Following are descriptions and an elaboration of 16 attributes of what human beings do when they behave intelligently. We choose to refer to them as Habits of Mind. These habits are seldom performed in isolation. Rather, clusters of such habits are drawn forth and employed in various situations. When listening intently, for example, one employs flexibility, metacognition, precise language and perhaps questioning.
Please do not think that there are only sixteen ways in which humans display their intelligence. This list is not meant to be complete. It should serve to initiate the collection of additional attributes.
Although 16 Habits of Mind are described here, you, your colleagues and your students will want to continue the search for additional Habits of Mind by adding to and elaborating on this list and the descriptions. Efficacious people stick to a task until it is completed.
They are able to analyze a problem, to develop a system, structure, or strategy to attack a problem. They employ a range and have repertoire of alternative strategies for problem solving. They recognize when a theory or idea must be rejected and another employed. They have systematic methods of analyzing a problem that include knowing how to begin, knowing what steps must be performed, and what data need to be generated or collected.
Because they are able to sustain a problem solving process over time, they are comfortable with ambiguous situations. Students often give up in despair when the answer to a problem is not immediately known. Some have attention deficits; they have difficulty staying focused for any length of time, they are easily distracted, they lack the ability to analyze a problem, to develop a system, structure, or strategy of problem attack.
They may give up because they have a limited repertoire of problem solving strategies. Effective problem solvers have a sense of deliberativeness: They think before they act. They intentionally form a vision of a product, plan of action, goal or a destination before they begin.
They strive to clarify and understand directions, develop a strategy for approaching a problem and withhold immediate value judgments before fully understanding an idea. Reflective individuals consider alternatives and consequences of several possible directions prior to taking action. They decrease their need for trial and error by gathering information, taking time to reflect on an answer before giving it, making sure they understand directions, and listening to alternative points of view.
Often students blurt the first answer that comes to mind. Sometimes they shout out an answer, start to work without fully understanding the directions. They lack an organized plan or strategy for approaching a problem. They may take the first suggestion given or operate on the most obvious and simple idea that comes to mind rather than considering more complex alternatives and consequences of several possible directions.
Listening is the beginning of understanding….. Wisdom is the reward for a lifetime of listening. Let the wise listen and add to their learning and let the discerning get guidance —. Highly effective people spend an inordinate amount of time and energy listening Covey, Some psychologists believe that the ability to listen to another person, to empathize with, and to understand their point of view is one of the highest forms of intelligent behavior.
They are able to see through the diverse perspectives of others. They gently attend to another person demonstrating their understanding of and empathy for an idea or feeling by paraphrasing it accurately, building upon it, clarifying it, or giving an example of it. Senge and his colleagues suggest that to listen fully means to pay close attention to what is being said beneath the words.
You listen not only for what someone knows, but also for what he or she is trying to represent. Ears operate at the speed of sound, which is far slower than the speed of light the eyes take in. We spend 55 percent of our lives listening yet it is one of the least taught skills in schools. We often say we are listening but in actuality, we are rehearsing in our head what we are going to say next when our partner is finished.
A good listener tries to understand what the other person is saying. In the end he may disagree sharply, but because he disagrees, he wants to know exactly what it is he is disagreeing with. Flexible people are the ones with the most control. They have the capacity to change their mind as they receive additional data.
They engage in multiple and simultaneous outcomes and activities, draw upon a repertoire of problem solving strategies and can practice style flexibility, knowing when it is appropriate to be broad and global in their thinking and when a situation requires detailed precision. They create and seek novel approaches and have a well-developed sense of humor. They envision a range of consequences. Their minds are open to change based on additional information and data or reasoning, which contradicts their beliefs.
Flexible people know that they have and can develop options and alternatives to consider. They understand mean-ends relationships being able to work within rules, criteria and regulations and they can predict the consequences of flouting them. They understand not only the immediate reactions but are also able to perceive the bigger purposes that such constraints serve.
Flexible thinkers are able to shift, at will, through multiple perceptual positions. One perceptual orientation is what Jean Piaget called, egocentrism— perceiving from our own point of view. It is intuitive, holistic and conceptual. Since we often need to solve problems with incomplete information, we need the capacity to perceive general patterns and jump across gaps of incomplete knowledge or when some of the pieces are missing.
Yet another perceptual orientation is micro-centric—examining the individual and sometimes minute parts that make up the whole. It requires attention to detail, precision, and orderly progressions. Flexible thinkers display confidence in their intuition. They tolerate confusion and ambiguity up to a point, and are willing to let go of a problem trusting their subconscious to continue creative and productive work on it. Flexibility is the cradle of humor, creativity and repertoire.
While there are many possible perceptual positions—past, present, future, egocentric, allocentric, macro centric, visual, auditory, kinesthetic—the flexible mind is activated by knowing when to shift perceptual positions. Some students have difficulty in considering alternative points of view or dealing with more than one classification system simultaneously. It is our ability to plan a strategy for producing what information is needed, to be conscious of our own steps and strategies during the act of problem solving, and to reflect on and evaluate the productiveness of our own thinking.
Probably the major components of metacognition are developing a plan of action, maintaining that plan in mind over a period of time, then reflecting back on and evaluating the plan upon its completion. Planning a strategy before embarking on a course of action assists us in keeping track of the steps in the sequence of planned behavior at the conscious awareness level for the duration of the activity.
It facilitates making temporal and comparative judgments, assessing the readiness for more or different activities, and monitoring our interpretations, perceptions, decisions and behaviors. An example of this would be what superior teachers do daily: developing a teaching strategy for a lesson, keeping that strategy in mind throughout the instruction, then reflecting back upon the strategy to evaluate its effectiveness in producing the desired student outcomes.
Intelligent people plan for, reflect on, and evaluate the quality of their own thinking skills and strategies. Interestingly, not all humans achieve the level of formal operations Chiabetta, And as Alexander Luria, the Russian psychologist found, not all adults metacogitate Whimbey, The most likely reason is that we do not take the time to reflect on our experiences.
Students often do not take the time to wonder why we are doing what we are doing. They seldom question themselves about their own learning strategies or evaluate the efficiency of their own performance. Some children virtually have no idea of what they should do when they confront a problem and are often unable to explain their strategies of decision making Sternberg and Wagner, We want our students to perform well on complex cognitive tasks.
A simple example of this might be drawn from a reading task. This inner awareness and the strategy of recovery are components of metacognition. Embodied in the stamina, grace and elegance of a ballerina or a shoemaker, is the desire for craftsmanship, mastery, flawlessness and economy of energy to produce exceptional results.
People who value accuracy, precision and craftsmanship take time to check over their products. They review the rules by which they are to abide; they review the models and visions they are to follow; and they review the criteria they are to employ and confirm that their finished product matches the criteria exactly. These people take pride in their work and have a desire for accuracy as they take time to check over their work.
Craftsmanship includes exactness, precision, accuracy, correctness, faithfulness, and fidelity. For some people, craftsmanship requires continuous reworking.
Mario Cuomo, a great speechwriter and politician, once said that his speeches were never done—it was only a deadline that made him stop working on them! Some students may turn in sloppy, incomplete or uncorrected work. They are more anxious to get rid of the assignment than to check it over for accuracy and precision.
They are willing to suffice with minimum effort rather than investing their maximum. They may be more interested in expedience rather than excellence. The formulation of a problem is often more essential than its solution, which may be merely a matter of mathematical or experimental skill. To raise new questions, a new possibility, to regard old problems from a new angle, requires creative imagination and marks real advances…..
One of the distinguishing characteristics between humans and other forms of life is our inclination, and ability to FIND problems to solve. Effective questioners are inclined to ask a range of questions. Some students may be unaware of the functions, classes, syntax or intentions in questions. They may not realize that questions vary in complexity, structure and purpose.
They may pose simple questions intending to derive maximal results. When confronted with a discrepancy, they may lack an overall strategy of search and solution finding. Intelligent human beings learn from experience. When confronted with a new and perplexing problem they will often draw forth experience from their past. They call upon their store of knowledge and experience as sources of data to support theories to explain, or processes to solve each new challenge.
Furthermore, they are able to abstract meaning from one experience, carry it forth, and apply it in a new and novel situation. Too often students begin each new task as if it were being approached for the very first time.
It is as if each experience is encapsulated and has no relationship to what has come before or what comes afterward. That is, each event in life is a separate and discrete event with no connections to what may have come before or with no relation to what follows.
Furthermore, their learning is so encapsulated that they seem unable to draw forth from one event and apply it in another context. All I know is what I have words for. Enriching the complexity and specificity of language simultaneously produces effective thinking. Language and thinking are closely entwined.
Like either side of a coin, they are inseparable. When you hear fuzzy language, it is a reflection of fuzzy thinking. Intelligent people strive to communicate accurately in both written and oral form taking care to use precise language, defining terms, using correct names and universal labels and analogies.
They strive to avoid overgeneralizations, deletions and distortions. Instead they support their statements with explanations, comparisons, quantification, and evidence. We sometimes hear students and other adults using vague and imprecise language. They describe objects or events with words like weird, nice, or OK. They call specific objects using such nondescriptive words as stuff, junk and things.
They punctuate sentences with meaningless interjections like ya know, er and uh. The brain is the ultimate reductionist. It reduces the world to its elementary parts: photons of light, molecules of smell, sound waves, vibrations of touch—which send electrochemical signals to individual brain cells that store information about lines, movements, colors, smells and other sensory inputs.
Many scientists say we actually have nine senses: External senses that are engaged from external sources include sight, sound, taste, touch, and smell. They provide information about the outside world. Pain, balance, thirst and hunger are considered to be our internal senses. They provide information about the body and its needs. For example, the sense of hunger shows that the body needs food.
Intelligent people know that all information gets into the brain through these sensory pathways: gustatory, olfactory, tactile, kinesthetic, auditory, visual, Most linguistic, cultural, and physical learning is derived from the environment by observing or taking in through the senses.
To know a wine it must be drunk; to know a role it must be acted; to know a game it must be played; to know a dance it must be moved; to know a goal it must be envisioned.
Those whose sensory pathways are open, alert, and acute absorb more information from the environment than those whose pathways are withered, immune, and oblivious to sensory stimuli do. Furthermore, we are learning more about the impact of arts and music on improved mental functioning. Forming mental images is important in mathematics and engineering; listening to classical music seems to improve spatial reasoning.
Social scientists solve problems through scenarios and role-playing; scientists build models; engineers use cad-cam; mechanics learn through hands-on experimentation; artists experiment with colors and textures.
Musicians experiment by producing combinations of instrumental and vocal music. Some students, however, go through school and life oblivious to the textures, rhythms, patterns, sounds and colors around them.
The paths are not to be found, but made, and the activity of making them changes both the maker and the destination. All human beings have the capacity to generate novel, original, clever or ingenious products, solutions, and techniques—if that capacity is developed.
Creative human beings try to conceive problem solutions differently, examining alternative possibilities from many angles. They tend to project themselves into different roles using analogies, starting with a vision and working backward, imagining they are the objects being considered. Creative people take risks and frequently push the boundaries of their perceived limits Perkins They are intrinsically rather than extrinsically motivated, working on the task because of the aesthetic challenge rather than the material rewards.
Creative people are open to criticism. They hold up their products for others to judge and seek feedback in an ever-increasing effort to refine their technique. They are uneasy with the status quo. They constantly strive for greater fluency, elaboration, novelty, parsimony, simplicity, craftsmanship, perfection, beauty, harmony, and balance.
They seek problems to solve for themselves and to submit to others. They delight in making up problems to solve on their own and request enigmas from others. They enjoy figuring things out by themselves, and continue to learn throughout their lifetimes. We want our students, however to be curious; to commune with the world around them; to reflect on the changing formations of a cloud; feel charmed by the opening of a bud; sense the logical simplicity of mathematical order.
They see the congruity and intricacies in the derivation of a mathematical formula, recognize the orderliness and adroitness of a chemical change, and commune with the serenity of a distant constellation.
We want them feel compelled, enthusiastic and passionate about learning, inquiring and mastering. Flexible people seem to have an almost uncontrollable urge to go beyond established limits. They accept confusion, uncertainty, and the higher risks of failure as part of the normal process and they learn to view setbacks as interesting, challenging and growth producing.
However, they are not behaving impulsively. Their risks are educated. They draw on past knowledge, are thoughtful about consequences and have a well-trained sense of what is appropriate. They know that all risks are not worth taking!
Risk taking can be considered in two categories: those who see it as a venture and those who see it as adventure. The venture part of risk taking might be described by the venture capitalist. When a person is approached to take the risk of investing in a new business, she will look at the markets, see how well organized the ideas are, and study the economic projections.
If she finally decides to take the risk, it is a well-considered one. The adventure part of risk taking might be described by the experiences from project adventure. In this situation, there is spontaneity, a willingness to take a chance in the moment.
Once again, a person will only take the chance if they know that there is either past history that suggests that what they are doing is not going to be life threatening or if they believe that there is enough support in the group to protect them from harm. Ultimately, the learning from such high-risk experiences is that people are far more able to take actions than they previously believed.
It is only through repeated experiences that risk taking becomes educated. It often is a cross between intuition, drawing on past knowledge and a sense of meeting new challenges. When someone holds back from taking risks, he is confronted constantly with missed opportunities.
Some students seem reluctant to take risks. Some students hold back games, new learning, and new friendships because their fear of failure is far greater than their experience of venture or adventure. They are more interested in knowing whether their answer is correct or not, rather than being challenged by the process of finding the answer. They are unable to sustain a process of problem solving and finding the answer over time, and therefore avoid ambiguous situations. They have a need for certainty rather than an inclination for doubt.
We hope that students will learn how to take intellectual as well as physical risks. Students who are capable of being different, going against the grain of the common, thinking of new ideas and testing them with peers as well as teachers, are more likely to be successful in an era of innovation and uncertainty. Few persons realize that health actually varies according to the amount of laughter.
Another unique attribute of human beings is our sense of humor. Laughter transcends all human beings. It has been found to liberate creativity and provoke such higher level thinking skills as anticipation, finding novel relationships, visual imagery, and making analogies.
People who engage in the mystery of humor have the ability to perceive situations from original and often interesting vantage points. Having a whimsical frame of mind, they thrive on finding incongruity and perceiving absurdities, ironies and satire; finding discontinuities and being able to laugh at situations and themselves.
They laugh at others yet are unable to laugh at themselves. We want our students to acquire the characteristic of creative problem solvers, they can distinguish between situations of human frailty and fallibility that are in need of compassion and those that are truly funny Dyer, Share your energies with the group.
No one must feel alone, cut off, for that is when you do not make it. Human beings are social beings. We congregate in groups, find it therapeutic to be listened to, draw energy from one another, and seek reciprocity. In groups we contribute our time and energy to tasks that we would quickly tire of when working alone. In fact, we have learned that one of the cruelest forms of punishment that can be inflicted on an individual is solitary confinement.
Probably the foremost disposition in the post industrial society is the heightened ability to think in concert with others; to find ourselves increasingly more interdependent and sensitive to the needs of others.
Problem solving has become so complex that no one person can go it alone. No one has access to all the data needed to make critical decisions; no one person can consider as many alternatives as several people can.
Some students may not have learned to work in groups; they have underdeveloped social skills. They feel isolated; they prefer their solitude. Working in groups requires the ability to justify ideas and to test the feasibility of solution strategies on others. It also requires the development of a willingness and openness to accept the feedback from a critical friend. Through this interaction the group and the individual continue to grow. I have so much more to learn. The understanding and application of these 16 Habits of Mind serve to.
The Habits of Mind are an identified set of 16 problem solving life related skills necessary to effectively operate in society and promote strategic reasoning insightfulness perseverance creativity and craftsmanship. I have a meaningful purpose for what I do. This beautiful set of 16 posters is available in six languages. These posters are my gift to you to help you continue your work with Habits of Mind.
Habits of Mind Poster VAEIs Habits of Mind Poster is a tool to help foster a growth mindset where students think critically and creatively persevere through challenges and are open to new ideas. Have students set goals to increase their creativity collaboration critical thinking and communication the 4 Cs with this bulletin board set and printables. Awareness of the Habits of Mind We suggest that a first step is to become familiar with the 16 Habits of Mind.
Patience persistence and perspiration make an unbeatable combination for success. Habits of the Christian Mind Be Proactive Be Proactive. Inquiry Maths habits of mind posterpdf. The Habits of Mind is presented as some transferable skills that students can develop and keep with them for a lifetime.
This is the quality fuel which God intends for support of mind activities. Habits of Mind are skills students need to be successful in school and in life. Thinking in the Curriculum Add to cart. Kallick have been champions for learning for a long time.
There is no need for educators to implement a new program or set up science special experiments. These beautifully designed full-colour posters are an ideal way to help promote the Habits of Mind in your classroom.
Habits of Mind Poster Set Habits of Mind are skills students need to be successful in school and in life. Sep 4 — Included are posters that describe the 16 Habits of Mind. Dimensions of Growth Poster Add to cart. Every Habits of Mind classroom needs a set of posters. Habit Three I set priorities for myself and make.
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