We o f f e r e x a m p l e s o f “ c a t e g o r i c a l qu e s t i o n s ” t h a t a r e i n t e n d e d t o d r aw
forth one of the Habits of Mind. Please notice the invitational stems, the
positive presuppositions, the plural and tentative language, the level of
cognition, and the content. In these examples, the specific Habit of Mind
is shown in parentheses:
•“While you were reading, what was going on inside your head to
monitor your understanding of the story?” (Thinking about thinking
[metacognition])
•“If you were John, how do you think you might react to what you
said about him?” (Listening with understanding and empathy)
•“What might be some other ways you could solve this problem?”
(Thinking flexibly)
•“What questions might you ask to gather the data you need to solve
this problem?” (Questioning and posing problems)
•“How do you know your answer is correct?” (Striving for accuracy)
•“What intrigues you about this experiment?” (Responding with
wonderment and awe)
•“As a result of your learning about the topics we’ve explored in this
unit of study, what will you continue to ponder and want to learn more
about?” (Remaining open to continuous learning)
The following cross-categorical questions are intended to invite some-
one to draw upon at least two or more of the Habits of Mind:
•“As you listen to others’ points of view, what metacognitive strate-
gies do you use to see the situation from their perspective?” (Thinking
about thinking [metacognition]; listening with understanding and empa-
thy; thinking flexibly)
•“As you read, what do you do when your mind wanders but you want
to remain on task?” (Persisting; thinking about thinking [metacognition])
•“When you find yourself tempted to respond emotionally to a situ-
ation, what alternatives do you consider?” (Managing impulsivity; think-
ing flexibly)
•“When you are communicating with others, what indicators are
you aware of in yourself and others that signal you are being understood?”
146 Learning and Leading with Habits of Mind