Student Sample of Habit of Mind Pyramid
Habits of Mind
What we do when we don’t know what to do.
1. Persistence – does not give up when a problem arises.
Never give up relentless
systematic
Stamina
Stick-to-it-tiveness
perseverance
tenacious
continue
undaunted
sustained
indefatigable focused
try and try again
endure
stand your ground
hangs in there
2. Managing Impulsivity- Think before you act. Have a plan or goal.
Think before you act reflective
deliberate
Count to 10
strategic
Take a deep breath self-regulated
controlled
patient
calm
thoughtful
planned
considered
3. Flexible Thinking-If you never change your mind…why have one?
Consider different perspectives. Change what you think or do based on
new information. Think outside the box! Can deal with more than one
problem at a time.
Adaptable pliable bendable
Different points of view
Different perspectives
Multiple solution
creative
changing
diversity
expandable
options
resilient
growing
open-minded
alternatives
many possibilities
4. Applying Past Knowledge to New Situations- Learn from experience.
Re-use
prior knowledge
draw forth
similar situations
Just like the time…
know your resources past experience
Reminds me
recall
transform
transfer
use again
5. Taking Responsible Risks-Understands that the only way to succeed is to
take risks. Considers consequences before taking the risk or chance.
bold
on the edge
new pathways
daring
unconventional
adventuresome
venture
pathfinder
gamble
courageous
challenge
individualistic
just do it
venture
exploration
free-spirited
6. Thinking Interdependently- Cooperates with others. Knows that all of us
are smarter than one of us.
Cooperative
teamwork
collegial
Sense of community
harmonious
Interdependent
companionship
congenial
collaborate
family
social
interconnected
mutual
reciprocal
Name:
Period:
I am responsible for lessons ____________ & ________________
1. Take Cornell notes on your assigned sections. Be sure to include questions,
a summary and one left side interaction. This part of your task is due April
16.
a. 16.3 & 17.3
b. 16.4 & 16.6
c. 16.5 & 16.7
d. 16.8 & 16.9
e. 17.4 & 17.5
2. For each lesson create an inverted pyramid. Follow the directions for each
triangle.
 1st triangle.
Write a summary of the important point of the lesson. Include a description
of how Manifest Destiny mostly helped or mostly hurt your group. Create a
visual. Your visual must be a pop up.
 2nd and 3rd triangles
Look at the habits of mind. Pick 2 that you feel the people in your lesson
demonstrated by what they said, did, or believed. Using visuals and words
explain how they demonstrated the habit of mind you chose. Give 2
examples for each habit of mind.
3. Present your two lessons to your group. Use your dioramas and notes to help
you.
4. Take Cornell notes as others present.
5. As a group create bridge maps that show similarities between then and now.
__student
__peer
__teacher
Criteria
Novice
1
Presentation
-The summary is
missing most of the
main points of the
assigned sections
and contains more
than one inaccuracy.
-The summary only
explains how one
group involved in
the move west was
helped or hindered
by the idea of
Manifest Destiny
and the explanation
for one or more of
the groups is limited.
-The summary is
missing more than two
of the main points of
the assigned sections
and contains more than
one inaccuracy.
-The summary only
explains how one group
involved in the move
west was helped or
hindered by the idea of
Manifest Destiny -orthe explanation for one
of the groups is limited.
-The summary captures
most of the main points
of the assigned sections
and contains no more
than one inaccuracy.
-The summary explains
how some of the groups
involved in the move
west were helped or
hindered by the idea of
Manifest Destiny.
-The summary captures
all of the main points of
the assigned sections and
contains no inaccuracies.
-The summary explains
how the all the groups
involved in the move
west were helped or
hindered by the idea of
Manifest Destiny.
-One habit of mind
is identified for each
migrating group.
-and- One example is
given for each habit
of mind mentioned.
-No attempt is made
to show a connection
between the habit of
mind and the
migrating group.
-One habit of mind is
identified for each
migrating group.
-or- One example is given
for each habit of mind
mentioned.
-An attempt is made to
show a connection
between the habit of
mind and the migrating
group.
-Two habits of mind are
identified for each
migrating group.
- Two examples are
given for each habit of
mind mentioned.
-The connection between
each habit of mind and
each migrating group is
explained.
-Two habits of mind are
identified for each
migrating group.
-Two or more examples
are given for each habit
of mind mentioned.
-The connection between
each habit of mind and
each migrating group is
clearly explained.
-The diorama is
neatly written and
constructed.
-The diorama uses
visuals and color to
enhance the ability
of the audience to
understand it.
-More than five
spelling or grammar
errors are present
-The diorama is neatly
written and constructed.
-The diorama uses
visuals and color to
enhance the ability of
the audience to
understand it.
-four to five spelling or
grammar errors are
present.
-The diorama is neatly
written and constructed.
-The diorama uses
visuals and color to
enhance the ability of the
audience to understand it.
-No more than three
spelling or grammar
errors are present.
-The diorama is neatly
written and constructed.
-The diorama effectively
uses visuals and color to
enhance the ability of the
audience to understand it.
-No spelling or grammar
errors are present.
Connections
Connections
Understanding
Criteria
for
Dioramas
Name:
Rubric for: Manifest Destiny Impact Assignment
Levels of Mastery
Apprentice
Practitioner
Expert
2
3
4
Novice
1
Apprentice
2
Practitioner
3
Expert
4
Criteria
For Group
Presentation
-Speaks clearly and
distinctly less than
79% of the time.
Mispronounces more
than two words.
-Little or no
effective use of
expression.
-Speaks clearly and
distinctly 80% of the
time. Mispronounces no
more than two words.
-Expression rarely
enhances the ideas of
the presentation.
-Speaks clearly and
distinctly 90% of the
time. Mispronounces no
more than one word.
--Expression sometimes
enhances the ideas of the
presentation.
-Speaks clearly and
distinctly all the time and
mispronounces no words.
-Expression consistently
enhances the ideas of the
presentation.
-Does not look at the
audience during the
presentation.
-Occasionally
establishes eye contact
with the group during
the presentation.
-Consistently establishes
eye contact with the
group throughout the
presentation.
-Establishes eye contact
with everyone in the
group throughout the
presentation.
-Gestures and
visuals are rarely
used in the
presentation.
-Gestures and visuals
are sometimes used in
the presentation. They
occasionally enhance
the presentation.
-Gestures and visuals are
used throughout the
presentation. They
sometimes enhance the
presentation.
-Gestures and visuals
are effectively used
throughout the
presentation. They
frequently enhance the
presentation.
-Limited use of
gestures, visuals, and
expression. What is
used may not add to
the understanding of
the assigned section.
-the student is able
to answer a limited
number of the
group’s questions
-Words, gestures,
visuals, and expression
show some
understanding of the
assigned section, but
may not always
enhance that
understanding.
-the student is able to
answer most of the
group’s questions, but
the answers may be
incomplete or
inaccurate.
-Uses words, gestures,
visuals, and expression
all convey an
understanding of the
assigned sections, but
one may not enhance
understanding.
-the student is able to
answer most of the
group’s questions.
-Uses words, gestures,
visuals, and expression to
convey an understanding
of the assigned sections.
-the student is able to
answer all of the group’s
questions.
-One bridge map is
created.
- Comparisons on
the bridge map are
not parallel.
-Two bridge maps are
created.
-Most comparisons on
the bridge maps are
parallel.
-Three bridge maps are
created.
-More than three bridge
maps are created.
-All comparisons on the
bridge maps are parallel.
-Students have
difficulty explaining
the connections
between the parts of
the bridge map even
with assistance.
-Students can
somewhat explain the
connections between
the parts of the bridge
map with some
assistance.
Understanding
Visuals
Eye
Contact
Voice
Criteria
Identifying parallel
patterns in history
Criteria for
bridge map
-All comparisons on the
bridge maps are parallel.
-Students can clearly
explain the connections
between the parts of the
bridge map with some
assistance.
-Students can clearly
explain the connections
between the parts of the
bridge map without
assistance.