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The making of connections is an Conclusion
integral part of the learning process The challenge in this paper was to develop a perspective
and identifiable within the task that makes the teaching of intelligent actions, behaviours
and attitudes visible to teachers. In doing so it
encourages teachers to focus their attention on things
that they already do to develop their students’ intellectual
syllabi and standard documents throughout the world behaviours, as well as providing them with a structure
which call for a greater emphasis on higher order and language to discuss and develop the teaching and
thinking (problem solving), deep understanding of core learning of these patterns of attitudes, behaviours and
concepts and ideas, connections, communication and actions. The teaching of rich tasks is an example of
Habits of Mind. Students develop complex reasoning invigorating student learning and the ability to deliberately
processes and Habits of Mind as they explore and teach discipline specific understandings, higher order
develop solutions for the task in an important context. thinking processes and Habits of Mind simultaneously.
As this exploration expands, and students engage in By using the ideas contained within the framework and
learning experiences, they are afforded the opportunity rich tasks, teachers and students can develop and use
to develop a deep understanding of the important a common language and understanding about these
concepts and ideas about a topic and to demonstrate important learning tools.
their use and the development of thinking processes and
Habits of Mind. The making of connections is an integral
part of the learning process and identifiable within the References
task. Throughout, students are involved in building and Anderson, R.D., Anderson, B.L., Varanka-Martin, M.A.,
using the language of the discipline, Habits of Mind and Romagnano, L., Bielenberg, J., Flory, M., Mieras, B.
the higher order thinking processes as they use these & Whitworth, J. (1994). Issues of curriculum reform
language structures in classroom discussions. in science, mathematics and higher order thinking
It is important to note that much of the power and across the disciplines. Washington DC: United States
potential of rich tasks lies in the students actively Department of Education.
engaging in the learning process, using their knowledge, Costa, A., & Kallick, B. (2000). Habits of Mind: A
thinking processes and Habits of Mind in meaningful developmental series, Alexandra, USA: Association for
ways to produce a worthwhile product. By doing Supervision and Curriculum Development
so, students are afforded the opportunity to discover
why topics are important, how the practices and skills Marzano, R.J. (1992). A different kind of classroom:
of a discipline or disciplines are employed and their Teaching with dimensions of learning. Alexandria,
basic essences. It also provides students with the Virginia: Association for Supervision and Curriculum
opportunities to develop their thinking processes and Development.
Habits of Mind that they can apply across discipline
areas. This allows students and teachers to move
beyond the learning of discrete and often isolated skills
and facts to develop deep, connected understandings.
Through the regular use of rich tasks, students develop
a sense of curiosity about, and appreciation of discipline
areas while acquiring complex reasoning processes and
thinking dispositions within the context of their use rather
than in isolation. Through the use of rich tasks, teachers
and students can investigate a world of rich, deep and
powerful understanding that has coherence and focus.
4 • Habits of Mind International Expo, Melbourne / Auckland October 2007