Habits of Mind

Understanding Art Costa's Habits of Mind

Art Costa's Habits of Mind are a set of thinking skills that help people solve problems. These habits are not special talents that only gifted people have. They can be taught and developed over time.

The Habits of Mind are strategies that successful people use when facing tricky problems. They involve skills, attitudes, and past experience. They need mental energy and the ability to draw on different problem-solving methods.

These habits are about building resilience and flexibility in thinking. They help us find different solutions and learn from past experiences. Costa outlined key traits of people who show these habits:

Persistence when facing challenges
Thinking before acting
Listening with empathy
Using past experiences to inform decisions
Thinking critically and being creative

Teachers can support these habits by creating a learning environment that encourages exploration and reflection. For example, a student facing a hard maths problem would not give up easily. They would try different approaches until they find a solution.

Connecting Habits of Mind with Thinking Hats

Habits of mind link to effective thinking. They help students approach tasks in a more positive way.

Edward De Bono's Thinking Hats support flexible thinking. By using different hats, students can look at a problem from many angles. This matches the idea of habits of mind linked to higher-order thinking.

Albert Einstein said we should encourage students to think outside the box. Using different thinking hats helps students approach problems from new perspectives.

Fostering Creativity

Habits of mind often relate to being creative. Linda Niama offers useful ideas to boost creativity in the classroom.

She talks about 'whole-brain thinking' based on Hermann's research. This suggests that each of us has a preferred way of thinking that shapes how we process information.

Niama suggests four modes of creative thinking:

Discover: Choose a topic to focus on and research it. Ask what you need to understand.
Empathise: Put yourself in someone else's shoes. Support students when they fail.
Frame and reframe: Ask the right questions. Look for patterns in the information collected.
Ideate: Explore 'What if...' questions. Use drawing, storytelling, and brainstorming to spark ideas.

A 'Habit of Mind' means acting wisely when faced with problems that have no obvious answer. When we face confusion or uncertainty, our best actions come from using patterns of thinking we have built over time.

Nurturing positive habits of mind in the classroom

The Role of Persistence

Carol Dweck's growth mindset ideas link closely to habits of mind. Dweck says people with a growth mindset:

Believe that effort, not just talent, leads to success
Learn from mistakes and value feedback
Believe their abilities can grow
Ask questions and admit when they do not know something

Helping students learn from failure takes time and skill. Teachers need to use clear language, show emotional intelligence, and be thoughtful in their approach.

Simple coaching techniques can support a growth mindset. For example, teachers can contract the problem, listen to issues, explore solutions, create actions, and review progress.

Connecting Habits of Mind to Growth Mindset

Judith Beck outlined three levels of thinking that affect our ability to develop a growth mindset:

Automatic thoughts can lead to thinking errors such as:

Jumping to conclusions
All-or-nothing thinking
Blaming others instead of taking responsibility
Taking events personally
Labelling yourself as a failure after one mistake
Blowing events out of proportion

Intermediate beliefs are shaped by our background. Where we grow up and who we spend time with affects our views. Students bring different experiences to the classroom.

Core beliefs develop in childhood. Children who lack secure early relationships may have a fixed mindset. They may avoid drawing attention to themselves.

Teachers sometimes use language that students do not understand. It helps to scaffold learning and explain key terms clearly.

Promoting habits of mind with problem-solving strategies

I Can Statements to Promote Habits of Mind

Practical Strategies for Promoting Habits of Mind

Teachers can use simple questioning techniques to help students solve problems. Ask students what issues they face and help them find realistic steps to reach their goals.

Bill Rogers talked about behaviour techniques such as tactically ignoring or giving framed choices. For example: 'You have two choices here - you can complete your task now or later after school.'

Another simple tool is a 'parking lot' area in the classroom. Students can post questions on sticky notes that may not fit into the lesson. Teachers can then use these questions for discussion or lesson planning.

Having reference materials available helps students see that not succeeding the first time does not mean failure. Students learn that being unable to do something right away means there is more to figure out, not that they are 'not smart enough.'

Embracing Habits of Mind in Your School

Habits of mind help students problem-solve, face failure, and find strategies to succeed. Here are practical ways to embed them in your classroom:

Promote deep learning: Encourage students to go beyond surface understanding. Help them make connections and apply knowledge in new contexts.
Foster flexible thinking: Encourage students to adapt to new situations and consider different approaches.
Encourage precise language: Help students express their thoughts clearly in speaking and writing.
Focus on continuous learning: Emphasise the journey of learning, not just the destination.
Build a bank of learnings: Encourage students to reflect on experiences and carry these insights forward.
Promote problem-solving: Help students find solutions and learn from the process.
Use visual imagery: Visuals can help understanding and memory, especially for complex ideas.