not only the use of the Habits of Mind, but also the specific skills, tools,
and strategies that are involved. These are identified and labeled, along
with the specific times at which they are called for. Figure 5.1 shows the
work of one group of 4th graders who created a mind map of some skills
and strategies for “Persisting: What to do when I get stuck.”
Here are some sample questions to prompt students to predict the use
and value of the Habits of Mind in a range of situations:
•In what other situations might it be important to employ this Habit
of Mind?
•If you were to __, which of the Habits of Mind
would serve you?
•What are some of the reasons a __ might want to
use the Habit of Mind of __?
•How might a __ use the Habit of Mind when
__?
•What predictions would you make if __ failed to use
the Habit of Mind of __?
Because we want these habits to become internalized, questions of a
more metacognitive nature are appropriate. Here are some examples of
questions intended to prompt students’ metacognitive application of the
Habits of Mind:
•What goes on in your head when you use the Habit of Mind of
__?
•What are you talking to yourself about when you [Habit of Mind]?
•What will you be aware of in your own thinking as you [Habit of
Mind]?
•What Habit of Mind did you find yourself using when you were
__?
•What cues will you be aware of that might prompt your use of this
Habit of Mind in the future?
Lessons in this category should explore the effects of the use of various
strategies that are basic to each of the Habits of Mind. They should include
opportunities not only to explore alternative strategies, but also to predict
84 Learning and Leading with Habits of Mind