The 16 habits of mindChart from The Institute for Habits of Mind

Habits of mindGraphic from TeachThought

Habits of Mind Rubric

Consistent

Inconsistent

Clear and Effective Communication

Thinking and communicating with clarity and precision

Student sometimes communicates accurately in both written and oral form. Student frequently uses precise language, can sometimes define terms and sometimes supports statements with explanations, reasoning, comparisons, and evidence. Student seldom communicates accurately in either written or oral form. Student doesn’t use precise language, can’t define terms, and doesn’t support his/her statements.  Student  needs to strive to be more accurate and precise in his/her communication skills.

Listening to others with empathy and understanding

Student sometimes listens to others, sometimes can paraphrase another person’s idea and sometimes can read body language. Student tries to understand many different perspectives, but could improve. Student seldom listens to others. If student is interested, he/she can partially paraphrase another person’s idea. Student doesn’t care about body language. Student needs to improve on understanding other people’s points of view.

Thinking interdependently

Student sometimes is sensitive to the needs of others. He/she frequently realizes that many people working together on a team are more powerful intellectually and/or physically. Student sometimes has a heightened ability to think in concert with others. Student sometimes considers him/herself  to be a team player. Student is seldom sensitive to the needs of others. Student doesn’t often realize that many people working together on a team are more powerful intellectually and/or physically.  Student doesn’t have a heightened ability to think in concert with others. Student is not really a team player.

Creative and Practical Problem Solving

Responding with wonderment and awe

Student sometimes enjoys figuring things out by him/herself.  Student  sometimes challenges him/herself to enjoy learning. Student is frequently curious about the world around him/her. Student sometimes has fun looking for problems to solve and sometimes enjoys learning. Student finds the world awesome, mysterious, and intriguing. Student seldom enjoys figuring things out by himself/herself. Student seldom challenges himself/herself to enjoy learning. Students is not very curious about the world around him/her. Student seldom has fun looking for problems to solve and is not passionate about learning. Student seldom finds the world awesome, mysterious, and intriguing.

Creating, imagining, and innovating

Student sometimes thinks of original, ingenious, and creative products, solutions, and techniques.  Student sometimes likes to look at alternative possibilities from many angles. Student is frequently open to constructive criticism. Student should start being more visionary. Student seldom thinks of original, ingenious, and creative products, solutions, and techniques. Student seldom likes to look at alternative possibilities from many angles. Student is not really open to constructive criticism.  Student is not visionary.

Thinking flexibly

Student sometimes changes his/her mind and seeks new approaches to problems. Student sometimes can generate alternatives and consider different options, but needs to keep remembering to look at ideas in another way. Student seldom considers other points of view. Student needs to work on thinking flexibly. Student seldom considers changing his/her mind when he/she receives additional data and information.

Self-Direction

Metacognition (thinking about your thinking)

Student sometimes has the ability to understand what he/she does know and what he/she doesn’t know. Student sometimes forms mental questions as he/she searches for information and meaning. Student is able to reflect upon and evaluate his/her thoughts and feelings when he/she really tries. Student seldom has the ability to understand what he/she knows and doesn’t know. Student seldom forms mental questions as he/she searches for information and meaning. Student needs to be able to reflect upon and evaluate his/her thoughts and feelings.

Remaining open to continuous learning

Student sometimes challenges him/herself to be open to learning. Student frequently searches for new and better ways and sometimes enjoys exploring alternatives. Student sometimes admits when he/she doesn’t know something. Student needs to recognize problems as opportunities to learn. Student seldom challenges himself/herself to be open to learning. Student seldom searches for new and better ways and doesn’t really enjoy exploring alternatives. Student doesn’t like to admit when he/she doesn’t know something. Student seldom views problems as valuable opportunities to learn.

Persisting

Student  sticks to the task most of the time and is somewhat persistent.  Student focuses quite often and looks for ways to reach his/her goal. Student sticks to the task some of the time; sometimes student has to be reminded to keep on task. Student could improve his/her focus.  Sometimes student gives up.

Striving for accuracy

Student sometimes strives for excellence in everything he/she does. Student frequently focuses on accomplishing a task.  Student sometimes likes producing exceptional work and being proud of his/her work. Student sometimes reworks tasks to improve the final results. Student  should try his/her best and set high standards more often. Student seldom strives for excellence in anything he/she does. Student is seldom focused on accomplishing a task. Student likes producing mediocre work and is seldom proud of his/her work. Student doesn’t rework tasks to improve the final results. Student seldom tries his/her best and doesn’t set very high standards.

Responsible and Involved Citizenship

Managing Impulsivity

Most of the time, student thinks before he/she acts. Student sometimes considers consequences and alternatives. Most of the time he/she remains calm, thoughtful, and deliberate. Student frequently interrupts and blurts out in class. Sometimes student thinks before he/she acts. Student needs to improve on controlling his/her impulses in a more mature manner.

Finding Humor

Student  appreciates and understands humor.  Student frequently is able to laugh at his/herself.  Student sometimes has the ability to perceive situations from an original and interesting vantage point. Students is kind of verbally playful and sometimes enjoy absurdity, irony, and satire. Sometimes people say he/she has a sense of humor. Student  needs to work on finding and appreciating the whimsical and unexpected. Student seldom appreciates and understands humor. Student is not really able to laugh at himself/herself. Student seldom has the ability to perceive situations from an original and interesting vantage point. Student is not verbally playful and doesn’t really enjoy absurdity, irony, and satire.  People don’t often say student has a sense of humor. Student has a hard time finding the whimsical and unexpected.

Taking responsible risks

Student sometimes take educated and responsible risks. Student is not very impulsive. Student sometimes has an urge to go beyond established limits.Student is somewhat challenged by the process of finding the answer. Student sometimes views setbacks as interesting, challenging, and as an opportunity for growth. Student seldom takes educated and responsible risks. Student is kind of impulsive.  Student seldom has an urge to go beyond established limits. Student is not very challenged by the process of finding the answer. Student doesn’t view setbacks as interesting, challenging, or as an opportunity for growth.

Informed and Integrative Thinking

Gathering data through all senses

Student  sometimes likes to learn from hands-on experiences and observes the environment around. Student sometimes forms mental images and engages in visual-spatial reasoning tasks. Student sometimes takes information in through his/her senses and solves problems through scenarios and role-playing. Student needs to pay more attention to the world around him/her and attempts to gather data through all of his/her senses. Student seldom likes to learn from hands-on experiences and observe the environment around. Student doesn’t form mental images and engage in visual-spatial reasoning tasks. Student seldom takes information in through his/her senses and seldom solve problems through scenarios and role-playing. Student seldom pays attention to the world around him/her. Student needs to gather data through all of his/her senses more often.

Questioning and problem posing

Student frequently enjoys finding problems to solve.  Student sometimes asks him/herself and questions to fill in the gaps between what he/she knows and does not know. Student sometimes makes connections and sometimes sees relationships. Student likes to pose high level hypothetical questions and problems to solve at times. Student should strive to have a more questioning attitude. Student seldom enjoys finding problems to solve. Student doesn’t ask himself/herself questions to fill in the gaps between what he/she knows and does not know. Student can’t make connections and can’t see relationships. Student doesn’t like to pose high level questions and hypothetical problems to solve. Student seldoms has a questioning attitude.

Applying past knowledge to new situations

Student sometimes learns from previous experiences. Student sometimes call upon his/her store of knowledge to solve new challenges. Student can sometimes abstract meaning from one experience and apply it to a new situation. Student needs improvement on how to use what he/she learns and transfers that knowledge beyond the situation in which it was experienced. Student seldom learns from previous experiences.  Student seldom calls upon his/her store of knowledge to solve new challenges. Student can’t abstract meaning from one experience and apply it to a new situation very often. Student doesn’t really like to use what he/she learns and transfers that knowledge beyond the situation in which it was experienced.