks- Be brave enough to risk failure. Venture out.
14. Finding humor- Look at life with a sense of humor. Laugh a little.
15. Thinking interdependently- Two heads are better than one. Learn to work cooperatively.
16. Learning continuously- Be a lifelong learner! Learn from experiences.
I teach my fifth graders the Habits of Mind. I begin by introducing the behaviors. I give students examples and non-examples of each one. I display posters with each Habit, a brief explanation, and a picture to represent it. I also give my students a bookmark with each Habit listed. Once students are familiar with each Habit of Mind, I provide direct instruction. Each lesson focuses on one Habit at a time to teach the behavior more completely. We have discussions. We discuss situations in which Habits of Mind are needed. We discuss situations in which we have seen the Habits being used. Next, I give students a self-assessment to determine which Habits are strengths and which Habits students will need to work on. Students set goals to improve the weak behaviors.
It takes practice! Learners must continually practice, modify, and then refine the behaviors. Once the Habits are taught, they are applied to other contexts. For example, when we read the book Hatchet by Gary Paulsen, we discuss how the character, Brian, demonstrates persistence. When we read biographies, we find examples of when the person used a Habit of Mind. I provide challenging learning activities that require students to use the Habits.
It is important to assess students. Students need to reflect, self-assess, and engage in the process of ongoing improvement. Students collect artifacts to demonstrate the application of one or more of the Habits of Mind. Students reflect on their performance. Students set goals to show improvement in the areas that need it. Students can reflect and self-assess using surveys, continuums, journaling, rubrics, and portfolios.
It is also important to recognize students' efforts at developing the Habits of Mind. Students earn certificates and other forms of recognition when they are observed using one or more of the Habits. Parents can also watch for the behaviors at home.
The Institute for Habits of Mind has a vision to "create a more thoughtful, cooperative, compassionate generation of people who skillfully work to resolve social, environmental, economic, and political problems." I have a vision to prepare my fifth graders to behave intelligently when faced with difficult problems and become more thoughtful in their learning and in their lives.
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