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Changing Habits of Mind: Understanding & Building Habits of Mind that Surround Goal Achievement

Jan Connal, Cerritos College Donna Cooper, Fresno City College Christina Goff, Los Medanos College Paula Gunder, Los Medanos College Debra Howell, Chabot College Kim Manner, West LA College Cynthia Stubblebine, Chabot College Dani Wilson, Fullerton College

Today’s Session
• 3CSN’s Habits of Mind project • Framework for the intellectual habits • Campus initiatives to cultivate habits
– – – – Fullerton West LA Chabot Los Medanos

• Ideas for cultivating the habits • Wrap-up

3CSN’s Habits of Mind Project
• Purpose • Activities – Conference sessions – Online professional learning modules – Community of practice network – Professional Learning Hubs • Momentum

What do we mean by Habits of Mind?
• A habit is an acquired predisposition to respond in particular ways.

• A combination of having the inclination, capability and commitment to particular behaviors that lead to productive outcomes.

Habits of Mind inform Behavior

Habits of Mind

Manage impulsivity
Listen with understanding and empathy

Think and communicate with clarity and precision Gather data through all senses Create, imagine, and innovate Respond with wonderment and awe Take responsible risks Find humor Think interdependently Remain open to continuous learning

Think flexibly
Think about your thinking (Metacognition) Strive for accuracy Question and pose problems Apply past knowledge to new situations

Habits of Mind

What does it look like?

In the classroom Within support services Around campus

Fullerton College
ESP – Entering Scholars Program
Faculty Members Student Tutors Student Support Professionals (SSPs) Counselors Campus Resources Success Strategies
• Dedicated faculty members attend monthly ESP meetings and training sessions • Student tutors are assigned to each class in order to provide support inside and outside of class • Classified staff members attend class weekly, make announcements, and provide non-academic support • Dedicated ESP counselors make classroom visits and tailor information about educational planning

Faculty introduce ESP students to the various support services available on campus

• Study skills and information literacy activities are infused into the existing curriculum

ESP Planned Outcomes
Faculty Member Success Strategies
Increased Student success, retention and persistence

Student Tutor

Campus Resources

Student Support Profession al (SSP)

Counselo r

Habits of Mind Correlated with Success in College
• Metacognition (Thinking about your thinking): Know your knowing. Be aware of your own thoughts, strategies, feelings and actions and their effects on others. • Managing Impulsivity: Take your time. Think before acting. Remain calm, thoughtful and deliberate. • Striving for Accuracy: Check it again. Always do your best. Set high standards. Find ways to improve constantly.

West LA College
My challenge:
+Teach Basic English (two levels below college) from 6:45 to 10 p.m. once a week +Traditional success rate at this level: 60% +Hired the week before the semester began +No books

Barriers to success I have observed:
+Spotty attendance—25% of the class is missing on any given day; however, it is not the same 25% of the class +Lack of study skills +Misapprehensions about college culture +Grammar can be deadly boring +Sentence-to-paragraph topics can be simplistic

West LA College
Strategy: Engagement Tools: First Steps: +Realign course activities to focus on outcomes instead of grades +Habits of Mind +Establish a culture of success +On Course +Week 1: Fixed v. Growth Mindset; Overview of Strength-Based Teaching; +FELI ―Why Do I Miss Class‖ Icebreaker (see +Fixed v. Growth Mindset handout) +Week 2: TED Talk on Happiness +Strength-Based Teaching Advantage ( +Marshmallow Challenge Happiness Project (see handout) (Prototype, Evaluate, Revise) +Collaboration; Peer-to-Peer Teaching; Progress toward Mastery +Accelerated English +Require more challenging +Reading Apprenticeship writing from the start

West LA College
• Intermediate Results:
– Weeks 1-4: Attendance excellent; engagement high; work completion high – Week 5: Attendance down; engagement high

• Next Steps:
– Find out why students were absent in week 5; make course corrections – Evaluate successes and failures – Work with a team of faculty to revise curriculum to incorporate best practices (replicate results) – Track student achievement

Chabot College
Habits of Mind operationalized for a science lab course Debra Howell, Biology Department, Chabot College Habit of Mind Associated behaviors, skills or achievements that can be measured in the community college environment       Assignments completed on time Working through entire laboratory period. Successful course completion Persistence in college from Fall to Spring semester

5. Persisting

6. Managing impulsivity 7. Listening with understanding and empathy

Students will safely manage laboratory equipment. Students will collaborate with peers in order to share information, ideas and responsibilities while preparing for and conducting lab.

Chabot College
Managing Impulsivity: Students will safely manage laboratory equipment.

Questioning and Problem-posing: Students will design, perform and evaluate experiments.

Successful course completion Persistence in college from Fall to Spring semester

Los Medanos College
• Habits of Mind integrated Syllabus • Habits of Mind Guide • Habits of Mind Inventory and Results • Habits of Mind supporting Academic Thinking Moves

ACS-010 Becoming a College Scholar

Los Medanos College

Tutor Training

Los Medanos College

Professional Learning Events

Cultivating the Habits: Table Group Activity

Today’s presentation is made possible, in part or whole, due to active support from , the California Community Colleges’ Success Network

For more information about ’s activities, resources and events visit