and the description of criteria for improving performance. Not surpris-
ingly, students learn more when they are involved in constructing and
conducting their own assessments.
It is often said that one learns through experience. We think other-
wise. We believe that people learn byreflectingon their experiences.
Chapter 12 provides a range of strategies, prompts, and examples of ways
teachers can invite students not only to be reflective, but also to learn to
value reflection. In our busy, stress-filled lives, taking the time to reflect
is often a rarity. We believe that learning is enhanced with “mindfulness.”
This means reflection foraction, reflection inaction, and reflection on
action.
In Chapter 13, Steve Seidel presents a powerful integration of the use
of the Habits of Mind as teachers study student work. In addition to using
a specific protocol to facilitate the careful study of student work, he guides
the conversation with such habits as questioning and posing problems
and responding with wonderment and awe. He describes a carefully facil-
itated environment in which teachers learn to trust one another and, espe-
cially, to trust their “wondering.”
Chapter 14 focuses on communicating to others about students’ matu-
rity from initial awareness toward their increasing skillfulness in, propen-
sity for, valuing of, and adoption of the Habits of Mind. Parents and the
community, other teachers, and students themselves become the “audi-
ence” for acknowledging and celebrating milestones in their journey.
—Arthur L. Costa and Bena Kallick176 Learning and Leading with Habits of Mind