Habits+of+Mind

It Takes Some Getting Used To: Rethinking Curriculum for the 21st Century
Arthur Costa & Bena Kallick

In this chapter, we are provided an overview of the 16 Habits of Mind as dispositions necessary to engage in lifelong learning. These skills and dispositions are those that our students need to be successful regardless of the content to become more thoughtful in their learning and their lives. The authors not only encourage us to support these dispositions in our students, but to cultivate them in ourselves as educational leaders and curriculum designers. When the habits of mind become the essential learning outcomes for our students, 21st century curriculum results in a few mind shifts:
 * Summary:**
 * From knowing right answers to knowing how to behave when answers are not readily apparent
 * From transmitting meaning to constructing meaning
 * From external evaluation to self-assessment

"Our students are in the 21st century, and they are waiting for the teachers and the curriculum to catch up" (p.211). "If we accept that we need to prepare students for a vastly different future than we have known, then our understanding of the focus of education also needs to shift" (p. 226). "Growth and change are found in disequilibrium, not balance" (p. 226).
 * Points to ponder:**

Mike and Mary share how Alexandria, VA has worked to adopt the Habits of Mind as their highlighted program for developing a foundation to grow on (in a few elementary schools). Mary is supportive of the 16 habits of mind for elementary students, but feels it might be more feasible for a school to adopt three to four habits per year to focus on.
 * Discussion Connections:**

One of their high schools has consulted with Art Costa and Bena Kallick as their internal lead partners as part of their process of transformation. Mike shares that they are considering using the Habits of Mind with grades 9-12 to increase student achievement in conjunction with individual achievement plans for students.

Kelly feels that the author's curriculum mind shifts are really the focus for having curriculum change (with or without the technology). The taught curriculum needs to provide students the dispositions necessary to engage in lifelong learning. While Kofi's educational philosophy aligns with Costa and Kallick, he reminds us that teachers need to become more strategic learners themselves; make life connections to everything we do and become more critical thinkers. It is not enough to encourage our students to apply these Habits of Mind, educators need to change their mental models about what they teach and how they teach it.

Kofi sums up the message of the //Curriculum 21// text; we need to build a shared vision. It is time to let go of old traditions. In our classrooms of today, we cannot afford to be stagnant.

Costa, A. & Kallick, B. (2010). It takes some getting used to. In H. H. Jacobs (Ed.), //Curriculum 21// (pp. 210-226). Alexandria, VA: ASCD.