with a role when you’re really interested and concerned with the
topic. I can see why it is important to match a role with a person’s
strengths.The discussion continues, ending with an assignment asking students to
write in their journals. The teacher provides the following prompts:
•Describe a problem that exists in (this school), (your home), (this
community), (our country), (the world) that could be solved more satis-
factorily if people employed the skills necessary to think interdependently.
•Describe ways you could take action to teach those skills to others.
•In future situations, what clues will alert you to know that this is a
good time to think interdependently?
Questions to encourage students to reflect on and evaluate their use
of the Habits of Mind might include the following:
•What were some of the effects your use of [Habit of Mind] had on
__?
•The next time you __, how might you employ
[Habit of Mind] differently or more effectively?
•What commitments or action plans do you have to improve your
use of [Habit of Mind]?
Questions to extend the value of the Habits of Mind might include the
following:
•What are some of the ways your use of the Habits of Mind has
changed in the past year?
•How have the Habits of Mind influenced your decisions about
__?
•As you envision your future, which of the Habits of Mind might
you work on in your personal growth plans?
•What strategies of self-improvement will you design in order to
__?
Assessment. Assessment may take place through observation, inter-
views, self-analysis, and self-reporting in journals. The goal should be to
determine whether students can do the following:
90 Learning and Leading with Habits of Mind