it also extends and develops students along several of the developmental
continuums. However, a unit of study that included only this sort of les-
son approach would fail to give students the opportunity to employ the
habit in meaningful, authentic ways and would not necessarily teach or
refine new skills and strategies. In a “thought-full” curriculum, this lesson
design is just one of several that will come together to fully develop a stu-
dent’s Habits of Mind.
Strategic Application of the Habits of Mind
The intent of the approaches described so far is to create and deepen
an awareness, understanding, and appreciation of the Habits of Mind.
However, we want students to advance beyond the level of merely under-
standing. We want them to use the habits skillfully, to value the habits, and
to use them appropriately in an increasingly wide range of situations.
Obviously instruction that is intended to develop this strategic use of the
Habits of Mind will need to be more advanced, complex, and sophisti-
cated, with lessons that “lift” students beyond the awareness and recogni-
tion stages.
Strategic application of the Habits of Mind differs from the “Cogni-
tively Demanding Tasks” approach in that it is far more focused on indi-
vidual habits and the aspects of these habits that have been targeted for
development. Rather than simply labeling the Habits of Mind that the
task may call upon, teachers are actively guiding students’ skillful use of
the habit.
Purpose.The purpose of this lesson design is to help students to
develop skillfulness in the repertoire of strategies they possess; to get bet-
ter at selecting appropriate skills, tools, and strategies; to build greater
alertness to situations when it is appropriate to engage in one or more of
the Habits of Mind; and to extend their valuing of the Habits of Mind.
These skills, tools, and strategies will first be applied outside the con-
tent of the unit of work so that students can practice before applying the
habits to the subject matter. Students will benefit from having time to see
how they can transfer strategies from old contexts to new ones.
Strategies.Appropriate assessment and reflection strategies should
also be incorporated in this approach. The instruction explicitly includes
Is Your Instruction Habit Forming? 83