•In working on these math problems, which of the Habits of Mind
will help us?
•As we are reading, which of the Habits of Mind will we be using to
help understand the story?
After a learning activity, questions such as these can stimulate reflec-
tion on and synthesis of the Habits of Mind:
•As you reflect on your work on this project, which of the Habits of
Mind did you find yourself using?
•As you were solving these problems, which of the Habits of Mind
did you employ? How did they help you? How did they affect your work?
•As you were working in groups to design a plan, what metacog-
nitive strategies did you use to monitor your performance of the Habits
of Mind?
Transferring and applying the Habits of Mind to other settings and sit-
uations may also be cued through well-constructed questions such as
these:
•In what other classes might you use these Habits of Mind?
•In what other situations in your life would your use of these Habits
of Mind be beneficial?
•In what careers or professions would people have to use these
Habits of Mind?
Other intriguing questions to stimulate discussion of the Habits of
Mind might ask how an intelligent person would use the Habits of Mind
to, for example, choose a doctor, purchase a car, read a newspaper, watch
television, or vote.
Assessment.Te a c h e r s c a n u s e j o u r n a l s , w r i t i n g s a m p l e s , a n d c h e c k -
lists to determine if students can
•Define what is meant by each of the Habits of Mind.
•Give examples of them in settings other than school.
•Describe what a particular Habit of Mind looks like, feels like, and
sounds like.
Is Your Instruction Habit Forming? 81