Thinking and communicating with clarity and precision Now in terms of analogies with or references to previous experiences. They can often be heard to say, “This reminds me of….” or “This is just like the time when I…” They explain what they are doing They use what is learned, consider prior knowledge and experience and apply knowledge beyond the situation in which it was learned. We learn from experience by abstracting meaning from one experience, carry it forth, and apply it in a new and novel situation. Applying past knowledge to new situations They ask themselves, “How do I know?” and consider what information is needed, choose strategies to get that information and consider the obstacles needed to resolve. They ask a range of questions such as requests for more information to support others’ conclusions and assumptions, e.g.Ĭhildren need to know and learn questions so they can understand that they vary in complexity, structure and purpose. Questioning and posing problemsĮffective problem solvers know how to ask questions to fill in the gaps between what they know and what they don’t know. They check for errors, ‘measure’ at least twice, nurture a desire for exactness,įidelity and craftsmanship. Children who lack this habit tend to hand in messy and sloppy work. People who value accuracy, precision and craftsmanship take time to check over what they produce. “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.” They are willing to consider the impact of choices on themselves and others. They knowing what they do and say affects others. People that are metacognitive are aware of their own thoughts, feelings, intentions and actions. Metacognition 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. It is our ability to know what we know and what we don’t know. Metacognition means becoming increasingly aware of one’s actions and the effect of those actions on others and on the environment. Thinking about our thinking (metacognition) They are able to change perspective, consider the input of others, generate alternatives and weigh-up options. They see their way as the only way.įlexible thinkers are open to different ways of working, seek novel approaches and envision a range of consequences. Some children can’t always see an alternative point of view or deal with more than one classification system simultaneously. They have the capacity to change their mind as they receive additional data.” “Flexible people are the ones with the most control. They hold their thoughts at a distance in order to respect another person’s point of view and feelings. They try to put themselves in the other person’s shoes. You listen not only to the “music”, but also to the essence of the person speaking.Ĭhildren who are active listeners pay attention to and do not dismiss another person’s thoughts, feeling and ideas. Senge et al (1994) note that to listen fully means to pay close attention to what is being said beneath the words. The ability to listen to another person, to empathise with, and to understand their point of view is tricky for all of us and certainly not something we expect children to learn easily. “Highly effective people spend an inordinate amount of time and energy listening.” (Covey, 1989). Listening to others with understanding and empathy They are thoughtful and considerate of others and proceed carefully. They take time to consider options, think before speaking or acting, stay calm when stressed or challenged. Reflective learners don’t jump straight in but check what they need to do, develop a plan before they start and consider alternatives. Children might say the first thing that comes into their head or start working on something with understanding the instructions. “Effective problem solvers have a sense of deliberativeness: They think before they act.”īeing impulsive is commonplace in a classroom. They stick to a task, follow through to completion, have a can-do attitude and remain focused. They are able to draw on a repertoire of alternative strategies for problem solving. They are able to analyse a problem, to develop a system, structure, or strategy to attack a problem. But persistent learners don’t throw in the towel. Persisting is a problem for children because they can quickly abandon their efforts when things don’t go well the first time. “Efficacious people stick to a task until it is completed. How children think matters and without particular dispositions or habits of mind, learning can be lumpy and bumpy.Īccording to Costa and Kallick (2000), there are 16 characteristics of habits of mind that cut across every subject discipline: 1.
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