- The curriculum is deliberately structured and planned to include
the infusion of the Habits of Mind.
•Lessons and units are designed to infuse opportunities to use and
to develop students’ Habits of Mind.
•As students mature in their understanding of the Habits of Mind,
the lessons also mature in sophistication and complexity.
•The Habits of Mind are stated as goals and outcomes of education.
•Students and staff collaboratively design assessments that guide stu-
dents to self-evaluate and self-modify their skillfulness in the Habits of
Mind.
•Students self-evaluate and self-modify their skillfulness in the Habits
of Mind.
•The curriculum is designed to develop students’ Habits of Mind
on their journey toward internalization. Teachers and students plan,
design, discuss, and evaluate curriculum designed to move students
through each of the developmental dimensions of exploring meanings,
expanding capacities, increasing alertness, extending values, and build-
ing commitment.
School Culture
•The Habits of Mind are recognized when they are performed;
posters and slogans in the environment signal students and staff that the
Habits of Mind are valued outcomes of the school.
•The Habits of Mind are reflected in the school’s vision, mission
statement, policies, norms, and group processes.
•School staffs model, monitor, manage, and modify their use of the
Habits of Mind both individually and in group settings.
•Willingness and ability to support the school’s focus on the Habits
of Mind become part of the selection process for new staff and school
leaders.
•The Habits of Mind are mindfully and meaningfully heard in the
vocabulary of both administrators and teachers in their interaction, in
the teachers lounge, and in faculty/staff meetings.
392 Learning and Leading with Habits of Mind