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Art suggested some ways to heighten awareness of the thinking and learning behaviours, is consistently applied
Habits of Mind. Names of texts (for a variety of levels), across a range of contexts assisting students to become
posters and quotes were the first resources we used effective learners. Students demonstrate considerable
in our classrooms. For ongoing support and to deepen ability to use initiative, creativity and diverse thought
our understanding the internet and conferences like the processes.
Habits of Mind Expo provide teachers with new ideas,
resources and contacts with colleagues from other Teachers are reflective practitioners, impacting positively
schools. on the quality standards achieved by students. The
content and delivery of programmes are closely
During this trial period which lasted at least a year, monitored and modified to ensure programmes
we played with big ideas about how to implement challenge students and encourage deeper levels
the Habits. We tried to organise them into ‘Terms’ to of understanding. The board’s resourcing of high
ensure we ‘covered’ all of them and we discussed quality professional development supports teachers’
age appropriate Habits (which ones were more commitment to on-going professional growth and
developmentally appropriate for junior children compared effective practice. Students benefit from new initiatives
to senior?) We discussed natural fit with content and developed as a result of professional development”.
processes (e.g. thinking) and whether the Habits should
be assessed; if so why, how, and for whom? As a Areas of good performance - Curriculum
consequence teachers created generic matrices using organisation and implementation
Georgette Jenson’s rubrics and our fledgling ideas based “The principal and teachers’ commitment to
on experiences we were having in the classrooms. developing students’ learning behaviours and
We felt challenged by our limited expertise; it was advanced thinking skills is effectively supported by
like being in a fog – our impression was that this was the ‘Habits of Mind’ curriculum statement. Clear links
very different from teaching, assessing and evaluating establish the relationship between learning behaviours
subjects like reading and maths or the essential skills and the integrated curriculum. Theory underpins
(which was part of the New Zealand curriculum). practice with agreement on the scope and most
effective methods for curriculum delivery. The agreed
There were many times when teachers said, “Just tell format for planning ensures consistency from the ‘big
me what to do.” Our ‘early adopters’ became very idea’ and context through to assessment tasks and
passionate about the impact the Habits of Mind were unit evaluation. Co-operative planning encourages a
having in terms of learning attitudes and dispositions high degree of professional input and moderation. As
of their students; they (the students) liked them, they a result, challenging thinking skills and learning tasks
seemed to relate to them and as a result a new Habits promote high levels of student achievement”.
of Mind vocabulary became part of the culture of our
school. Every junior-class student knew the difference (Education REVIEW REPORT: COLLEGE STREET
between being a blurting frog who cannot manage his/ NORMAL SCHOOL, AUGUST 2004)
her impulsivity and a wise owl that can. It was noticeable
that students developed a pride in themselves as they The ‘talk’ of teachers had a very
took more and more responsibility for their learning
and consequently were more successful. Walls soon positive ripple effect among staff.
became covered with posters describing the Habits of Curiosity and competition (to a
Mind, characters from story books reminding students of
desired learning behaviours and rubrics defining criteria degree) caused more teachers to
for success. Goal-setting books became a reference for ‘jump on board’.
students to set personal and meaningful Habits of Mind
goals in conjunction with content goals.
The ‘talk’ of these teachers had a very positive ripple Staff have come and gone, but we have a very strong
effect among staff. Curiosity and competition (to a and united leadership team – primarily focused on
degree) caused more teachers to ‘jump on board’. teacher professional development and students’
learning & achievement (in contrast to management
It was about this time (2003) that ERO (Education and administration). Our team, syndicate and staff
Review Office) came. We were nervous as we had meetings nearly always have a professional development
made some significant decisions about how to deliver component to them. We are expected to share our
our curriculum to students (refer to handouts and PPT teaching practice with colleagues. We were learning
for curriculum model), we were no longer interested in to use the Habits of Mind more and more ourselves:
coverage and we had taken some things ‘off our plates’ thinking interdependently and flexibly; being empathetic
in order to accommodate our new initiatives. We needn’t and finding humour whilst co-constructing new
have worried as they were impressed by the enthusiasm understandings and ways of doing things, for example:
of the students and the teachers, and assessment data planning, sharing resources, modelling teaching
proved that their learning was not being compromised strategies and reflecting on what was working and, more
– quite the contrary, it was enhanced: importantly, what was not working.
“The teaching of literacy and higher order thinking skills, Our school vision and accompanying goals were
embedded in the integrated curriculum, are strengths of revisited and both changed to highlight the Habits of
the school. ‘Habits of Mind’, a model promoting specific Mind and our new curriculum model.




Australian National Schools Network and Learning Network New Zealand • 7
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