Helping Your Child Become A More Self-Directed Learner

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Helping Your Child Become A More Self-Directed Learner. Introducing the Habits of Mind Wyckoff Schools January 20,2014. HABITS OF MIND AROUND THE WORLD. . College and Career Readiness. Conley, D. T. Redefining College Readiness . Eugene, OR: Education Policy Improvement Center. . - PowerPoint PPT Presentation


<p>Helping Your Child Become A More Self-Directed LearnerIntroducing the Habits of Mind</p> <p>Wyckoff SchoolsJanuary 20,20141HABITS OF MIND AROUND THE WORLD</p> <p>College and Career ReadinessConley, D. T. Redefining College Readiness. Eugene, OR: Education Policy Improvement Center. </p> <p>According to Daniel Pink in his book, DriveMasteryAutonomyPurpose</p> <p>21st Century Skills- Collaboration- Communication- Creative Thinking - Critical Thinking</p> <p>Global CompetenciesCommunicate IdeasTake ActionRecognize PerspectivesInvestigate the World</p> <p>Mansilla, V. B. and Jackson, (2011) Educating for Global Competence: Preparing Our Youth to Engage the World. New York: Council of Chief State School Officers Ed Steps Initiative &amp; Asia Society Partnership for Global LearningHabits of Mind and ResearchTony Wagner in his book,The Global Achievement Gapidentifies: curiositycollaborationassociative or integrative thinkinga bias toward action and experimentation</p> <p>He also added:What I find most significant about this list is represent it represents a set of skills and habits of mind that can be nurtured, taught and mentored!All are dispositions and the focus of this workshop is on the 16 Habits of Mind-a subset of dispositions.</p> <p>16 Habits of MindPersistingManaging ImpulsivityListening with understanding &amp; empathyThinking flexiblyThinking about thinkingStriving for accuracyQuestioning &amp; posing problems Applying past knowledge to new situationsThinking &amp; communicating with clarity and precisionGathering data through all sensesCreating, imagining, innovating Responding with wonderment and aweTaking responsible risks Finding humor Thinking interdependentlyRemaining open to continuous learning10Questions to Stimulate the HabitsWhat sense did you make of this?What questions came to mind as you think about this?Which part do you know for sure? Which part do you understand?Which part are you not certain about?What do you notice about this?What patterns do you notice?What do you wish was easier?What did you understand the question to be?What do you wonder about?Tell me moreHelp me understandGetting to I Got It!, Betty K. GarnerPublished by ASCD11Additional Thoughts About QuestioningWhen asking an open ended question, use good wait time. Do not ask another question. Allow think time. Strategies for encouraging think time:</p> <p>Count to signal wait time</p> <p>12</p> <p>.</p> <p>Stick to it! PERSISTING</p> <p>Persevering on a task even though the resolution is not immediately apparent.13Failed in business, 1831Defeated for legislature, 1832Again failed in business, 1833Elected to legislature, 1834Defeated for Speaker, 1838Defeated for elector, 1840Defeated for Congress, 1843Elected to Congress, 1846Defeated for Congress, 1848Defeated for Senate, 1855Defeated for vice-president, 1858Defeated for Senate, 1858Elected President of the United States, 1860</p> <p>14Elected President of the United States, 1860</p> <p>Abraham Lincoln15</p> <p> Think about your thinking! METACOGNITIONBeing aware of your own thoughts, feelings, and actions and their effects of on others16Metacognition: Think Aloud Problem Solving17THINK ALOUDPROBLEM SOLVINGWhen there is a challenging problem : </p> <p>Invite your child to describe their plans and strategies for solving the problem. Share their thinking as they are implementing their plan.</p> <p>Reflect on/evaluate the effectiveness of their strategy. </p> <p>18POSE QUESTIONS THAT CAUSE YOUR CHILD TO CHECK FOR ACCURACY:How do you know you are right?</p> <p>What other ways can you prove that you are correct?</p> <p>19Pause and Clarify--(dont interrupt)Explain what you mean when you said you just figured it out.</p> <p>When you said you started at the beginning, how did you know where to begin?20Provide data, not answersI think you heard it wrong; let me repeat the question.</p> <p>You need to check your addition.</p> <p>21RESIST MAKING VALUE-JUDGMENTS:So, your answer is 48. Was there another possible way to solve this problem?22STAY FOCUSED ON THE THINKING PROCESS:Tell us what strategies you used to solve the problem. 23ENCOURAGE PERSISTENCE:Cmon, you can do it!24</p> <p>Understand others!</p> <p>Devoting mental energies to understandingothers thoughts and feelings.LISTENING WITH UNDERSTANDING AND EMPATHY25</p> <p>26</p> <p>27</p> <p>28</p> <p>29PauseParaphrase ProbeInquireClarifyLISTENING SEQUENCE:30Pausing:Using wait-time before responding to or asking a question allows time for more complex thinking, enhances dialogue and improves decision making.</p> <p>31Paraphrasing:Lets others know that you are listening, that you understand or are trying to understand them and that you care.</p> <p>32Probing:Increases the clarity and precision of the group's thinking by refining understandings, terminology and interpretations.</p> <p>33Speaker: Finish this sentence:</p> <p>As I reflect on my childs learning this year, I am thinking </p> <p>Listener: Use the Pause, Paraphrase Probe sequence34PracticeSpeaker: Finish this sentence:</p> <p>As I reflect on my plans for how I might change the way I am questioning, I am considering</p> <p>Listener: Use the Pause, Paraphrase Probe sequence35PracticeWHAT VALUES ARE YOU EXPRESSING WHEN YOU LISTEN TO OTHERS SO INTENTLY?36Ones intelligence is the sum of oneshabits of mind.</p> <p>Lauren B. Resnick Making America Smarter: The Real Goal of School Reform 2001</p> <p>37MODELING:What you are speaks soloudly, they cant hear what you say.</p> <p>Ralph Waldo Emerson38For more information go</p> <p>Or contact</p>