This way, students have a habit in their mind as they work through your lesson. Moreover, this quick routine works well as a series of Morning Meetings, or as a quick introduction at the beginning of class. Not only is it quick, but it reaps great rewards because students who apply the habits are more successful in your content and activities. Just a few minutes of routine Habits of Mind thinking a day is very beneficial. We know time is the enemy, and we try to teach more and more content. How Can I Squeeze This Into My Already Packed Curriculum? You will notice that there are many intersections since regardless of the type of habit, they all relate to metacognition. They can easily be adapted to include the other Habits of Mind. While all of the above habits overlap and set students up for success, this guide provides specific resources to teach the 16 Habits of Mind based on ASCD’s book Learning and Leading with Habits of Mind: 16 Essential Characteristics for Success by Costa and Kallick, 2008. Her book, Mindset: The Psychology of Success kicked off a Growth Mindset movement in many schools, empowering students to reframe their thinking by teaching how the brain grows from doing challenging things. These are habits that artists use but they can also apply to all subject areas as well.Īlthough it is not called “Habits of Mind”, Carol Dweck’s 2007 work on Growth Mindset can be placed in the same category. (Develop Craft, Engage & Persist, Envision, Express, Observe, Reflect, Stretch & Explore, Understand Art Worlds). In 2003, Harvard School of Education’s Project Zero unveiled eight Studio Habits of Mind. Furthermore, Marzano broke these habits down into three categories: Self-Regulated Thinking, Critical Thinking, and Creative Thinking. Productive Habits of Mind, or “Thinking about One’s Thinking” was the fifth of his 5 Dimensions of Learning. Without a doubt, it was a very effective way to approach and break down the components of teaching a unit. In the mid-’90s, Robert Marzano’s Dimensions of Learning was introduced to many educators. Come see why….Many versions of Habits of Mind for students have been researched and published. You might be lucky enough to have someone stop in to ask, “How can you work in all this chaos?” With a smile you can say, “Just fine. Integrate one of these studio habits or structures into your everyday and discover the difference.Īrt teachers, are your students practicing each of these habits? Are you? Envision and create a studio where these habits–along with all their cognitive and social benefits–are boldly visible to those peering in from the outside. If you teach something other than art, consider how you might do some stretching and exploring of your own. Or, the non-art classroom can be altered to look more like the studio. They can be adapted to fit a non-studio environment. The noisy, messy movement you see are students engaged and actively exercising 8 specific habits of mind:Įach of these studio habits has a place outside the art classroom–in the science lab, writing class, on the playground, a social studies field trip, the real world. The art teacher plays the role of facilitator, demonstrator, mentor, coach, observer. What looks like chaos to some observers is actually organized instruction that falls into three formal categories: Demonstration-Lecture, Students-at-Work, and Critique. In their book Studio Thinking: The Real Benefits of Visual Arts Education, Project Zero researchers Lois Hetlund and Ellen Winner spell out how the structure and activity of studio instruction are inherently unique and beneficial to all types of learners. In learning theory terms, that’s called persistence, resilience, self-efficacy. As a Lee County middle school student once said, the most important thing he learned in his art class was that a mistake can change into a discovery. Mess? Experimentation and exploration are always messy.Īnd, most importantly, mistakes happen in the art studio…often. Teachers circulate from child to child, pointing out strengths, reflecting on challenges, prompting new directions. Kids move about as they experiment with materials and different vantage points, test new solutions and peer over their friend’s shoulder. Students and teachers talk, reflect, share, collaborate. How about engagement, persistence, exploration, expression? Is that more like it? All these words, predictable or not, describe learning in the art classroom on any given day. Not the first words that come to mind when you think of an ideal learning environment.
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