Habits-of Mind Concepts

<body topmargin=0 leftmargin=0 marginheight=0 marginwidth=0> <table cellpadding=0 cellspacing=0 border=0 height="100%"><tr> <td valign="top" width=130 BGCOLOR="#FFFFFF" TEXT="#080000" background="0197b7e3.jpg"> <bR> <div> <A HREF="index.htm" TARGET="_top" TITLE="Kuglins Educational Web Resource Page"><U>Start Page</U></A></div> <div> <A HREF="id3.htm" TARGET="_top" TITLE="Web Links"><U>Web Links</U></A></div> <div> <A HREF="http://www.jkuglin.blogspot.com" TARGET="_blank" TITLE="http://www.jkuglin.blogspot.com"><U>Blog</U></A></div> <div> <A HREF="id12.htm" TARGET="_top" TITLE="Keynote Presentation Descriptions"><U>Presentations</U></A></div> <div> <A HREF="id2.htm" TARGET="_top" TITLE="Biography"><U>Biography</U></A></div> <div> <A HREF="id14.htm" TARGET="_top" TITLE="Files and Downloads"><U>Files & Downloads</U></A></div> <div> <A HREF="id15.htm" TARGET="_top" TITLE="Odds and Ends"><U>Odds & Ends</U></A></div> <div> <A HREF="http://web.mac.com/jkuglin/iWeb/Site/Podcast/Podcast.html" TARGET="_blank" TITLE="http://web.mac.com/jkuglin/iWeb/Site/Pod"><U> </U></A><FONT SIZE="3" COLOR="#000000" FACE="Comic Sans MS" ><A HREF="http://web.mac.com/jkuglin/iWeb/Site/Podcast/Podcast.html" TARGET="_blank" TITLE="http://web.mac.com/jkuglin/iWeb/Site/Pod"><U>Podcasts</U></A></FONT></div> <div> <A HREF="http://www.ikeepbookmarks.com/browse.asp?account=31234" TARGET="_blank" TITLE="http://www.ikeepbookmarks.com/browse.asp"><U>Online Bookmarks</U></A></div> <bR> </td> <td valign="top" BGCOLOR="#FFFFFF" TEXT="#080000" background="00500003.jpg"> <div> <B>Habits-of Mind Concepts</B></div> <bR> <div> <B>Special Thanks to:</B></div> <bR> <div> Dixie Griffin Good</div> <div> The Public Good</div> <div> <A HREF="http://www.PublicGoodInc.com" TARGET="_top" TITLE="http://www.PublicGoodInc.com"><U>www.PublicGoodInc.com</U></A></div> <div> 3-22-06</div> <div> Dixie's Favorite Links</div> <bR> <div> <I>The meaning of knowing has shifted from being able to remember and repeat information to being able to find and use it. The goal of education is better conceived as helping students develop the intellectual tools and learning strategies needed to acquire the knowledge necessary to think productively.</I></div> <div> Nobel Laureate Herbert Simon 1996</div> <bR> <div> Everyone has a brain and a mind, but we don't all use it to our highest advantage. Forays into disciplinary literacy show us that fields of study develop their own culture of thinking. Schoenfeld (see Math & Cognition) argues for a “program of `cultural design' for schooling”, so that students understand the social contexts that propel learning and understanding in a field of study. For math, this means making the course less formal and formulaic, more “natural” and therefore more applicable to everyday life. </div> <bR> <div> Learning disabilities researchers seem to be at the forefront of unpacking the intricacies of how the mind works, and strategies for using the mind well. Greg Gay's course (see Learning to Learn) covers consciousness, metacognition, learning styles, problems solving creativity and more. </div> <bR> <div> <B>Learning to Learn.</B>  <FONT SIZE="3" COLOR="#0000FF" FACE="Comic Sans MS" ><A HREF="http://www.ldrc.ca/projects/projects.php?id=26" TARGET="_top" TITLE="http://www.ldrc.ca/projects/projects.php"><U><U>http://www.ldrc.ca/projects/projects.php?id=26</U></U></A></FONT></div> <div> A self-guided 10-week course designed to raise learners' awareness of the cognitive and metacognitive aspects of thinking and learning. With this knowledge, learners are better able to understand :</div> <div> How their minds work</div> <div> How different people approach learning tasks in different ways</div> <div> What strategies will work best for them</div> <div> How to successfully adapt their abilities for tasks that fall outside their profile of strengths</div> <div> With this knowledge, learners develop an attitude toward learning that includes curiosity, motivation, and a drive to learn more. Oh yeah!</div> <bR> <div> <B>Learning Toolbox.</B>  <FONT SIZE="3" COLOR="#0000FF" FACE="Comic Sans MS" ><A HREF="http://coe.jmu.edu/LearningToolbox/index.html" TARGET="_top" TITLE="http://coe.jmu.edu/LearningToolbox/index"><U><U>http://coe.jmu.edu/LearningToolbox/index.html</U></U></A></FONT></div> <div> This site offers succinct, clear learning strategies for middle- and high-school students, including note taking, study skills, organization and advanced thinking. Specific strategies are offered for math, writing, reading and test taking. Separate sections for students, teachers and parents. The intended audience is secondary students with mild learning disabilities, but any student can apply these helpful techniques.  </div> <bR> <div> <B>Math & Metacognition.</B>  <FONT SIZE="3" COLOR="#0000FF" FACE="Comic Sans MS" ><A HREF="http://mathforum.org/~sarah/Discussion.Sessions/Schoenfeld.html" TARGET="_top" TITLE="http://mathforum.org/~sarah/Discussion.S"><U><U>http://mathforum.org/~sarah/Discussion.Sessions/Schoenfeld.html</U></U></A></FONT></div> <div> Schoenfeld's plain-English answer to the question, “What's all the fuss about metacognition?” is excerpted on this web site. He describes the process of solving unfamiliar problems with his students, and how talk and reflection of the problem solving process itself is metacognition. He argues that immersion in a “mathematics culture” helps students experience math in a way that makes sense. </div> <bR> <div> <B>Taxonomy of Future Higher Thinking Skills.</B><B> </B>By David Passig</div> <div> <A HREF="http://www.passig.com/pic/PassigInformatica2003.pdf" TARGET="_top" TITLE="http://www.passig.com/pic/PassigInformat"><U><B><U>http://www.passig.com/pic/PassigInformatica2003.pdf</U></B></U></A><FONT SIZE="3" COLOR="#000000" FACE="Comic Sans MS" ><B> </B></FONT></div> <div> Passig argues that technological innovations demand a new set of cognitive and learning skills. He expands on Bloom's taxonomy to add a new cognitive category: <I>melioration.</I> He defines melioration as “the skill of selecting the appropriate amalgam of information and applying it to a solution of problems in situations…” </div> <bR> <div> <B>Teaching and Learning</B>. <FONT SIZE="3" COLOR="#0000FF" FACE="Comic Sans MS" ><A HREF="http://www.ferris.edu/htmls/academics/course.offerings/doylet/" TARGET="_top" TITLE="http://www.ferris.edu/htmls/academics/co"><U><U>http://www.ferris.edu/htmls/academics/course.offerings/doylet/</U></U></A></FONT> </div> <div> This site at Ferris University in Michigan is deep with resources and research on teaching and learning. Here are a few favorites.</div> <div> <B>Learning How to Learn Strategies. </B><FONT SIZE="3" COLOR="#0000FF" FACE="Comic Sans MS" ><A HREF="http://www.ferris.edu/htmls/academics/course.offerings/doylet/TeachingLearningHowtoLearnStrategies.htm" TARGET="_top" TITLE="http://www.ferris.edu/htmls/academics/co"><U><U>http://www.ferris.edu/htmls/academics/course.offerings/doylet/TeachingLearningHowtoLearnStrategies.htm</U></U></A></FONT> </div> <div> Questions to Help Teachers Teach Learning How to Learn Strategies.</div> <bR> <div> <A HREF="http://prospector.coalliance.org/search/aSylwester/asylwester/1%2C1%2C9%2CB/frameset&FF=asylwester+robert&3%2C%2C9" TARGET="_top" TITLE="http://prospector.coalliance.org/search/"><U><B><U>A Celebration Of Neurons : An Educator's Guide To The Human Brain / Robert Sylwester</U></B></U></A><FONT SIZE="3" COLOR="#000000" FACE="Comic Sans MS" > </FONT></div> <div> Sylwester, Robert. Alexandria, Va. : Association for Supervision and Curriculum Development, c1995</div> <div> Definitions of Learning</div> <div> Learning is the establishment of new synapses-the density of the brain, as measured by the number of synapses is what distinguishes greater from lesser mental capacity (Lynch, UC Irvine 1997)</div> <div> Knowledge equals the pattern of connectivity among neurons-Learning is the modification of these patterns (Ira Black 1991)</div> <div> Learning How to Learn             --<FONT SIZE="3" COLOR="#4F2C80" FACE="Comic Sans MS" ><A HREF="http://www.ferris.edu/htmls/academics/course.offerings/doylet/BestPracticesforLearners.htm" TARGET="_top" TITLE="http://www.ferris.edu/htmls/academics/co"><U><U>Best Practices for Students</U></U></A></FONT></div> <div> Learning How to Learn                    --<FONT SIZE="3" COLOR="#4F2C80" FACE="Comic Sans MS" ><A HREF="http://www.ferris.edu/htmls/academics/course.offerings/doylet/TeachingLearningHowtoLearnStrategies.htm" TARGET="_top" TITLE="http://www.ferris.edu/htmls/academics/co"><U><U>Teaching Learning How to Learn Strategies</U></U></A></FONT></div> <div> Learning How to Learn                    --<FONT SIZE="3" COLOR="#4F2C80" FACE="Comic Sans MS" ><A HREF="http://www.ferris.edu/htmls/academics/course.offerings/doylet/ReasonstoTeachLearningHowtoLearnSkills.htm" TARGET="_top" TITLE="http://www.ferris.edu/htmls/academics/co"><U><U>Reasons to Teach learning How to Learn Skills</U></U></A></FONT></div> <div> Learning How to Learn                    --<FONT SIZE="3" COLOR="#4F2C80" FACE="Comic Sans MS" ><A HREF="http://www.ferris.edu/htmls/academics/course.offerings/doylet/TipsforModelingLearningStrategies.htm" TARGET="_top" TITLE="http://www.ferris.edu/htmls/academics/co"><U><U>Tips for Modeling Learning Strategies</U></U></A></FONT> </div> <bR> <div> Best Practices for Learners</div> <div> <A HREF="http://www.ferris.edu/htmls/academics/course.offerings/doylet/BestPracticesforLearners.htm" TARGET="_top" TITLE="http://www.ferris.edu/htmls/academics/co"><U><U>http://www.ferris.edu/htmls/academics/course.offerings/doylet/BestPracticesforLearners.htm</U></U></A><FONT SIZE="3" COLOR="#000000" FACE="Comic Sans MS" > </FONT></div> <bR> <div> <B>Best Practices for Learners</B></div> <div> 1. Learners recognize that learning (the growth of dendrites/synapses) only occurs when they are actively engaged in some activity.</div> <div> 2. Learners pay attention to only those things that are important to them. They are very effective at recognizing what information they need and what is of no importance.</div> <div> When a student does not do their reading or prepare for class they may be much less able to determine what is important to know</div> <div> 3. Learners constantly seek to find the order or organization or pattern of the information they need to learn. Information that has a context or framework (a connection to their background) is much easier to learn.</div> <div> Therefore the ways in which students organize their information and the ways in which they chose to input it into their memory has a great deal to do with how easy or difficult it will be to learn and remember the information.</div> <div> Visual images are a powerful way to build memory</div> <div> 4. Learners recognize that practice increases learning-it causes significant numbers of dendrites and synapses to grow which not only makes it easier to recall the information from memory but increases the speed at which a students can recall and use the information.</div> <div> 5. Makes the transference of the information for use in other areas of learning much easier and efficient.</div> <div> 6. Learners are good at monitoring their own learning. They know when they have learned something completely and they know when they need more study. This includes having a well-developed set of "fix-up" strategies that help them find answers or understand when they struggle while learning.</div> <div> Using study systems that give immediate feedback-quizzing, note cards, others questioning them ---these system help develop monitoring.</div> <div> 7. Learners see the value in learning with others. They want the varied perspectives and different ideas that others have. They are open to help from others.</div> <div> Tutoring serves mostly A and B students who are open to seeking any help they can to succeed..</div> <div> 8. Learners are goal oriented. They do not allow factors such as the demeanor of the teacher (voice, dress etc) to distract them from their learning goal. They accept that they may have to learn in spite of the teacher rather than because of them.</div> <div> 9. Learners use learning tools effectively. They understand that learning is not just a "happening" but rather occurs because the learner has developed the skills and strategies needed to learn.</div> <div> These include using mind maps, note-taking skills, reading approaches SQR4, review strategies, information finding skills like use of search engines and library resources.</div> <div> 10. Learners are efficient in their learning. This means they discover their best learning style and approach and try to use them when ever possible.</div> <div> 11. .Learners have discipline. They recognize their weaknesses and work to overcome them. Learners find study area (environments) that best suit their learning, they study and learn at times of day that are best for them, they are capable of delayed gratification, they are not afraid of hard work.</div> <div>  </div> <bR> </td> </tr></table></body>