Describing the Habits of Mind. Edited by Arthur L. Costa and Bena Kallickby Arthur L. Costa. These Habits of Mind seldom are performed in isolation rather, clusters of behaviors are drawn forth and used in various situations. Cort Thinking Program' title='Cort Thinking Program' />For example, when listening intently, we use the habits of thinking flexibly, thinking about our thinking metacognition, thinking and communicating with clarity and precision, and perhaps even questioning and posing problems. Do not conclude, based on this list, that humans display intelligent behavior in only 1. The list of the Habits of Mind is not complete. We want this list to initiate a collection of additional attributes. In fact, 1. 2 attributes of Intelligent Behavior were first described in 1. Costa, 1. 99. 1. Since then, through collaboration and interaction with many others, the list has been expanded. You, your colleagues, and your students will want to continue the search for additional Habits of Mind to add to this list of 1. Habits of Mind as Learning Outcomes. Educational outcomes in traditional settings focus on how many answers a student knows. When we teach for the Habits of Mind, we are interested also in how students behave when they dont know an answer. The Habits of Mind are performed in response to questions and problems, the answers to which are not immediately known. We are interested in enhancing the ways students produce knowledge rather than how they merely reproduce it. We want students to learn how to develop a critical stance with their work inquiring, editing, thinking flexibly, and learning from another persons perspective. The critical attribute of intelligent human beings is not only having information but also knowing how to act on it. What behaviors indicate an efficient, effective thinkerLearning and Leading with Habits of Mind. Edited by Arthur L. Costa and Bena Kallick. Table of Contents. Gre Antonyms List Pdf. Chapter 2. Describing the Habits of Mind. Arthur L. Costa. Plot summary, cast and crew information, trailer, and user comments. I/41sA2HrRznL._SR600%2C315_PIWhiteStrip%2CBottomLeft%2C0%2C35_SCLZZZZZZZ_.jpg' alt='Cort Thinking Program' title='Cort Thinking Program' />What do human beings do when they behave intelligently Vast research on effective thinking, successful people, and intelligent behavior by Ames 1. Carnegie and Stynes 2. Ennis 1. 99. 1, Feuerstein, Rand, Hoffman, and Miller 1. Freeley as reported in Strugatch, 2. Glatthorn and Baron 1. Goleman 1. 99. 5, Perkins 1. Sternberg 1. 98. Waugh 2. These characteristics have been identified in successful people in all walks of life lawyers, mechanics, teachers, entrepreneurs, salespeople, physicians, athletes, entertainers, leaders, parents, scientists, artists, teachers, and mathematicians. Horace Mann, a U. S. educator 1. 79. In Learning and Leading with Habits of Mind, we focus on 1. Habits of Mind that teachers and parents can teach, cultivate, observe, and assess. The intent is to help students get into the habit of behaving intelligently. A Habit of Mind is a pattern of intellectual behaviors that leads to productive actions. When we experience dichotomies, are confused by dilemmas, or come face to face with uncertainties, our most effective response requires drawing forth certain patterns of intellectual behavior. When we draw upon these intellectual resources, the results are more powerful, of higher quality, and of greater significance than if we fail to employ such patterns of intellectual behavior. A Habit of Mind is a composite of many skills, attitudes, cues, past experiences, and proclivities. It means that we value one pattern of intellectual behaviors over another therefore, it implies making choices about which patterns we should use at a certain time. It includes sensitivity to the contextual cues that signal that a particular circumstance is a time when applying a certain pattern would be useful and appropriate. It requires a level of skillfulness to use, carry out, and sustain the behaviors effectively. It suggests that after each experience in which these behaviors are used, the effects of their use are reflected upon, evaluated, modified, and carried forth to future applications. Figure 2. 1 summarizes some of these dimensions of the Habits of Mind, which are elaborated in Chapter 3. The following sections describe each of the 1. Habits of Mind. Figure 2. Dimensions of the Habits of Mind. The Habits of Mind incorporate the following dimensions. Value Choosing to employ a pattern of intellectual behaviors rather than other, less productive patterns. Inclination Feeling the tendency to employ a pattern of intellectual behaviors. Sensitivity Perceiving opportunities for, and appropriateness of, employing the pattern of behaviors. Capability Possessing the basic skills and capacities to carry through with the behaviors. Commitment Constantly striving to reflect on and improve performance of the pattern of intellectual behaviors. Policy Making it a policy to promote and incorporate the patterns of intellectual behaviors into actions, decisions, and resolutions of problematic situations. Persisting. Success seems to be connected with action. Successful people keep moving. They make mistakes, but they never quit. Conrad Hilton. Efficacious people stick to a task until it is completed. They dont give up easily. They are able to analyze a problem, and they develop a system, structure, or strategy to attack it. They have a repertoire of alternative strategies for problem solving, and they employ a whole range of these strategies. They collect evidence to indicate their problem solving strategy is working, and if one strategy doesnt work, they know how to back up and try another. They recognize when a theory or an idea must be rejected and another employed. They have systematic methods for analyzing a problem, which include knowing how to begin, what steps must be performed, what data must be generated or collected, and what resources are available to assist. Because they are able to sustain a problem solving process over time, they are comfortable with ambiguous situations. Students often give up when they dont immediately know the answer to a problem. They sometimes crumple their papers and throw them away, exclaiming I cant do this or Its too hard Sometimes they write down any answer to get the task over with as quickly as possible. Some of these students have attention deficits. They have difficulty staying focused for any length of time they are easily distracted, or they lack the ability to analyze a problem and develop a system, structure, or strategy of attack. They may give up because they have a limited repertoire of problem solving strategies, and thus they have few alternatives if their first strategy doesnt work. Managing Impulsivity. Goal directed, self imposed delay of gratification is perhaps the essence of emotional self regulation the ability to deny impulse in the service of a goal, whether it be building a business, solving an algebraic equation, or pursuing the Stanley Cup. Daniel Goleman. Effective problem solvers are deliberate they think before they act. They intentionally establish a vision of a product, an action plan, a goal, or a destination before they begin. They strive to clarify and understand directions, they develop a strategy for approaching a problem, and they withhold immediate value judgments about an idea before they fully understand it. Princess Donna Sas'>Princess Donna Sas. Reflective individuals consider alternatives and consequences of several possible directions before they take 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.