Tuesday, August 1, 2017

How to Select Close Reading Passages

How to Select Close Reading Passages & How to Select Text for Socratic Seminars

Socratic Seminar Critical Thinking Reading Passages

Socratic Seminar Critical thinking reading passages are the foundation of Socratic seminars and quality close reading. Selecting reading passages that inspire curiosity, inquiry, critical thinking and can be used for either close reading or Socratic seminars takes pre planning and a bit of text analysis. One of the best methods for selecting Critical Thinking Reading Passages is using a Syntopical examination of how many great ideas the passages contain. Dr. Mortimer J. Adler created a list of 103 philosophical topics and ideas that philosophers have debated for millennia and these ideas can be used to analyze text for the quality of ideas presented. Text selection is key to quality close reading and immersive Socratic seminars.

ANALYZING AND ANNOTATING TEXT: HOW TO MARK A BOOK by Mortimer J. Adler (1902-2001) 
syntopical
  1. Referring to a type of analysis in which different works are compared and contrasted.
After finishing his syntopical reading of the leaders' speeches, he wrote an essay comparing the language used by Reagan, Carter, Gorbachev, and Qaddafi.

A list of 103 philosophical topics

Dr. Mortimer J. Adler Co-Founder and Chairman Center For the Study of the Great Ideas
The 103 Great Ideas Alphabetically
The 103 Great Ideas by Category

The list of 103 ideas is broken between the two volumes, as follows:


Monday, July 31, 2017

Critical Thinking Activities & Exercises

Critical Thinking Exercises: Fun Brain Teasers and Logic Mind-Puzzles 

A collection of fun mind-logic puzzles and classroom critical thinking exercises for teachers' and students’! Critical thinking is the purposeful, logical reasoning, and analysis of facts to form a judgment or draw a conclusion. Have fun challenge your critical thinking skills and your students? 


536 logic puzzles
Matchstick Puzzles
Matchstick Problems 
Tricks, Games, and Puzzles with Matches
The Learning Tree Matchstick Puzzles
"The procedure is actually quite simple. First you arrange items into different groups. Of course one pile may be sufficient depending on how much there is do. If you need to go somewhere else due to a lack of facilities, then this is the next step; otherwise, you are pretty well set. It is important not to overdo things. That is, it is better to do too few things at once than too many. In the short run, this may not seem important but complications can easily arise. A mistake can be expensive as well. At first, the whole procedure will seem complicated. Soon, however, it will become just another facet of life. It is difficult to foresee any end to the necessity for this task in the future, but then, one can never tell. After the procedure is completed, one arranges the materials into different groups again. Then they can be put into their appropriate places. (Source: Bransford, J.D., and Johnson, M.K. (1973). Consideration of some problems in comprehension. In Visual information processing, W.G. Chase (Ed.). New York: Academic Press.)
What is this passage about? 
What other facilities would you have to use, if your facilities are not working? 
How would the mistake cost you money? 

Following Directions Critical Thinking Activities & Exercises

Reading for Meaning  Critical Thinking Activities & Exercises

350 Brain teasing puzzles to improve intelligence and reasoning

[PDF]Critical Thinking Workbook
The activity pages in the Critical Thinking ... Work on some skills using metaphor and choosing words carefully with this fun, challenging exercise. ... Should he: A) Mind his own business B) Report the incident to the school principal C) ... Figure out the word or phrase for each of these rebus puzzles and write it underneath.

[PDF]81 Fresh & Fun Critical-Thinking Activities - The Mathematics Shed
81 Fresh & Fun. Critical-Thinking. Activities. Engaging Activities and Reproducibles to. Develop Kids' .... thinking activities are arranged in a hierarchy, beginning with the skills of ..... mine scape. 3. born. England. Year's Day. 4. work test block. 5. around away off. 6. ..... Because some stellar things are hidden in this puzzle.

[PDF]50 Activities for Developing Critical Thinking Skills - SPERS
Reproduced from 50 Activities for Developing Critical Thinking ...... Do you agree with author James Fixx, who asserts, “In solving puzzles, a self-assured.

[PDF]Developing Critical Thinking Skills in the ABE Classroom - NH Adult Ed
Perhaps the most effective way to develop critical thinking skills is to make them ..... Make a jigsawpuzzle. .... thinking activities and student worksheets in a PDF!

[PDF]Puzzle-Based Learning: An Introduction to Critical Thinking and ...
of courses, including Puzzle Based Learning, ad- ... providing a framework to explore critical thinking, as well as being fun and engaging. In addition to our home ...

[PDF]Edward the Bono - Six thingking hats
What is Parallel Thinking? ▫ Traditional Thinking vs. Parallel Thinking. ▫ What is Lateral Thinking? ▫ Introduction to Six Thinking Hats method. ▫ How to apply ...

[PDF]Edward de Bono's 6 Thinking Hats ®
The notion of six thinking hats comes from Edward De Bono ... The principle behind the 'Six Thinking Hats' is parallel thinking which ensures that all the.

[PDF]SIX THINKING HATS
... Thinking Hats®. The Six Thinking Hats tool is a powerful technique used ... www.odi.org.uk/Rapid/Publications/Documents/KM_toolkit_web.pdf. EC-FAO Food ...

[PDF]Six thinking hats.pdf
Personal Skills & Development » Creativity Skills and Techniques » Creativity Techniques » Six Thinking Hats. Six Thinking Hats. Edward de Bono's Six ...

[PDF]Six Thinking Hats - The Management Centre
Six Thinking Hats (6TH) was developed by internationally respected consultant Edward ... The technique is based on the idea that there are six imaginary hats.

[PDF]Six Thinking Hats - cfpimm
thinking methods. 2. Delivery six thinking hats (SHT) method (theory + practice). 3. Try to use the SHT in real situation. 4. Summarize your experience for the.

[PDF]Six Thinking Hats - Foundations Consulting
Six Thinking Hats. Pink Hat – information available and needed. Red Hat – intuition, feelings and hunches. Yellow Hat – benefits and value. Black Hat ...

Common Core Critical Thinking Reading Passage

Critical thinking is a way of deciding, making an inference, and or drawing conclusions whether a claim is true, partially true, or false. Critical thinking is a process that leads to skills that can be learned, mastered and used. The Common Core emphasizes the development of critical thinking as a tool by which one can come to reasoned conclusions based on a reasoned “Socratic Method” process. This critical thinking process incorporates background knowledge, opinion, fact, passion and creativity, but guides it with discipline, practicality, pragmatics, and common sense. Critical thinking is an important component of many fields such as math, education, politics, business, science and the arts.

Common Core Critical Thinking Question STEMS!

How do we apply, learn or judge values and morals?

Why are personality traits perceived as positive or negative?

How does the author use figurative language to help the reader infer the nature of each sister?

How would you rank the amoral traits of the antagonist?

How would you rank the moral traits of the protagonist?

How are the elements of plot used by the author to teach the reader a moral lesson?

Toads and Diamonds


1, THERE was once upon a time a widow who had two daughters.
The eldest was so much like her in the face and humor that whoever looked upon the daughter saw the mother. They
were both so disagreeable and so proud that there was no living
with them.

2. The youngest, who was the very picture of her father for
courtesy and sweetness of temper was withal one of the most
beautiful girls ever seen. As people naturally love their own
likeness, this mother even doted on her eldest daughter and at
the same time had a horrible aversion for the youngest— she
made her eat in the kitchen and work continually.

Among other things, this poor child was forced twice a day to
draw water above a mile and a-half off the house, and bring
home a pitcher full of it. One day, as she was at this fountain,
there came to her a poor woman, who begged of her to let her
drink.

3. “Oh! ay, with all my heart, Goody,” said this pretty little girl;
and rinsing immediately the pitcher, she took up some water
from the clearest place of the fountain, and gave it to her, holding
up the pitcher all the while, that she might drink the easier.
The good woman, having drunk, said to her:

4. “You are so very pretty, my dear, so good and so mannerly,
that I cannot help giving you a gift.” For this was a fairy, who
had taken the form of a poor country woman, to see how far
the civility and good manners of this pretty girl would go. “I
will give you for a gift,” continued the Fairy, “that, at every
word you speak, there shall come out of your mouth either a
flower or a jewel.”

5. When this pretty girl came home her mother scolded her for
staying so long at the fountain. “I beg your pardon, mamma,” said the poor girl, “for not making more haste.” And in speaking these words there came out of her mouth two roses, two pearls, and two diamonds.

6. “What is it I see there?” said the mother, quite astonished. “I
think I see pearls and diamonds come out of the girl’s mouth!
How happens this, child?” This was the first time she had ever called her child.

7. The poor creature told her frankly all the matter, not without
dropping out infinite numbers of diamonds. “In good faith,” cried the mother, “I must send my child thither. Come hither, Fanny; look what comes out of thy sister’s mouth when she speaks. Wouldst not thou be glad, my dear, to have the same gift given thee? Thou hast nothing else to do but go and draw water out of the fountain, and when a certain poor woman asks you to let her drink, to give it to her very civilly.”

8. “It would be a very fine sight indeed,” said this ill-bred minx,
“to see me go draw water.” “You shall go, hussy!” said the mother; “and this minute.” So away she went, but grumbling all the way, taking with her the best silver tankard in the house.

9. She was no sooner at the fountain than she saw coming out of the wood a lady most gloriously dressed, who came up to her, and asked to drink. This was, you must know, the very fairy who appeared to her sister, but now had taken the air and dress of a princess, to see how far this girl’s rudeness would go.

10. “Am I come hither,” said the proud, saucy one, “to serve you
with water, pray? I suppose the silver tankard was brought purely for your ladyship, was it? However, you may drink out of it, if you have a fancy.”

11. “You are not over and above mannerly,” answered the Fairy,
without putting herself in a passion. “Well, then, since you have so little breeding, and are so disobliging, I give you for a gift that at every word you speak there shall come out of your mouth a snake or a toad.” So soon as her mother saw her coming she cried out:
“Well, daughter?”

12. “Well, mother?” answered the pert hussy, throwing out of her mouth two vipers and two toads. “Oh! mercy,” cried the mother; “what is it I see? Oh! it is that wretch her sister who has occasioned all this; but she shall pay for it”; and immediately she ran to beat her. The poor child fled away from her, and went to hide herself in the forest, not far from thence.

13. The King’s son, then on his return from hunting, met her, and seeing her so very pretty, asked her what she did there alone and why she cried. “Alas! sir, my mamma has turned me out of doors.”
The King’s son, who saw five or six pearls and as many diamonds
come out of her mouth, desired her to tell him how that happened. She thereupon told him the whole story; and so the King’s son fell in love with her, and, considering himself that such a gift was worth more than any marriage portion, conducted her to the palace of the King his father, and there married her.

14. As for the sister, she made herself so much hated that her own mother turned her out; and the miserable wretch, having wandered about a good while without finding anybody to take her in, went to a corner of the wood, and there died
d.

Sunday, July 30, 2017

Creating a Habit of Reading in Children

10 Great Ways to Cultivate a Love of Reading and the Lifelong Habit of Reading in Children! Reading is the cornerstone of learning and getting an education. The world's comprehensive wisdom, advice, and knowledge are locked away in the texts of books.The ability to comprehend, seek, question, and understand that corpus of knowledge takes a demanding reader. Creating a love of learning and a curiosity and passion for learning starts very early. Some of the ideas and strategies I have found as a teacher to create a passion and curiosity for books is just a start to a most important task. We as parents and teachers all have to be very creative and passionate, we must spend dedicated time nurturing a passion for READING, a skill that is neglected today!
Children are made readers on the laps of their parents.
-Emilie Buchwald
1. Set aside time daily to read with your child. Make a daily goal of 10-20 minutes. Reading books your child loves daily is the biggest way to help your child succeed. If a love of reading is the biggest factor in school success, why aren't we growing this critical habit in our students? 
  • Reading just 20 minutes daily has amazing results! 
  • That is 3,600 extra minutes of reading each school year! 
  • That extra reading exposes students to 1,800,000 million words! 
  • Students that ACTIVELY read great literature daily score at the 90% on reading test! 
2.  Create a fun weekly or monthly outing to visit your public library or secondhand book store and spend time discovering great books. Reading is the most important skill for school success, how can parents make it the top priority at home? 
Libraries allow children to ask questions about the world and find the answers. And the wonderful thing is that once a child learns to use a library, the doors to learning are always open. Laura Bush
3. Childen need to see that reading is very important to their parents and can be an enjoyable hobby.  Parents need to carry a book with them wherever they go and show children growing their mind and knowledge is a personal priority. Feeding the artist and philosopher inside us is always a great philosophy to teach our children. Why is reading the number one hobby in countries that have the happiest children? 
The greatest gifts you can give your children are the roots of responsibility and the wings of independence. Denis Waitley
4. Turn off the TV and computers one or two nights a week and play board games or read a great book as a family.  Why do Americans seem to have our TV time and READING time in the wrong order of importance? 
  • Number of minutes per week that the average child watches television 1,480
  • Hours per year the average child spends in school 900 
  • Hours per year the average child watches television 1,200
  • Hours per year the average college student reads to get a college degree 200-400
5. Help create and support a discovery learning and library area for your child, a very special place in your home just for their reading, study, research, and understanding. Having a reading nook and or special reading place greatly enhances the chance that your child will want to read as a daily habit. Reading is never a passive activity but own that demands the reader be ready to be inspired and enlightened. Why do we create a special place for watching TV but one for reading? 
The greatest discovery of all time is that a person can change his future by merely changing his attitude. Oprah Winfrey
6. Set SMART reading goals with your children! Top executives (Millionaires & Billionaires) read 50-60 books a year, the average American reads one, maybe two books a year if they're ambitious! CEOs lead some of the busiest lives in the world, yet they take the time to learn and relearn great ideas and wisdom from others. Children need to see that successful thinking and learning is a critical lifelong skill that is enhanced by reading. Why do executives read 5 times the number of books the average person reads? 
7. Listen to imaginative audio books as a family in lieu of watching movies. Audiobooks are a great tool for building imagination and visualization skills in children because they don't interpret the author's imagery for the reader. How are imagination and visualization taught in you home and class? 
“Imagination is the source of every form of human achievement. And it's the one thing that I believe we are systematically jeopardizing in the way we educate our children and ourselves.”― Ken Robinson
8. Questions, dialogue and daily discussions about books and reading. Ask your child to share what they learned, what they found fascinating, and what they found confusing about the books they are reading. What did you read and learn today in school? Share your thoughts about reading, the ideas, concepts, insights, and questions you have about the books you are reading. Share your love of different genres or styles of writing and find out what really sparks your child's literary interest. Reading different genres will help your child develop their love of reading and it'll fuel their daily reading habit. Reading a variety of books creates a fascination and curiosity about the world around them. What is your favorite genre of books and have you shared that with your child? 
Don't Make Assumptions. Find the courage to ask questions and to express what you really want. Communicate with others as clearly as you can to avoid misunderstandings, sadness, and drama. With just this one agreement, you can completely transform your life. Don Miguel Ruiz
9. Select books that stretch your imagination and feed your inner philosopher and artist. Books should stretch your capability as a reader and that will help you stretch your wisdom and understanding. Reading daily makes you and your child brilliant and better problem solvers. Reading daily brings out the best in you and your children, they understand they belong and are they are capable of anything they can envision. Reading books broadens your child's horizons and gives them bigger dreams to strive for.  
Don't try to fix the students, fix ourselves first. The good teacher makes the poor student good and the good student superior. When our students fail, we, as teachers, too, have failed.”-- Marva Collins
10. Create an open-ongoing family dialogue around the reasons we read books and how we can learn from great books. Books are great teachers and need to be read to learn the wisdom and lessons that will help us improve our lives. Create a philosophy of discovery and learning that includes reading good books. Talk daily with your child, teach them that chance favors the prepared mind and reading is a wise way to prepare their minds. 
“A good book deserves an active reading. The activity of reading does not stop with the work of understanding what a book says. It must be completed by the work of criticism, the work of judging. The undemanding reader fails to satisfy this requirement, probably even more than he fails to analyze and interpret. He not only makes no effort to understand; he also dismisses a book simply by putting it aside and forgetting it. Worse than faintly praising it, he damns it by giving it no critical consideration whatever.”― Mortimer J. Adler

Sunday, July 16, 2017

School and Student Success Rubric

READING BOOT CAMP School and Student Success Rubric
RTI “S.E.A.R.C.H”

S. SOCRATIC INQUIRY
E. EMOTIONAL INTELLIGENCE
A. ACADEMIC LANGUAGE, VOCABULARY, and LITERACY
R. READING and REASONING
C. COOPERATIVE LEARNING
H. HANDICRAFT

READING SUCCESS IS DOSE-DEPENDENT!
"Courage is perseverance of the soul"

SOCRATIC INQUIRY

PHILOSOPHICAL INQUIRY TECHNIQUES: OBJECTIVE! INTELLIGENT DISCOVERY to ACQUIRE KNOWLEDGE and UNDERSTANDING at the DEEPEST LEVELS!

Investigating ideas, problems, themes, concepts, and feelings from multiple perspectives helps students make deeper learning connections. Using scientific reasoning that is engaging, deeply thought-provoking, and multisensory captivates a child's curiosity and passions. Teaching and learning about philosophy is literally creating a love of wisdom and learning. Teaching philosophical principals and analytical thinking techniques is transformative for students ACADEMIC SUCCESS. Using, curiosity, novelty, dialogue, active empathetic-reflective-listening, and student interest is the key to creating modern philosophers!


INQUIRY BASED LEARNING: Creating essential questions to promote and stimulate critical thinking. Inquiry based learning creates wonder, curiosity, passion, FOCUS, ENGAGEMENT. and a real school community. Low-level questioning creates low LEVEL or ZERO thinking.

SOCRATIC SEMINARS AND ACADEMIC DISCOURSE: asking and answering HIGHER ORDER THINKING questions stimulate critical thinking and FLEXIBLE PROBLEM-SOLVING. Using Hess' Cognitive Rigor Matrix & Curricular Examples and Applying Webb's Depth-of-Knowledge Levels to Daily Lessons and Curriculum Development.


ACADEMIC DIALOGUE, DEBATE, AND DISCUSSION: collaborative, cooperative, competitive, sharing pf multiple perspectives, working towards acquiring new knowledge and a deeper understanding requires advanced dialectic skills that are practiced, rehearsed, scaffold and scripted. Learning the skills of 21st-century communication through noisy raucous structured engagement.

EMOTIONAL INTELLIGENCE


EMPATHY, COMPASSION, and the ATTITUDE of GRATITUDE: Objective! HAPPY and MOTIVATED STUDENTS that can COPE and ADAPT to RIGOROUS CHALLENGING LEARNING ENVIRONMENTS. ACADEMIC RISK TAKERS THAT are GOAL ORIENTED, and RESILIENT when ENCOUNTERING SETBACKS.

EXECUTIVE FUNCTION: attentional control, working memory, and cognitive flexibility. I.E. SELF CONTROL and IMPULSE CONTROL!

GROWTH MINDSET: EMBRACING RISK, STRUGGLE, AND ACADEMIC CHALLENGES THAT DEVELOP INTRINSIC MOTIVATION!

SETTING SMART GOALS that are Specific, Measurable, Attainable, Relevant and Timely.

Cognitive Behavioral Therapy techniques and strategies to help students cope with or reverse maladaptive behaviors and habits or dysfunctional thoughts and feelings.

MINDFULNESS and somatic quieting to change, cope, quite, or transform dysfunctional thinking. Reversing the feelings of fear, anxiety, negative or self-defeating thoughts, and low self-esteem.

RESILIENCY, RESPONSIBILITY, and PROBLEM-SOLVING I.E. CRITICAL THINKING and FLEXIBLE THINKING.

Developing the 16 Habits of Mind: The 16 Habits of Mind identified by Costa and Kallick include:


  • Persisting 
  • Thinking and communicating with clarity and precision 
  • Managing impulsivity 
  • Gathering data through all senses 
  • Listening with understanding and empathy 
  • Creating, imagining, innovating 
  • Thinking flexibly 
  • Responding with wonderment and awe 
  • Thinking about thinking (metacognition) 
  • Taking responsible risks 
  • Striving for accuracy 
  • Finding humor 
  • Questioning and posing problems 
  • Thinking interdependently 
  • Applying past knowledge to new situations 
  • Remaining open to continuous learning

ACADEMIC LANGUAGE, VOCABULARY, and LITERACY

INTELLIGENT, ANALYTICAL, and ACTIVE ENGAGEMENT TECHNIQUES that DEVELOPS ERUDITE ORACY and LITERACY. Objective! Developing advanced academic language and vocabulary to move students from beginning or average readers, writers, speakers, listeners, and thinkers to advanced analytical readers and thinkers. 


ACADEMIC LANGUAGE (vocabulary, dialogue, discourse, syntax) helps students learning ideas, skills, procedures, and task through reading, writing, listening, and/or speaking.

ACADEMIC LANGUAGE FRAMES and SIMULATIONS (ROLE-PLAYING) TO PRACTICE ACADEMIC ORACY

TIER 1, 2, AND 3 ACADEMIC VOCABULARY REVIEW, ANALYSIS, and ROTE MEMORIZATION of CRITICAL TEST SUCCESS WORDS USING SONGS, GAMES, and NOVELTY


MULTIMODAL (MULTISENSORY) LEARNING TECHNIQUES FOR ALL ACADEMIC WORD WORK


SPIRALING TARGETED HIGHLY SELECTIVE WORD WORK and WORD ANALYSIS TO DEVELOP ERUDITE BACKGROUND KNOWLEDGE

LATIN AND GREEK ROOTS, AFFIXES, PREFIXES AND Suffixes


READING and REASONING

ALL STUDENTS MUST BE EXPOSED TO ADVANCED COMPLEX TEXT: OBJECTIVE! STUDENT LEARN TO USE CLOSE READING STRATEGIES, ANALYTICAL READING TECHNIQUES, and STUDENTS are INTRODUCED TO SYNOPTICAL READING TECHNIQUES TO DEVELOP ERUDITE REASONING, ACADEMIC LANGUAGE, and COGENT READING COMPREHENSION SKILLS.
  • Pre reading strategies that ask essential questions and then seeks the answers 
  • Text coding/annotating text for the purpose of analytical reading 
  • Summarizing and paraphrasing 
  • Predicting, inferring, drawing conclusions, and reading comprehension 
  • Socratic Seminars 
  • Essential questions that grow your thinking 
  • Discussion questions frames, reading discussion scripts, and HOT question stems

TEACHING ESSENTIAL READING and REASONING STRATEGIES, STRUCTURES, TECHNIQUES, and INTELLIGENT SYNOPTICAL LEARNING MODELS THAT BUILD DEEP BACKGROUND KNOWLEDGE 


RESPONSE to LITERATURE (fiction) developing opinions, statements, and questions about a character's traits, the setting, plot, theme, or theme/moral of the story. summarize, RESTATE, PREDICT, and SITE TEXT EVIDENCE. 

ANALYTICAL or CRITICAL RESPONSE TO LITERATURE (EXPOSITORY TEXT) RANKING and ANALYZING FACTS, REASONING, OPINIONS, and TEXT EVIDENCE, 

ACADEMIC NOTE TAKING THAT DEVELOPS CRITICAL THINKING, REFLECTION, and READING COMPREHENSION. Teaching and demonstrating multiple Examples of 2-Column, 3-Column, and Cornell Note Taking and Strategies. 

  • Structural analysis notes – using structural analysis to understand unfamiliar words, context, and content of the subject
  • Conceptual analysis notes - analyzing the truth and significance of text by "breaking down" (i.e. analyzing) philosophical issues.
  • Dialectical discussion notes – seeking the truth by creating a series of essential questions to refine and shape an argument and opinion. Revising notes after discussions and listening to other people’s ideas, opinions, and arguments.

ADVANCED READING COMPREHENSION STRATEGIES and TECHNIQUES USING HESS COGNITIVE RIGOR MATRIX AND WEBB'S DOK QUESTION STEMS 

READING FLUENCY SKILLFULNESS (accuracy + speed) and WORD ATTACK STRATEGIES



COOPERATIVE LEARNING

KAGAN COOPERATIVE LEARNING STRUCTURES: Positive interdependence, Face-to-face Positive Interaction, Individual and group accountability, Social skills, Group discovery and Group processing.

  • Group discovery, investigation, and intelligent collaboration 
  • Maximize student learning and connection 
  • Individual accountability is internalized 
  • Learning from others strengths and weaknesses 
  • Develop and use critical thinking and problem-solving skills as a team 
  • Promote positive relations and interdependence between students 
  • Implements peer-peer teaching, coaching, and formative feedback 
  • Establishes safe learning environments where academic risk taking and accomplishments are valued 
  • Cooperatively managed classrooms are less stressful for teachers and students

WHOLE BRAIN TEACHING using the latest neuroscience of motivation, engagement, and intrinsic happiness.

7 Basic Principles of Whole Brain Teaching
  1. Class!-Yes!
  2. The Five Rules with Character Education Values
  3. The Scoreboard “Game” (and more!)
  4. Hands and Eyes!
  5. Teach!-OK! Please!-OK!
  6. Mirror Words!
  7. Switch!


BRAIN BASED MODIMODAL (MULTISENSORY) LEARNING THAT IS FUN. ENGAGING and INTERACTIVE IS A WIN-WIN.

  • Brain Rules by DR. John Medina
  • Exercise. Rule #1 : exercise boosts brain power --
  • Survival. Rule #2 : The human brain evolved, too --
  • Wiring. Rule #3 : Every brain is wired differently --
  • Attention. Rule #4 : We don't pay attention to boring things --
  • Short-term memory. Rule #5 : Repeat to remember --
  • Long-term memory. Rule #6 : Remember to repeat --
  • Sleep. Rule #7 : Sleep well, think well --
  • Stress. Rule #8 : Stressed brains don't learn the same way --
  • Sensory integration. Rule #9 : Stimulate more of the senses --
  • Vision. Rule #10 : Vision trumps all other senses --
  • Gender. Rule #11: Male and female brains are different --
  • Exploration. Rule #12 : We are powerful and natural explorers. Exercise --
HANDICRAFT

WISDOM OF THE HANDS uses the vast area of the brain used for fine motor muscle memory and pairing or connecting that with academic learning and memory. HANDS, EYES, and MIND COORDINATION “DEVELOPING WISDOM OF THE HAND” 

FORMATIVE HANDICRAFT develops self-reliance, growth mindset, encourages moral behavior, improves discernment, mindfulness. perseverance, an understanding of quality, encourages students to internalize high standards and develops greater intelligence and industriousness. 

KINESTHETIC, TACTILE, AUDITORY, AND VISUAL MEMORY DEVELOPMENT: POWERS UP WORKING MEMORY and LONG-TERM MEMORY! 

FOLLOWING COMPLEX MULTIPLE-STEP ORAL, VISUAL, AND WRITTEN INSTRUCTIONS HELPS INTERNALIZE HIGH STANDARDS THROUGH FORMATIVE DISCIPLINED and HIGHLY ENGAGING and REWARDING ACTIVITIES

Saturday, July 15, 2017

Growth Mindset Classroom Lessons

How do You To Teach a Growth Mindset? We must inspire and cultivate a growth "success" mindset in our schools and students with actions! A Growth Mindset is part of Emotional Intelligence or EQ, we are learning that EQ trumps IQ for school success and building a happy and harmonious classroom. 


"Marva Collins took a class of inner-city Chicago kids who had failed in the public schools. This second-grade class started out reading the lowest level reader there was. By June they were at the middle of the fifth-grade level, studying Aristotle, Tolstoy, Shakespeare, and others."

Learning, using, and integrating the philosophy and growth mindset LANGUAGING of stoicism is a small step to transforming students fixed thoughts, habits, and behaviors. Marva Collins shows us the best way to teach a growth mindset, she took "impossible" action and grew her student's minds with hard-work and effort. Never mistake change without real growth "silver bullets" or staged foofaraw, bureaucratic decisioning, business, or espousing a growth mindset platitude as real progress! Building a growth mindset is dose dependent, the key is daily rigorous action, great effort, dreaming big, and pushing through the mental "self-doubt" of indecision and fear of failure. Resiliency is learned in the face of setbacks and challenges, it starts with working on long term goals that take RIGOROUS EFFORTING. 


Every student in our school will be proficient or excelling in all subjects without excuse and without exception by the end of the school year as measured by the NWEA MAP assessment. This is our commitment and responsibility.

GROWTH MINDSET ARTICLES
15 Benefits of the Growth Mindset
Mindset by Carol Dweck – Summary 3
MINDSET BY CAROL DWECK SUMMARY 4 
Changing Mindsets: Can it be done?
Mindsets: Where do they come from?
The Benefits of Mindfulness


EMOTIONAL INTELLIGENCE ARTICLES
Emotional Intelligence 2.0An Executive Book Summary by Sarah Sotvedt
Emotional Intelligence2.0 Summar 
Emotional Intelligence 2.0 summary 2The Power of Habit book Summary 
The Art of Learning book Summary
Transform your Habits 

Stopping the woulda coulda shoulda of self-doubt starts with making a decision and then taking immediate action. 




[PDF]Growth Mindset Lesson Plan - S3activities below to meet the needs of your classroom! Objectives ... Cultivating a growth mindset in students can (unfortunately) be quite tricky. Researchers and.

[PDF]Mindsets in the Classroom: Chapter 1 - Prufrock Press
way they think about success and intelligence in the classroom. Can Intelligence Be Changed? What Are. Growth Mindsets and Fixed Mindsets? The belief that ...

[PDF]Mindset in the Classroom - Education Week
teachers (98%) agree that using growth mindset in the classroom will lead to ... of teachers strongly believe they are good at fostering a growth mindset in their ...

[PDF]Mindsets in the Classroom
Mindsets in the Classroom – Tools & Resources Research has shown that students who hold a Growth Mindset perform better than those with a.

[PDF]Mindsets and Skills that Promote Long-Term Learning - Stanford ...
Analyses showed that the students with a growth mindset earned higher grades ... By contrast, students who endorse a growth mindset about intelligence tend to ...

[PDF]The Highly Engaged Classroom - Marzano Research
Learn how to create a classroom environment where engagement is the ..... Mindsets. Fixed Mindset intelligence is a fixed trait. Growth Mindset intelligence is a.

[PDF]Growth Mindset in Context Content and Culture Matter Too
classroom culture are also essential to success. Fixed vs. Growth Mindsets. Decades of research by psychologist Carol Dweck and colleagues have shown that ...

[PDF]Growth Mindsets Lit Review
that students with growth mind sets focused on learning, effort, and were .... .edu/qep/files/2014/08/Growth-‐Mindset-‐White-‐Paper.pdf (bullet points 1 -‐3) ...

[PDF]DEVELOPING A GROWTH MINDSET
The Secret to. Improving. Your Grades! DEVELOPING A GROWTH. MINDSET ... Too often students believe the brain is static ... Growth Mindset: Intelligence is a.


[PDF]Growth Mindset - North Carolina Public Schools
My Project: Growth Mindset. •Students with high level behaviors (verbal and physical aggression towards peers and staff) are easily discouraged, unmotivated ...

[PDF]Mindset Presentation
Intelligence is a malleable quality to be developed. The Growth. Mindset: ... Growth mindset studentssaid learning was more important than getting good grades.

Mindsets book study chapter 8.pdf & posters | Coaching Growth ...
Mindsets book study chapter 8.pdf & posters. ... Do you teach your students aboutgrowth mindset? Are you aware of the benefits of using ...

[PDF]Introduction to Brainology
Research has shown thatstudents who hold a Growth Mindset perform better than ...

[PDF]The Growth Mindset Journey - Mindful By Design
A Growth Mindset is broadly recognised as being important “for student learning”. ... how these align, or fail to align, with the broader teaching and learning ...

[PDF]Mindsets - West Lothian Council
There is a growing body of evidence to show that the way students think about ... shows that teaching students to have a “growth mindset”, which encourages a ...

[PDF]Cultivating a Growth Mindset with Educational ... - Lexia Learning
incorporating growth mindset strategies into their interactions with students in their classrooms ..... Retrieved from http://nces.ed.gov/pubs2010/2010040.pdf.

Download PDF Mindsets in the Classroom: Building a Growth Mindset ...
Download PDF Mindsets in the Classroom: Building a Growth Mindset Learning Community Ebook | READ ONLINE.

[PDF]growth mindset - FormSite
Spotlight, read how schools are embracing social-emotional learning, nurturing growth mindsets, and creating classroom opportunities for meaningful struggle.

Wednesday, June 28, 2017

Essential Questions | Curiosity Quotient + Passion Quotient > IQ

"Curiosity Quotient + Passion Quotient > IQ" 

Essential questions help students bring attention, focus, and analytical thought too great ideas through the thorough examination of ideas using Socratic inquiry. Essential questions build critical thinking because they are unanswerable without the ability to use logic, background understanding, discernment, and judgment.   

Using the 6 types of Socratic questions to develop essential questions.  THE SIX TYPES OF SOCRATIC QUESTIONS 

Essential questions can be examined from two points of view:

Societies desired education outcomes vs the students desired education outcomes. Creating essential questions that combine both goals is win-win! 
  • Teachers point of view: What should the student learn, know, understand, and be able to do?
  • Students point of view: What does the student want to learn, know, understand, and be able to do?
  • Consider the big picture goals of developing happy, curious, passionate erudite students, always ask, "does the curriculum expectations coincide with the big picture goals?
  • Essential question focus on the "big ideas" (experiences, principles, theories, concepts, point of views, or themes)

After seventeen years of teaching, I am always inspired by my
students, especially my passionate special needs students. I am always seeking better ways to teach and reach my students, I want to find better ways to inspire curiosity and passion in students that have given up, shut down, or opted out. One constant the last seventeen years of teaching is my "average intelligence" or "special education students" with great passion and curiosity always outperform my "gifted students" that are not as passionate! We can either flame or extinguish a student's desires by our pedagogical philosophy and curriculum delivery. High-stress test and punish accountability is the norm in today's schools! We are at risk of killing passion and curiosity in many of our students that have lost faith in school. 

Teaching children how to learn, solve problems, ask questions, and the lost art of critical thinking is more important today than what they learn. Developing resilience, resourcefulness, curiosity, and passion has become harder today with Common Core mandates and the feckless anodyne published curriculum. 

Teaching with passion and curiosity starts with an essential question or a meditative philosophical quote that sparks curiosity and passion. When we ask the really interesting esoteric questions, we stimulate and provoke thought and curiosity. Creating a classroom where curiosity and passion is the norm, means letting the passion and curiosity inform students choices.  

How do one's desires inspire curiosity?
How do one's desires inspire passion?


"Give me the kid with a passion for learning and a curiosity to discover and I will take him or her over the less passionate kid with a huge IQ every day of the week." Thomas L. Friedman

Cultivate your garden… Do not depend upon teachers to educate you … follow your own bent, pursue your curiosity bravely, express yourself, make your own harmony… In the end, education, like happiness, is individual, and must come to us from life and from ourselves. There is no way; each pilgrim must make his own path. "Happiness," said Chamfort, "is not easily won; it is hard to find it in ourselves, and impossible to find it elsewhere."--Will Durant
The whole art of teaching is the only art of awakening the natural curiosity of young minds for the purpose of satisfying it afterwards; and curiosity itself can be vivid and wholesome only in proportion as the mind is contented and happy Anatole France

Curiosity in children, is but an appetite for knowledge. The great reason why children abandon themselves wholly to silly pursuits and trifle away their time insipidly is, because they find their curiosity balked, and their inquiries neglected. John Locke

[PDF]Essential Questions Handbook
Year after year, teachers ask their own essential question: What are the best practices ... enduring understandings and essential questions, teachers can help ...

[PDF]What Are Essential Questions? - Technology Assistance Group
All Essential Question lead to Subsidiary Questions. Subsidiary Questions … • Are smaller questions which help answer essential question. • Provide the facts ...

[PDF]Content Enduring Understandings Essential Questions
K-12 Enduring Understandings and Essential Questions. October 2007. 1. Content. Enduring Understandings. Essential Questions. Students will understand ...

[PDF]Overarching Essential Questions.pdf
Overarching Essential Questions in Social Studies. (examples). History/Historical Analysis and Interpretation. What happened in the past? How can we know if ...

[PDF]Asking Essential Questions - Foundation for Critical Thinking
Essential Questions by. Dr. Linda Elder and. Dr. Richard Paul. Based on. Critical Thinking Concepts and Socratic Principles. The Foundation for Critical Thinking ...

[PDF]Essential Questions - Dare to Differentiate
Essential questions reside at the top of Bloom's Taxonomy (Bloom, 1954). They require students ...Essential questions spark our curiosity and sense of wonder.

[PDF]crafting enduring understandings and essential questions
•What is an enduring understanding? •How do I write effective enduring understandings? •What is anessential question? •How do I write effective essential.

[PDF]Essential Questions in Teaching American History - The Gilder ...
question to be analyzed and assessed by the class. Effective ... positions on open-ended essential questions. Here are some examples of essential questions for.

[PDF]Higher Order Thinking Questions - Edutopia
ESSENTIAL QUESTION. (SESSION QUESTION):. How do we use questions to guide instruction and challenge our students?

[PDF]Chapter 10 - Essential Questions These are ... - Questioning.org
Chapter 10 - Essential Questions. These are questions that touch our hearts and souls. They are central to our lives. They help to define what it means to be ..
Curiosity (from Latin cūriōsitās, from cūriōsus "careful, diligent, curious", akin to cura "care") is a quality related to inquisitive thinking such as exploration, investigation, and learning, evident by observation in humans.
The term curiosity can also be used to denote the behavior or emotion of being curious, in regard to the desire to gain knowledge or information. Curiosity as a behavior and emotion is attributed over millennia as the driving force behind not only human development, but developments in science, language, and industry.

Saturday, June 17, 2017

"Growth Mindset" Test | Mindset Quiz

Growth Mindset Test | Academic Mindset Quiz | Do your students have these positive learning behaviors, habits, and mindsets?

Gratitude Mindset: I have the attitude of gratitude and reverence for what I have been given. I show others my gratitude by being compassionate, authentic, well mannered, responsible, and demonstrate integrity and grace in all my actions and words.

I am grateful and blessed!
Never | Rarely | Sometimes | Often | All of the Time
0 | 1 | 2 | 3 | 4

Stoic Mindset: 
I am happiest when challenged. I love when I have to adapt and overcome obstacles and barriers. The fruit of my own hard work is always the sweetest.  I see failure as part of learning. growing, and proof of trying. I have an iron will and I smash through my barriers. I demonstrate perseverance, resilience, and persistence in the face of challenges and obstacles. I am courageous, industrious, enlightened, committed, adaptive, and courageous. 

I am not limited by my aptitude (DNA or IQ)!
Never | Rarely | Sometimes | Often | All of the Time
0 | 1 | 2 | 3 | 4

Proactive Mindset: I set and use S.M.A.R.T. Goals, I always plan ahead using logical steps for success, prioritize daily tasks (first things first), and always do what is important first. I look for obstructions and barriers that stand in the way of achieving my goals, and I work on them first with passion and care.

I plan ahead using logical steps to achieve my goals!
Never | Rarely | Sometimes | Often | All of the Time
0 | 1 | 2 | 3 | 4

Socratic Mindset: Dialectical Inquiry, HOT Questioning, Deep Analytical Thinking to find Understanding | I use deductive reasoning and critical thinking that includes logical observations, reflective metacognition, curiosity, and creativity to ask (Higher Order Thinking) questions to help me find the deepest meaning, TRUTH, solutions, and deepen my understanding.

I question everything to keep my mind engaged and focused, seeking insight, knowledge, and a deeper understanding of what I don't understand!
Never | Rarely | Sometimes | Often | All of the Time
0 | 1 | 2 | 3 | 4

Curiosity and Wonder Mindset: I am motivated to discover, learn, explore, and understand my world. I am fascinated, curious, inspired, and passionate about my learning and thinking. I have a deep desire to learn and think deeply about amazing ideas. I am a philosopher and artist that is resilient, industrious, and not dependent on others for my passion, curiosity, happiness, and learning.

I am fascinated by our wondrous world.
Never | Rarely | Sometimes | Often | All of the Time
0 | 1 | 2 | 3 | 4

Mindfulness Mindset: Reflective thinking about my internal thoughts, feelings, (Metacognition) and my external actions, habits, and behaviors. I think and reflect on what I have learned, I discern what new questions I will ask, and I think on further actions I will take to improve my understanding.

I am mindful of my thoughts, feelings, behaviors, and habits.
Never | Rarely | Sometimes | Often | All of the Time
0 | 1 | 2 | 3 | 4

Imagination and Creativity Mindset: Seeing the Big Picture, thinking outside the box, coloring outside the lines, keeping the creative artist inside me alive and thriving. I can imagine my dreams coming true, I envision myself as a capable, creative, curious, smart, and passionate scholar. I can master anything I set my mind to and envision. I use my imagination to see and visit amazing delightful places in my mind and in books. I dream BIG and create endless and wondrous possibilities for my future.

I love using my creativity and imagination to recreate my world!
Never | Rarely | Sometimes | Often | All of the Time
0 | 1 | 2 | 3 | 4

Multimodal Mindset: I use all my senses to observe, perceive, and monitor the world around me. I am Mindful/Present, Empathetic, Reflective, Physically Active, Grateful, Hands on, and Focused when I am learning. I use multimodal strategies (Kinesthetic, Tactile, Visual, Auditory)  to further my understanding and reflect on what I hear, see, feel, and touch to make connections between new information and my background knowledge. I use my 5 senses plus the sixth sense of thought in a nonjudgmental way to find the best way to learn, remember, and understand.

I use my all my senses to examine, analyze, understand, learn, remember, reflect, and empower my thinking and understanding!
Never | Rarely | Sometimes | Often | All of the Time
0 | 1 | 2 | 3 | 4

Gamer Mindset: I use Critical Thinking, Flexible Thinking, and Deductive Reasoning to examine real or imagined problems and their hidden solutions. I use logic, practice and study, trial and error, and nonjudgmental discernment to analyze problems and find multiple solutions. I then use my new understanding from my errors plus, creativity, knowledge, persistence, curiosity, and resourcefulness to make new plans for solving my next problems.

I love challenges that develop my reasoning and critical thinking skills! I love challenging games!
Never | Rarely | Sometimes | Often | All of the Time
0 | 1 | 2 | 3 | 4

Synergistic Mindset: I thrive in Cooperative Learning Structures and Positive Interdependent Collaborations. I seek and value collaborating productively with my peers and teachers. I hold myself accountable and my peers accountable to meet the goals set for the group tasks. Working with a goal oriented team that has a mission to help everyone win is the best way to learn deeply.

I understand and learn from others strengths and weaknesses!
Never | Rarely | Sometimes | Often | All of the Time
0 | 1 | 2 | 3 | 4

Critique and Revision Mindset: I seek and value critical feedback that helps me improve my thinking and the craftsmanship of my work. I am kind, specific/truthful, and helpful when giving or receiving critical feedback.

I thrive and seek feedback that helps me improve my skills.
Never | Rarely | Sometimes | Often | All of the Time
0 | 1 | 2 | 3 | 4

16 Habits of Mind: I seek, value, practice, and rehearse the 16 Habits of Mind to help me succeed and grow my ability to learn, think, and thrive academically. 


I practice and improve my habits of mind by discussing, journaling, and or dramatizing them.
Never | Rarely | Sometimes | Often | All of the Time
0 | 1 | 2 | 3 | 4

Friday, June 16, 2017

7 Powerful Mantras to Start Your Day!

An "affirmation mantra" is a repeated positive and proactive phrase used to improve and optimize your thinking and feelings. Using positive or affirmational mantras has been shown through meta-analysis of psychotherapy to have a positive impact on happiness, focus, and improved overall outlook. We are what we think and feel, changing our words, changes our outlook, and mindset. 

Pick 5-7 daily affirmations and write them in your gratitude journals, read and repeat daily. 

  1. “Today, I will positively change my life through education.” 
  2.  Today, I am blessed with an incredible opportunity to learn and be challenged.
  3. “Today, I will positively impact someone else's life by getting my education.” 
  4. “What I do today matters the most, I will focus and seek to understand.” 
  5.  "I am courageous, I will ask questions, I will seek to learn and understand."
  6. “I am greater today because I choose positive thoughts, positive emotions, and positive actions.”
  7. “I am present and focused, ready to learn and understand new ideas” 
  8. “I am mindful of my thoughts and actions, I will conquer my challenges, I will meet my goals.”
  9. "Today, I am courageous, curious, and cogent!"
  10. "Today, I will be extraordinarily focused, curious, and successful."
  11. "Today, I will conquer my challenges, my ability to succeed is limitless."
  12. "Today, I will start new positive habits, I will be more..."
  13.  "Today, I will use my intelligence, persistence, and creativity to make this day AMAZING!"
  14. "Today, I am perfect just the way I am, and there is always room for improvement"
  15. "Today, I radiate beauty, grace, intelligence, and happiness."
  16. "Today, I am powerful, energetic, healthy, and have a clear focused mind."
  17. "Today, my thoughts are positive, inspirational, and focused,  I see the value in meeting my goals."
  18. "Today, my understanding and knowledge is growing, expanding, and thriving."

Monday, June 12, 2017

Teaching Students the16 Habits of Mind

Teaching Students the 16 Habits of Mind

In order to promote perseverance, insightfulness, creativity, and strategic reasoning, many experts have now identified 16 key skills known as ‘Habits of Mind’. When students learn these skills and then apply them moving forward, it allows them the ability to deal with real-life situations and end up with the desired positive outcome. Below, you can see these habits of mind listed! (After Arthur L. Costa and Bena Kallick, Habits of Mind: A Developmental Series, Copyright © 2000

STOPPING THE OPT-OUT MINDSET and LEARNED HELPLESSSNES! Maladaptive and dysfunctional thinking leads to fear, anxiety, pessimism, and self-dought. Students need a sense of mastery, confidence, and perseverance. Our students may not have the positive Habits of Mind that they need to cope with and adapt to our stress-inducing educational climate. 


I Think Before I Act?
Not At All/Occasionally/Frequently/All of the Time
1 2 3 4  


Managing Impulsivity - Rather than making snap decisions or automatically reacting physically or mentally, you need to STOP, be mindful of the moment, slow down and think before you speak or act out of habit. Even when going through the toughest challenges, stay calm and proceed with a mindful clarity of thought and action. Caution my classroom is a "No Opt-Out Zone." Students that are anxious, fearful, doubt themselves, or have developed learned helplessness may have the impulse to shut down, opt-out, and or just say, "I can't do this". Use the ask-teach-ask model to create a "Habits of Mind" dialectic.  Openly talk about the habits of mind and show students how to monitor thoughts and emotions that may trigger negative reactions and impulses. 


Mindful students' are happy, focused, engaged, demonstrate self-persuasion, impulse control, resilient, intrinsically motivated, emotionally grounded, centered, more curiouse, and academically successful.
Reference - Impulsivity (or impulsiveness) is a multifactorial construct that involves a tendency to act on a whim, displaying behavior characterized by little or no forethought, reflection, or consideration of the consequences.

I Am Persistent?
Not At All/Occasionally/Frequently/All of the Time
1 2 3 4 

Persisting - No matter what happens, you must stick to the task and never give up. Setting SMART goals with your students daily. weekly, or monthly that spell out explicit daily task will help students build persistence and sticktoitiveness. 
Reference - Persistence refers to perseverance in task, thoughts, or actions in spite of fatigue, setbacks, or frustration. Persistence can also be measured as the time invested in staying on task.
You may encounter many defeats, but you must not be defeated. In fact, it may be necessary to encounter the defeats, so you can know who you are, what you can rise from, how you can still come out of it. Maya Angelou

I Am a Flexible Thinker?
Not At All/Occasionally/Frequently/All of the Time
1 2 3 4 

Flexibility in Thinking - After considering others’ opinions and ideas, be ready and willing to change your perspective and outlook. A Socratic mindset is simply ask-think-ask-rethink about new ideas and opinions that you are exposed to, with the fixability to think in new ways. Students use flexible thinking to learn new concepts and make connections with prior learning. Flexible thinking is critical to building competent background knowledge

Discovery consists of seeing what everybody has seen and thinking what nobody else has thought. Albert Szent-Gyorgyi
Reference- Cognitive flexibility has been described as the mental ability to switch between thinking about two different concepts, and to think about multiple concepts simultaneously.



I Listen to Understand?
Not At All/Occasionally/Frequently/All of the Time
1 2 3 4

Listen for Understanding with Empathy in Mind - "Pay Attention," "Stop Talking," or "Let's Get Focused Please" are on a teacher's verbal redial all day in a classroom where students do not have the "listen for understanding" habit of mind!  Nowadays, students tend to listen only if verbally prodded or put of fear to answer a pop question posed by the teacher, but empathetic listening purely for the goal of understanding is not practiced; this includes students mentally putting themselves in the shoes of others and appreciating their perspective. Give special attention "mindfulness" to new ideas by front loading positive or reflective mental questions, "why are these ideas important to me?", "if I dismiss or invalidate another person's ideas, opinions, or feelings, what negative habit of mind is interfering ?" Mental Mantra: When I give thoughts, feeling, opinions, and ideas of others significance, I become wise and learn powerful strategies.  

Reference - Listening for understanding is an attitude. The learner's effectiveness in personal life and in work depends on the ability to listen. The listener's purpose is to get a clear picture of what the speaker is saying. This message is revealed through the speaker's eyes, facial expressions, voice, emotions, and words.
Listen with curiosity. Speak with honesty. Act with integrity. The greatest problem with communication is we don’t listen to understand. We listen to reply. When we listen with curiosity, we don’t listen with the intent to reply. We listen for what’s behind the words.” ― Roy T. Bennett



I Am Authentic and Precise in my Actions?
Not At All/Occasionally/Frequently/All of the Time
1 2 3 4 


Clarity and Precision of Thoughts and Words - When thinking, writing and speaking, always strive for clarity; this means removing distortions, generalizations, minimization, exaggerations, omissions, and cognitive bias. Also, aim for accuracy in both your thinking and communication with others. Precise language is the use of precise nouns and realistic verbs that help you create a clear mental picture and idea.

Reference- A cognitive bias refers to the systematic pattern of deviation from norm or rationality in judgment, whereby inferences about other people and situations may be drawn in an illogical fashion. Individuals create their own "subjective social reality" from their perception of the input.

Take advantage of every opportunity to practice your communication skills so that when important occasions arise, you will have the gift, the style, the sharpness, the clarity, and the emotions to affect other people. Jim Rohn

I Am Reflective and Mindful of my Thoughts?
Not At All/Occasionally/Frequently/All of the Time
1 2 3 4 

Metacognition - Despite the fancy sounding word, this means you must always think about your own thinking; be aware of your thoughts at all times as well as your actions, reactions, and or intentions. Always consider and be mindful of the decisions or reactions you are making based on your thoughts and how they may impact others. Unchecked thoughts can trigger negative feelings and or reactions. The unexamined thought, feeling, decision, and or reaction may be the cause regret, poor judgment, or fear. Being mindful of what I think, feel, say and do affects me and others in positive or negative ways. Mental Mantra: I am mindful of the consequence of my choices on myself and others. 

Reference - Metacognition is "cognition about cognition", "thinking about thinking","knowing about knowing", becoming "aware of one's awareness" and higher-order thinking skills. The term comes from the root word meta, meaning "beyond". Metacognition can take many forms; it includes knowledge about when and how to use particular strategies for learning or for problem-solving. There are generally two components of metacognition: knowledge about cognition, and regulation of cognition
Simple shifts in points of view can open doors to expansions of consciousness as easily as rigid dispositions can close hearts and minds to such elevated awareness. It generally depends on whether you allow fear and anger to rule your actions or whether you give wisdom, courage, and compassion the authority to do so.”Aberjhani


I See the World as Brilliant and Beautiful?
Not At All/Occasionally/Frequently/All of the Time
1 2 3 4 


Responding with Wonderment and Awe - Be open to the wonders of the world and allow yourself to feel awestruck by the vastness and the beauty held within. Seek what is awe inspiring, unexpected, and fascinating in your world. Take time daily to stop and smell the roses, be inspired by the world's magnificent beauty. We withdraw from the world, keeping ourselves busy and distracted, missing the simple beauty of a sunset or a smile. When we walk in grace and give mindful attentiveness to the wonders around us we gain gratitude for ourselves and others. Writing down daily what is awe-inspiring, unexpected, and fascinating in your world can deeply touch your mind, heart, and soul. Be open and authentic with all beings coming or going, and seek with a curious heart, mind, and soul to be inspired by the world, yourself, and others. Mental Mantra: When surprises appear, I will pause and savor them and appreciate others.


To see a World in a Grain of Sand

And a Heaven in a Wild Flower,
Hold Infinity in the palm of your hand
And Eternity in an hour.”William Blake



I Question Everything and Seek Better Solutions?
Not At All/Occasionally/Frequently/All of the Time
1 2 3 4 


Questioning and posing problems - Develope a questioning mindset, the best way to understand something is to keep asking questions. Ask questions concerning everything that is challenging to your understanding, pose problems and find solutions for complex issues using a Socratic process. Whatever you’re doing, keep questioning your reasoning and build a solid foundation for your Socratic thinking. Asking questions helps focus the mind and Socratic questions help students develop critical thinking skills. Think and pose questions like "Socrates" using logic and deduction to dig deeper into the truth. By doing this, you will learn to overcome challenges by identifying the right strategy and steps to take to meet your goals. Determan the relevant data that is needed to help refine your questions, seek questions and strategies to help you get to the heart of the matter, and consider obstructions that may be hindering your thoughts, actions, and or success.  and adapt your solution as things change.

I think it's very important to have a feedback loop, where you're constantly thinking about what you've done and how you could be doing it better. I think that's the single best piece of advice: constantly think about how you could be doing things better and questioning yourself. Elon Musk



I Seek Accuracy and Truth in Myself?
Not At All/Occasionally/Frequently/All of the Time
1 2 3 4 

Accuracy - In your work and personal life, always check for errors twice and ensure you’re accurate in everything you do. As the old adage goes, "measure twice and cut once", because when we make an improper cut, the piece of wood is unusable. So, the little saying is about wasted effort and wasted resources. Over time, you will develop a natural and healthy desire for accuracy and craft. 

The perfection of style consists in the use of the exact speech necessary to convey the sense in the fewest words consistent with perspicuity (freedom from obscurity), at the same time having regard to appropriateness and harmony of expression. Its greater excellencies are directness, accuracy, appropriateness and perspicuity. Joseph P. Bradley

I Seek Wisdom and Knowledge?
Not At All/Occasionally/Frequently/All of the Time
1 2 3 4

Applying Past Knowledge to (Building and Adapting Wisdom) New Situations - Use your past mistakes, successes, experiences, and prior knowledge as your guide to meet new challenges. Learning, understanding, and developing critical thinking and wisdom is about making connections. Making an education meaningful and relevant starts with connecting classroom skills and concepts to real-life problems and solutions.  Every day, we will face new and different problems and situations to the ones we've encountered before, it is our wisdom that helps use adapt.  But that’s not to say that seeking and asking others to share their past experience and knowledge, is also important in helping you to find patterns, similarities, and solutions to problems that arise. With this, use your past knowledge and other experience to overcome any current challenges. 

By three methods we may learn wisdom: First, by reflection, which is noblest; Second, by imitation, which is easiest; and third by experience, which is the bitterest. Confucius



I Actively Seek Humor and a Chance to Laugh?
Not At All/Occasionally/Frequently/All of the Time
1 2 3 4 


Finding Humor - Be willing to laugh at yourself and share with your students the things that make you laugh; we all have a unique sense of humor so find what makes your students laugh and feel joy! Be whimsical, absurd, ironic, silly and approachable to your students. Laughter is a powerful somatic quieting exercise to relieve stress, fear, and anxiety.

Reference - Laughter has proven beneficial effects on various other aspects of biochemistry. It has been shown to lead to reductions in stress hormones such as cortisol and epinephrine. When laughing the brain also releases endorphins that can relieve some physical pain. Laughter also boosts the number of antibody-producing cells and enhances the effectiveness of T-cells, leading to a stronger immune system. A 2000 study found that people with heart disease were 40 percent less likely to laugh and be able to recognize humor in a variety of situations, compared to people of the same age without heart disease.
Laughter is important, not only because it makes us happy, it also has actual health benefits. And that's because laughter completely engages the body and releases the mind. It connects us to others, and that in itself has a healing effect. Marlo Thomas

I Work with Collaborative Teams?
Not At All/Occasionally/Frequently/All of the Time
1 2 3 4 

Interdependent Thinking (synergy) - Urge yourself to work in collaborative teams whenever posable, seek a positive dialogue that helps everyone work through problems, and listen to the input and perspective of others; even if you disagree or have a slightly different solution or opinion, be willing to listen and appreciate what others have to say. Empathetic listening to understand and giving mindful thought to your interactions or intentions when you share differing views is key for positive outcomes. All students can work more efficiently, learn deeper, and problem-solve better when cooperative guidelines, agendas, and plans are followed. Thinking interdependently helps everyone develop greater wisdom, critical thinking, and allows for a deeper understanding that comes from seeing multiple perspectives. 

Every human has four endowments - self awareness, conscience, independent will and creative imagination. These give us the ultimate human freedom... The power to choose, to respond, to change. Stephen Covey



I Stop and Smell the Roses?
Not At All/Occasionally/Frequently/All of the Time
1 2 3 4 


Gathering Data Through All Senses - Use all your senses to connect, understand, and appreciate your world. Throughout your day STOP and connect with the world through your senses, what do you hear, smell, see, taste, and touch? Be mindful, observing all your senses intentionally, this will help you live life a little more fully, you start becoming aware of what is amazing around you on a daily basis and you will become more grateful. When we close off from the world, or we stop connecting with the world around us we feel less attached and grounded. Everyone needs a sense of belonging, when we feel connected, we are more engaged and are better at adapting and coping with problems. 

Observe, record, tabulate, communicate. Use your five senses. Learn to see, learn to hear, learn to feel, learn to smell, and know that by practice alone you can become expert. William Osler

I Intentionally Get out of my Comfort Zone?
Not At All/Occasionally/Frequently/All of the Time
1 2 3 4 

Taking Responsible Risks - Schooling means you will try out new ideas, be challenged, and push through difficult tasks, and this part of getting a great education. Taking risk means failure and setbacks, you’re response to these barriers is the key to your success. Your outlook on failure, risk, and persistence say more than your aptitude. Life is always spicier when you try new and different skills or learn new interesting concept. In life, we have a fear of failure but this fear is completely unnecessary if the risks we take are measured and safe (despite being complex and difficult). Face your fears and anxiety by developing coping and adaptive skills that help you persist and overcome barriers. Failure is proof that you tried, and it's time to go try 100 more times, or if you're Thomas Edison 1,000 more times.



The biggest risk is not taking any risk... In a world that changing really quickly, the only strategy that is guaranteed to fail is not taking risks. Mark Zuckerberg

I Am Imaginative, Curious and Innovative?
Not At All/Occasionally/Frequently/All of the Time

1 2 3 4 

Creating, Imagining, Innovating, [and Curiousity] - Take the lead, be bold, following or doing the "norm" can leave you at the bottom or if your lucky the middle, NEVER the top, always step outside this fixed mindset box and be different. Make the decision to aim for originality and propose new ideas. Be bold, stop what you know is NOT WORKING and make innovation your mantra! Also consider asking the questions no one wants to ask and be honest with the data you find. Use that data from your questions to make real change and always consider what others might think. 

The United States is the most innovative country in the world. But our leadership could slip away if we fail to properly fund primary, secondary and higher education. Jeff Bingaman

I Am a Scholar and Researcher?
Not At All/Occasionally/Frequently/All of the Time
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Always Be Open to Learning - Finally, and perhaps most importantly of all, stay curious, be open, be authentic, seek to continue your learning throughout your life, utilizing all of the habits above. If you don’t know something, be proud enough to admit it before moving forward and learning that new skill or seeking to understand something new. Stay curious and welcome new ideas, opinions, and information on all subjects.

Habits of Mind is knowing how to behave intelligently when you DON'T know the answer. It means having a disposition toward behaving intelligently when confronted with problems, the answers to which are not immediately known: dichotomies, dilemmas, enigmas and uncertainties.Arthur L. Costa, Ed. D.

[PDF]The 16 Habits of Mind identified by Costa and Kallick include:
Arthur L. Costa, Ed. D. and Bena Kallick, Ph.D. By definition, a problem is any stimulus, question, task, phenomenon, or discrepancy, the explanation for which is not immediately known. ... Habits of Mind are performed in response to those questions and problems the answers to which are NOT immediately known.

[PDF]16 Habits of Mind
(After Arthur L. Costa and Bena Kallick, Habits of Mind: A Developmental ... The Habits of Mind are an identified set of 16 problem solving, life related skills, ...

Listening for Understanding 2-2 1/2 hours. No communication skill is more important than listening. We spend more time listening than doing any other activity ..

Quotes regularly published at www.facebook.com/habitsofmind ... "Discovery consists of seeing what everybody has seen and thinking what nobody has thought." ... may be presumed not to have lost their flexibility, is the art of handling the ...