Image by John Eisenschenk https://flic.kr/p/fiDzZh
Over the last several months, my College has been working on ways to support student engagement, enduring understanding, and looking at ways to serve our students more effectively as they face a rapidly changing and unknown future as workers, learners and members of society. As a result, we are now building a teaching and learning approach which includes all the most effective and relevant parts of Inquiry Learning, Habits of Mind, Growth Mindset and many of the principles and methods presented by Marzano and his associates.
We have considered the pedagogical continuum that stretches from the most teacher-centric models of education through to the most student-centred methods of teaching and learning in the Primary and Secondary setting.
(Image from Sergiu Bacioiu from Wikimedia Commons)
During the last few months we have been looking to introduce mindfulness at my school. Having started to introduce the Habits of Mind during the last 18 months the issue of mindfulness has been seen to be a good fit for our pastoral care programmes aimed at encouraging students to be emotionally resilient and our focus on developing success through the adoption of the Habits of Mind.
The more I look at the language of the Habits of Mind and mindfulness and consider the underlying mechanism of making our thoughts more deliberate and our minds more effective, the more I think that mindfulness and the Habits of Minds are different expressions of the same thing. More than this the principles of mindfulness place it as an overlaying structure that supports all the Habits of Mind as well as adding its own benefits for mental health and the functioning of the mind.
So maybe Mindfulness can be considered as Habit 0.
This is a short article I wrote for my school magazine. I hope you find it interesting.
As the needs of our society have changed, so the level of expected intellectual ability required by people to enable them to be successful has risen. Prior to the industrial age it was sufficient to learn a process or job that you would have for whole of your working life. This job was likely to be similar to that done by your parents and grandparents throughout their working life. Later, during the industrial age, the primary concern was production, with workers being selected (and socially ranked into classes) based on their ability to read, memorise and use a large number of recognised facts. As time has gone on, society moved from the industrial to the information age. With this change the ability to learn and remember facts has given way to a much more important need for understanding. So what are the characteristics we now need to develop in our students to ensure they have a good chance at a successful, productive and satisfying life? Read More