Get Started for FREE
Sign up with Facebook Sign up with X
I don't have a Facebook or a X account
 Your new post is loading...
Your new post is loading...
Scoop.it!
I have been on blog-writing hiatus of late due to my new status as a PhD student in Information Science. Happily, this past year has given me plenty of time to delve deeply into the theoretical underpinnings of information literacy and information seeking. I learned a lot, and have been chewing on one problem in particular: What are the missing components of information literacy instruction? What is not currently being addressed? 
No comment yet.
Sign up to comment
Scoop.it!
It is worth learning the scientific way of thinking and adopt its habits because you will be able to master a creative approach to solving your problems.
|
Scoop.it!
The challenge for teachers is to build this understanding in our students. Our task is to enable their intelligence by helping them to understand the habits of mind and to then empower our students to make intelligent choices about the habits they deploy. Via Nik Peachey
Norton Gusky's curator insight,
December 1, 2016 8:42 AM
I never thought about using game-based learning with Habits of Mind, but here you have a set of playing cards that lends itself to a game challenge.
Scoop.it!
This site aims to provide students and teachers with information and ideas to assist them apply the Habits of Mind. Each of the sixteen habits is presented along with information on when to use each habit and strategies to make the process easy. Each page includes a short video that demonstrates the Habit of Mind and could be used as a starting point for discussion. Via Nik Peachey
Viljenka Savli (http://www2.arnes.si/~sopvsavl/)'s curator insight,
May 31, 2016 4:46 AM
I agree with Nick, useful info...
Scoop.it!
Edutopia blogger Terry Heick provides a quick tour of Costa and Kallick's 16 Habits of Mind, along with suggestions for integrating them as classroom best practices.
In outcomes-based learning environments, we generally see three elements in play: 1) learning objectives or targets are created from given standards; 2) instruction of some kind is given; and then 3) learning results are assessed. These assessments offer data to inform the revision of further planned instruction. Rinse and repeat.
But lost in this clinical sequence are the Habits of Mind that (often predictably) lead to success or failure in the mastery of given standards. In fact, it is not in the standards or assessments, but rather these personal habits where success or failure -- in academic terms -- actually begin.
|
