Documente Academic
Documente Profesional
Documente Cultură
Use Knowledge
Meaningfully
Extend and
Refine Knowledge
Acquire
and Integrate
Knowledge
A s
tti n
tu ti o
des p
and Pe rce
Use Knowledge
Meaningfully
Decision Making
Problem Solving
Invention
Experimental Inquiry
Investigation
Systems Analysis
Creative Thinking
Persevere
Push the limits of your knowledge and abilities
Generate, trust, and maintain your own standards
of evaluation
Generate new ways of viewing situations that are
outside the boundaries of standard conventions
Self-Regulated Thinking
Monitor your own thinking
Plan appropriately
Identify and use necessary resources
Respond appropriately to feedback
Evaluate the effectiveness of your actions
Comparing (p. 117) Decision Making (p. 195) Helping students develop productive habits of mind.
Would it be useful to show how things are similar and/or different? Is there an unresolved decision important to the unit? 1. Help students understand habits of mind. (p. 264)
Would it be useful for students to focus on identifying how similar Is there an unresolved issue about who or what is the best or worst? Facilitate classroom discussion of each habit. (p. 264)
things are different and how different things are similar? Is there an unresolved issue about who or what has the most or least? Use examples from literature and current events of people who are
Would it be helpful to have students describe how comparing things using the habits in different situations. (p. 264)
affects their knowledge or opinions related to those things? Problem Solving (p. 205) Share personal anecdotes that relate to a habit. (p. 265)
Is there a situation or process that has some major constraint or Notice and label student behavior that demonstrates a particular
Classifying (p. 123) limiting condition?
Would it be helpful to have students group things? habit. (p. 265)
Is there a situation or process that could be better understood if Ask students to identify personal heroes or mentors and describe
Would it be beneficial for students to generate a number of ways to constraints or limiting conditions were placed on it?
group the same list of things? the extent to which they exemplify specific habits of mind. (p. 265)
Invention (p. 214) Have students create posters that illustrate their understanding of
Abstracting (p. 130) the habits. (p. 265)
Is there an abstract pattern that could be applied? Is there a situation that can and should be improved on?
Could something complex or unfamiliar be understood better by Is there something new that should be created? 2. Help students identify and develop strategies related to the habits of
generating an abstract pattern and applying it to something simple or Experimental Inquiry (p. 224) mind. (p. 265)
more familiar? Use think-aloud to demonstrate specific strategies. (p. 265)
Is there an unexplained phenomenon (physical or psychological) for
Are there seemingly different things that could be connected through Ask students to share their own strategies. (p. 266)
which students could generate explanations that can be tested?
the generation of an abstract pattern? Encourage students to find examples of strategies mentioned in
Investigation (p. 234) literature and current events. (p. 266)
Inductive Reasoning (p. 138) Ask students to interview others (e.g., parents, friends, or
Is there an unresolved issue about the defining characteristics or
Are there important unstated conclusions that could be generated neighbors) to identify strategies. (p. 266)
defining features of something? (Definitional)
from observations or facts? Each quarter or semester, ask students to identify and focus on a
Is there an unresolved issue about how something occurred?
Are there situations for which probable or likely conclusions could be habit of mind they would like to develop. (p. 266)
(Historical)
generated?
Is there an unresolved issue about why something happened? 3. Create a culture in the classroom and the school that encourages the
Are there issues or situations for which students could examine the
(Historical) development and use of the habits of mind. (p. 267)
inductive reasoning used?
Is there an unresolved issue about what would happen if . . . or what Model the habits. (p. 267)
Deductive Reasoning (p. 146) would have happened if (Projective)? Integrate the habits into the daily routines and activities of the
Are there generalizations (or rules or principles) that could be applied classroom. (p. 267)
to reach conclusions and make predictions? Systems Analysis (p. 246)
Develop and display posters, icons, and other visual representations
Are there topics or issues for which students could examine the Are there parts of a system or the interactions of the parts of a system
to express the importance of productive habits of mind. (p. 268)
validity of the deductive reasoning used? that could be analyzed?
When appropriate, cue students to focus on specific mental habits
Is there something that could be examined in terms of how it behaves
Constructing Support (p. 160) or ask them to identify habits that would help them while working
or works within a system?
Are there important claims to be refuted or supported? on difficult tasks. (p. 269)
Would it be important to examine existing arguments that support or 4. Provide positive reinforcement to students who exhibit the habits of
refute a claim? mind. (p. 269)
Analyzing Errors (p. 168) Appoint process observers, students who watch for positive examples
Are there situations in which it would be beneficial to identify errors of other students who are demonstrating the habits. (p. 269)
in reasoning? Ask students to self-assess their use of specific habits. (p. 269)
Analyzing Perspectives (p. 178) Give students feedback on a report card or progress report. (p. 270)
Would it be useful to identify and understand the reasoning or logic A Resource for Teachers
behind a perspective on a topic or issue? Critical Thinking (p. 274)
Creative Thinking (p. 284)
Self-Regulated Thinking (p. 290)
Dimensions of Learning
Robert J. Marzano
and
Debra J. Pickering
with
Daisy E. Arredondo
Guy J. Blackburn
Ronald S. Brandt
Cerylle A. Moffett
Diane E. Paynter
Jane E. Pollock
Jo Sue Whisler
T r a i n e r s M A N U A L