Learning & Leading With Habits of Mind

How much do students really love to learn, to persist, to passion-

ately attack a problem or a task?... to watch some of their prized

ideas explode and to start anew?... to go beyond being merely

dutiful or long-winded? Let us assess such things.

—Grant Wiggins

We a r e m o r e l i k e l y t o o b s e r v e i n di c a t o r s o f a c h i e v e m e n t i f w e f i r s t t a k e t h e
time to specifically describe the kinds of evidence that would confirm that
students are acquiring the Habits of Mind. What would we see them
doing? What would we hear them saying? How would they be feeling?
This chapter contains general descriptions of indicators that show stu-
dents are acquiring, applying, and internalizing the Habits of Mind. We
provide some samples of observable indicators for some of the habits.
Because these indicators will vary according to students’ abilities, grade
levels, subject matter, culture, and developmental levels, we encourage
you, along with your colleagues, to round out the list by generating addi-
tional indicators for your students in your own school and community.
The Habits of Mind truly take on meaning when they are defined in
the context of day-to-day classroom life. Thus, teachers will want to con-
sider indicators for themselves first, then expand their consideration to

177

Defining Indicators

of Achievement

Arthur L. Costa and Bena Kallick

10