Reading Reflection: After reading the required material for this module, type a reflection  that include the following:

Analyze HOM used: Start your reflection addressing a habit(s) of mind (HOM) that you used to understand the topic and analyze how and why did you use that HOM. Use the “How are we doing” checklist (Download “How are we doing” checklist (Word) to support your reflection.
Question: Post one question for the discussion about each chapter. These questions should require interpretation of the ideas laid out in the chapter and should reflect your careful reading and thinking about its content.  You do not need to provide answers to these questions. The quality of your questions will be considered as part of the assignment grade using Arthur Costa’s quinksto an external site.. Make sure to include the level of questioning next to each question. 

The criteria for your grade will be:

Reading reflection (not summary or bullets) (1 point)
Analyze HOM used (2 points)
Questioning level based on Arthur Costa (2 points)

Reading: Ritchhart, et al.  MTV  3 pages 45-52 
Making Thinking Visible: How to promote engagement, understanding, and independence for all learners
Ritchart, R. Church, M., Morrison, K.San Francisco Jossey- Bass Publishers. 2011ISBN-10 047091551XISBN-13 978-0470915516 
Chapter 1 pp. 3-22HABITS OF MIND

Arthur L. Costa, Ed. D.

Bena Kallick, Ph.D.

Habit is a cable; we weave a thread of it each day, and at last we cannot break it.

Horace Mann

American Educator

By definition, a problem is any stimulus, question, task, phenomenon, or discrepancy, the explanation for which is not
immediately known. Thus, we are interested in focusing on student performance under those challenging conditions
that demand strategic reasoning, insightfulness, perseverance, creativity, and craftsmanship to resolve a complex
problem. Not only are we interested in how many answers students know, but also in knowing how to behave when they
DON’T know. Habits of Mind are performed in response to those questions and problems the answers to which are
NOT immediately known. We are interested in observing how students produce knowledge rather than how they
merely reproduce knowledge. The critical attribute of intelligent human beings is not only having information, but also
knowing how to act on it.

A “Habit of Mind” means having a disposition toward behaving intelligently when confronted with problems, the
answers to which are not immediately known. When humans experience dichotomies, are confused by dilemmas, or
come face to face with uncertainties–our most effective actions require drawing forth certain patterns of intellectual
behavior. When we draw upon these intellectual resources, the results that are produced through are more powerful, of
higher quality and greater significance than if we fail to employ those patterns of intellectual behaviors.

Employing “Habits of Mind” requires a composite of many skills, attitudes cues, past experiences and proclivities. It
means that we value one pattern of thinking over another and therefore it implies choice making about which pattern
should be employed at this time. It includes sensitivity to the contextual cues in a situation which signal this as an
appropriate time and circumstance in which the employment of this pattern would be useful. It requires a level of
skillfulness to employ and carry through the behaviors effectively over time. It suggests that as a result of each
experience in which these behaviors were employed, the effects of their use are reflected upon, evaluated, modified and
carried forth to future applications


• Value: Choosing to employ a pattern of intellectual behaviors rather than other, less productive

• Inclination: Feeling the tendency toward employing a pattern of intellectual behaviors.

• Sensitivity: Perceiving opportunities for, and appropriateness of employing the pattern of behavior.

• Capability: Possessing the basic skills and capacities to carry through with the behaviors.

• Commitment: Constantly striving to reflect on and improve performance of the pattern of intellectual


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