habits of mind and language learning

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Habits of Mind Habits of Mind and Language and Language learning learning Robyn Moloney Robyn Moloney International Grammar International Grammar School School

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Habits of Mind and Language learning. Robyn Moloney International Grammar School. In this presentation…. Dimensions of Learning Habits of Mind Habits of Mind shortlist for languages A unit of work written to develop one Habit Other resources. Learning model: Dimensions of Learning. - PowerPoint PPT Presentation

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Page 1: Habits of Mind and Language learning

Habits of Mind Habits of Mind and Language and Language

learninglearningRobyn MoloneyRobyn Moloney

International Grammar International Grammar School School

Page 2: Habits of Mind and Language learning

In this presentation…In this presentation…

Dimensions of LearningDimensions of Learning Habits of MindHabits of Mind Habits of Mind shortlist for Habits of Mind shortlist for

languageslanguages A unit of work written to develop A unit of work written to develop

one Habitone Habit Other resourcesOther resources

Page 3: Habits of Mind and Language learning

Learning model: Learning model: Dimensions of LearningDimensions of Learning

5 types or dimensions of thinking 5 types or dimensions of thinking essential to good learning:essential to good learning:

Attitudes and perceptions about Attitudes and perceptions about learning learning

Acquiring and integrating knowledge Acquiring and integrating knowledge Extending and refining knowledge Extending and refining knowledge Using knowledge meaningfully Using knowledge meaningfully Productive habits of mind Productive habits of mind

Page 4: Habits of Mind and Language learning
Page 5: Habits of Mind and Language learning

What kind of thinking do What kind of thinking do our students do?our students do?

how do I say? L2 acquisition, how do I say? L2 acquisition, construction, building of 4 skills-construction, building of 4 skills-

why does it float, why does it work that why does it float, why does it work that way?way?

Cognitive processes in L1/ L2- in content- Cognitive processes in L1/ L2- in content- integrated or immersion learning integrated or immersion learning

how come they/we do that? Noticing, how come they/we do that? Noticing, reflecting. reflecting.

Intercultural processingIntercultural processing

Page 6: Habits of Mind and Language learning

persistingpersisting Managing Managing

impulsivityimpulsivity

Listening with Listening with understandingunderstanding

Thinking Thinking flexiblyflexibly

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Thinking about Thinking about your thinkingyour thinking

Striving for Striving for accuracyaccuracy

Questioning Questioning and problem and problem solvingsolving

Applying past Applying past knowledgeknowledge

Page 8: Habits of Mind and Language learning

Thinking and Thinking and communicating communicating with clarity and with clarity and precisionprecision

Gathering data Gathering data through all the through all the sensessenses

Creating Creating imaginingimagining

Innovating Innovating

Responding Responding with with wonderment wonderment and aweand awe

Page 9: Habits of Mind and Language learning

Taking Taking responsible responsible risksrisks

Finding Finding humourhumour

Thinking Thinking interdependentinterdependentlyly

Open to Open to continuous continuous learninglearning

Page 10: Habits of Mind and Language learning

Outstanding people- which Outstanding people- which habits do they use? habits do they use?

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Which habits for Which habits for languages?languages?

PersistingPersisting Managing impulsivity: writing “the Managing impulsivity: writing “the

first thing you think of”first thing you think of” Listening with empathyListening with empathy Striving for accuracyStriving for accuracy Applying past knowledgeApplying past knowledge

Page 12: Habits of Mind and Language learning

Thinking Through Modern Thinking Through Modern Foreign LanguagesForeign Languages

Lin & MackayLin & Mackay Language tasks, games, with Language tasks, games, with

thinking skills highlighted, identifiedthinking skills highlighted, identified

Page 13: Habits of Mind and Language learning

A unit written around A unit written around one habitone habit

Striving for accuracyStriving for accuracy Year 9/10 Year 9/10 topic: environmenttopic: environment Author: Lucy Howard Shibuya at Author: Lucy Howard Shibuya at

IGS.IGS.

Page 14: Habits of Mind and Language learning

Indicative time: 11 weeksIndicative time: 11 weeksUnit description:Unit description:this unit focuses on developing the skills that this unit focuses on developing the skills that will enable students to discuss and write about to a high degree of will enable students to discuss and write about to a high degree of accuracy the topic of the natural environment. Student activities accuracy the topic of the natural environment. Student activities relate to the relate to the Habits of MindHabits of Mind whichwhich form the basis of the unit of form the basis of the unit of work and importantly match the process and not only the content. work and importantly match the process and not only the content. Outcomes:5.UL.15.UL.25.UL.35.UL.4Outcomes:5.UL.15.UL.25.UL.35.UL.45.MLC.15.MLC.25.MBC.5.MLC.15.MLC.25.MBC.15.MBC.215.MBC.2 Habit of Mind- Habit of Mind- Striving for accuracy and precisionStriving for accuracy and precisionHabit outcomeHabit outcomeExploring Meaning Exploring Meaning Deeper understanding of what striving for Deeper understanding of what striving for accuracy meansaccuracy meansExpanding Capacity Expanding Capacity Experiment with a number of strategies to Experiment with a number of strategies to refine work. Marking code; 2B4T strategy; Checklists for activitiesrefine work. Marking code; 2B4T strategy; Checklists for activitiesIncreasing Alertness Increasing Alertness A set of criteria for the students to be able A set of criteria for the students to be able to recognise when to strive for accuracy.The students need to be to recognise when to strive for accuracy.The students need to be able to recognise opportunities to apply this HOM. able to recognise opportunities to apply this HOM. Extending Values Extending Values Students express the value of the habit of Students express the value of the habit of mind by being more inclined to use it in their work and their mind by being more inclined to use it in their work and their behaviour.Both formal and informal reward structures need to behaviour.Both formal and informal reward structures need to reflect the application of the HOMS.reflect the application of the HOMS.Building Commitment Building Commitment Students need to be able to reflect and Students need to be able to reflect and look at their goals. This can be done through rubrics, reflective look at their goals. This can be done through rubrics, reflective journal writingjournal writing

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Habit- Habit- Striving for Striving for AccuracyAccuracy

AlwaysAlways UsuallyUsually SometimesSometimes OftenOften RarelyRarely NeverNever

Do I do my very Do I do my very best work in best work in class-time and class-time and at home?at home?

Do I ask for Do I ask for help by raising help by raising my hand or my hand or asking the asking the teacher?teacher?

Do I edit my Do I edit my work and take work and take correction of correction of work positively?work positively?

Do I practise my Do I practise my weak skills, in weak skills, in order to make order to make them them strengths?strengths?

Do I stay Do I stay focused in focused in class?class?

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Can you think of any other strategies for Can you think of any other strategies for striving for accuracy?striving for accuracy?

We will fill these in twice more before the We will fill these in twice more before the end of term- once in week 5 and once in end of term- once in week 5 and once in week 11week 11

Try and add one more strategy for week Try and add one more strategy for week 5.5.

2B4T strategy- first you proofread your 2B4T strategy- first you proofread your work / then get a friend to proofread it / work / then get a friend to proofread it / then ask the teacherthen ask the teacher

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The main assessment task this term will be to The main assessment task this term will be to create a webpage around the topic The Natural create a webpage around the topic The Natural Environment Environment

There are 4 major components to this webpage There are 4 major components to this webpage 1.A factual text describing an area of the 1.A factual text describing an area of the

environmentenvironment 2. An interview or survey about this area 2. An interview or survey about this area

presented as a video filepresented as a video file 3. A creative writing task- e.g. A letter to the 3. A creative writing task- e.g. A letter to the

editor of a newspaper discussing environmental editor of a newspaper discussing environmental problems in the area you have written about in problems in the area you have written about in your factual text or maybe a cartoon depicting your factual text or maybe a cartoon depicting environmental issuesenvironmental issues

4. A reflective journal to be kept throughout the 4. A reflective journal to be kept throughout the term recording your experiences in preparing this term recording your experiences in preparing this research task.research task.

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Decide topicDecide topicPlan outline, including gathering Plan outline, including gathering

necessary informationnecessary informationMake sure there is a vocabulary list and Make sure there is a vocabulary list and

essential structures to start with. Be essential structures to start with. Be sure to have key words written sure to have key words written down.down.

Have a dictionary as a resourceHave a dictionary as a resourceHave all notes, handouts etc ready to Have all notes, handouts etc ready to

refer torefer toBe prepared to apply past knowledge Be prepared to apply past knowledge

and write down any questions for and write down any questions for the teacher for the next class.the teacher for the next class.

Write first draft, check yourself use as Write first draft, check yourself use as much detail as possible. When you much detail as possible. When you have finished draft- ask yourself the have finished draft- ask yourself the question “Have I checked question “Have I checked everything?” and “Is it the best everything?” and “Is it the best possible work I can produce?”possible work I can produce?”

Get a peer to check( use marking code)Get a peer to check( use marking code)Ask teacher to check and use marking Ask teacher to check and use marking

codecode

Steps towards accuracy in writingSteps towards accuracy in writing

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Marking CodeMarking Code When correcting any writing, use this code as a When correcting any writing, use this code as a

means for developing metacognitive ability as you means for developing metacognitive ability as you are checking your completed work for accuracy are checking your completed work for accuracy and precision. The following symbols should and precision. The following symbols should appear above the line where the mistake is. The appear above the line where the mistake is. The error can then be rectified in the next draft.error can then be rectified in the next draft.

SpSp Spelling mistakeSpelling mistake TT Tense is incorrectTense is incorrect PP wrong particlewrong particle ^̂ Something is missingSomething is missing WW Incorrect wordIncorrect word ひひ hiragana mistakehiragana mistake カカ katakana mistakekatakana mistake KK Kanji mistakeKanji mistake WOWO Word order is wrongWord order is wrong

Page 20: Habits of Mind and Language learning

Reading accuracyReading accuracy These are some important ways to make sure we These are some important ways to make sure we

are getting as much of the correct information are getting as much of the correct information as we possibly canas we possibly can

With the following reading passage please do With the following reading passage please do the following the following beforebefore reading: reading:

Read through the vocabulary list once and check Read through the vocabulary list once and check you are clear on meanings. Use dictionaries if you are clear on meanings. Use dictionaries if necessary. necessary.

Skim read the passage and highlight new words Skim read the passage and highlight new words including words from the vocabulary listincluding words from the vocabulary list

Underline Underline new kanjinew kanji Note any new structures.Note any new structures. Read the passage carefully.Read the passage carefully. Complete the exercise at the end of the passageComplete the exercise at the end of the passage Homework- Spend 30 minutes re-reading the Homework- Spend 30 minutes re-reading the

passage and write 5 global questions in English passage and write 5 global questions in English about the passage.about the passage.

Page 21: Habits of Mind and Language learning

JournalWhen reflecting on the week, consider the following:What were my goals for the week?Did I achieve them?Am I on track with my project and my work?Am I happy with the work I have done so far?How did I use the Habits of Mind, especially striving for accuracy and precision?Did I use them when I needed to?Was I effective in applying themIs there a quotation that would help me apply a particular habit?What is something I feel that I have done well this week?

Page 22: Habits of Mind and Language learning

evaluationevaluation Were the order of subtopic, level of difficulty and Were the order of subtopic, level of difficulty and

time allocation sufficient?time allocation sufficient? Did the chosen Habit of Mind match the process?Did the chosen Habit of Mind match the process? Were the teaching methods appropriate and Were the teaching methods appropriate and

effective?effective? Were the resources suitable and adequate?Were the resources suitable and adequate? Were there any problems with assessment Were there any problems with assessment

setting, conducting or marking?setting, conducting or marking? Student response to teaching learning and Student response to teaching learning and

assessment experiences, including their assessment experiences, including their development in and understanding of the Habit development in and understanding of the Habit of Mind.of Mind.

Additions and modificationsAdditions and modifications

Page 23: Habits of Mind and Language learning

Gold licensed driverGold licensed driver I always take time to check over my workI always take time to check over my workI always check that my work matches the set I always check that my work matches the set criteriacriteriaI always do my best workI always do my best workI always use the strategy of 2B4T strategyI always use the strategy of 2B4T strategy

Silver Licensed driverSilver Licensed driver I time to check over my workI time to check over my workI check that my work matches the set criteriaI check that my work matches the set criteriaI do my best workI do my best workI use the 2B4T strategyI use the 2B4T strategy

P platerP plater I am starting to take time to check over my workI am starting to take time to check over my workI am starting to check that my work matches the I am starting to check that my work matches the set criteriaset criteriaI don’t often complete my workI don’t often complete my workI forget to use the 2B4T strategyI forget to use the 2B4T strategy

L platerL plater Has not started to complete workHas not started to complete workHas not started to use the 2B4T strategyHas not started to use the 2B4T strategy

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www.www.habitshabits-of--of-mindmind.net .net www.ansn.edu.au – many excellent www.ansn.edu.au – many excellent

links and resourceslinks and resources