Habits of Mind & Habits of Interaction
Math education research has led to these 8 Habits of Mind an 8 Habits of Interaction as a way for young mathematicians to learn. As students engage in these ways of working, they develop lifelong skills that are transferable outside of the classroom. It is my strong belief that as we engage in our work in class, that we explicitly help our students actively assign these habits to the work we engage in.
Generalize and Justify are at the top of the Habits of Mind because they are the most useful and transferable. As students notice patterns, we work to make conjectures that work for many situations. This process asks students to Generalize concepts to more broad situations. The way in which we are able to make broad conclusions is through justifying our reasoning and explaining how we know. This rigorous focus on supporting our reasoning is valued by fortune 500 companies and beyond as key to success. More immediately, justification is a key area of assessment on assessments such as the SAT, Smarter Balanced Assessment and other college admissions tests.
Assignments, assessments, projects, etc. are used to measure proficiency with each standard, using the following 4 point scale: 1 = beginning, 2 = approaching, 3 = meeting, 4 = excelling. Scores of 1 or 2 are not meeting standard and 3 and 4 are meeting standard.
A students current proficiency with each priority standard is used to determine the overall course grade, averaging the priority standard scores and applying the following cut scores:
|A||3.5 – 4.0||Excelling in most standards.|
|B||3.0 – 3.49||Meeting or excelling on most standards.|
|C||2.3 – 2.99||Meeting or excelling on some priority standards.|
|F||0.0 – 2.29||Approaching or beginning on a majority of standards.|