Habits of Mind: A Teacher's Guide

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What Are Art Costa's Habits of Mind?

Costa's (1991) Habits of Mind give learners strategies for problem-solving. These 16 habits, like persistence, help learners manage challenges effectively. Teachers can develop these attitudes and strategies in any learner. Scaffolding and practice help learners become better problem-solvers (Costa & Kallick, 2009).

Art Costa's Habits of Mind are a set of thinking skills that help people solve problems. These habits are not special talents that only gifted people have. They can be taught and developed over time.

Costa and Kallick (2009) say Habits of Mind help learners tackle difficult tasks. They use skills, mindsets and what they already know. Learners need effort and access to strategies (Costa & Kallick, 2009). Scaffolding supports this development.

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These habits are about building resilience and flexibility in thinking, whilst developing metacognition. They help us find different solutions and learn from past experiences. Costa outlined key traits of people who show these habits:

• Persistence when facing challenges
• Thinking before acting
• Listening with empathy
• Using past experiences to inform decisions
• Thinking critically and being creative

Teachers can support these habits by creating a learning environment that encourages exploration and reflection. For example, a student facing a hard maths problem would not give up easily. They would try different approaches until they find a solution.

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How Do Habits of Mind Connect to Other Thinking Frameworks?

Costa and Kallick (2009) suggest Habits of Mind support tools like de Bono's Hats. Hats give structures; Habits nurture persistence (Costa & Kallick, 2009). Learners need flexibility and thinking skills to use these tools well.

Habits of mind link to effective thinking. They help students approach tasks in a more positive way.

Support flexible thinking. By using different hats, students can look at a problem from many angles. This matches the idea of habits of mind linked to higher-order thinking.

Albert Einstein said we should encourage students to think outside the box. Using different thinking hats helps students approach problems from new perspectives.

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What Does Research Tell Us About the Impact of Habits of Mind?

Costa and Kallick show that Habits of Mind boost learner achievement. Learners gain metacognitive skills for smarter learning. Explicit practice of thinking skills improves test scores (15-20%). Gains persist, suggesting internalisation, not just test performance.

Habits of Mind boosts learner engagement and motivation, not just test scores. Research shows learners tackle harder problems (Costa & Kallick, 2008). They show resilience when learning gets tough. Teachers see learners persevering where once they quit. This reflects a 'growth mindset' (Dweck, 2006). Learners see intelligence as something they can develop.

Comparative studies show learning retention differences. Direct instruction learners struggle to apply knowledge (Costa & Kallick, 2008). Learners using Habits of Mind seek connections. Thinking about thinking helps learners use science strategies in history essays (Costa & Kallick, 2008).

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How Can Teachers creates Creative Thinking Through Habits of Mind?

Teachers foster creativity. Encourage flexible thinking, responsible risk-taking, and humour (Costa & Kallick, 2009). Make mistakes learning opportunities. Celebrate many answers, not just one. Use open questions and provide time for exploration and reflection (Claxton, 2015).

Habits of mind often relate to being creative. Linda Niama offers useful ideas to boost creativity in the classroom.

She talks about 'whole-brain thinking' based on Hermann's research. This suggests that each of us has a preferred way of thinking that shapes how we process information.

Niama suggests four modes of creative thinking:

1. Discover: Choose a topic to focus on and research it. Ask what you need to understand.
2. Empathise: Put yourself in someone else's shoes. Support students when they fail.
3. Frame and reframe: Ask the right questions. Look for patterns in the information collected.
4. Ideate: Explore 'What if..' questions. Use drawing, storytelling, and brainstorming to spark ideas.

A 'Habit of Mind' means acting wisely when faced with problems that have no obvious answer. When we face confusion or uncertainty, our best actions come from using patterns of thinking we have built over time.

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Why Is Persistence Important in Developing Habits of Mind?

Persistence is foundational because it keeps students engaged when faced with challenging problems, preventing them from giving up at the first sign of difficulty. This habit involves trying multiple strategies, seeking help when needed, and viewing setbacks as part of the learning process rather than failure. By developing persistence, students learn that intelligence grows through effort, which aligns with a growth mindset.

Persistence means valuing the process of problem-solving, not just the end result. Teachers can promote this by:

• Acknowledging effort over outcome
• Providing time for students to reflect on their approaches
• Sharing stories of famous figures who overcame challenges

Dweck (2006) found praising effort builds learner persistence. Showing setbacks as learning helps them face challenges confidently. Learners must try differently, not just harder, says Yeager (2012). This strategic approach improves resilience.

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How Can Habits of Mind Be Assessed?

Assessing Habits of Mind needs observation of learner behaviour, not tests. Teachers use rubrics and checklists to record habits (Costa & Kallick, 2009). Assess how learners solve problems, not just answers. Foster learner reflection and feedback for improvement.

Habits of mind benefit from qualitative assessment. Teachers can assess learners by:

• Using observation checklists
• Creating performance tasks that require flexible thinking
• Promoting self and peer reflection

Researchers Costa and Kallick (2009) say note when a learner keeps trying on tasks. Do they ask good questions and use feedback? This documentation shows their Habits of Mind development.

Encourage students to reflect on their thinking processes. This helps them become more aware of their strengths and areas for improvement. Tools like learning journals and reflection prompts can be used.

Researchers Costa and Kallick (2009) explored Habits of Mind, valuing thinking during learning. Teachers can foster continuous learner progress by capturing these thought processes.

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Conclusion

Art Costa's Habits of Mind help learners think and act effectively. We can integrate these habits into teaching. This supports learners to approach challenges confidently (Costa, 1991). They become more resourceful and resilient learners.

By promoting persistence, flexible thinking, and metacognition, we equip students with the skills they need to succeed not only in school but also in life. As educators, our role is to model these habits ourselves and create learning environments where students feel safe to explore, experiment, and learn from their mistakes. Together, we can nurture a generation of lifelong learners who are prepared to meet the challenges of an ever-changing world.

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Written by the Structural Learning Research Team

Reviewed by Paul Main, Founder & Educational Consultant at Structural Learning

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Frequently Asked Questions

What are the 16 Habits of Mind in education?

Art Costa (date unknown) found 16 habits that help people solve problems. These include sticking with tasks, controlling impulses, and metacognition. Learners use these to handle tricky situations (Costa, date unknown).

How do teachers implement Habits of Mind in the classroom?

Modelling thinking habits and using set language helps learners. Visual aids and targeted questions let learners spot their strategy use. Reflection activities support learners to internalise thinking patterns (Costa & Kallick, 2008).

What are the benefits of Habits of Mind for student learning?

Resilience and strategy in academic challenges benefit learners. Metacognition improves, letting learners monitor progress and adjust (Flavell, 1979). Problem-solving skills and classroom independence both develop (Bransford et al., 2000; Zimmerman, 2002).

What does the research say about Habits of Mind?

Costa and Kallick found learners who practised these behaviours improved academically by 20%. Their research shows these habits help retain information longer. Learners also transfer skills between subjects more effectively. This is because thinking strategies become a natural habit (Costa & Kallick).

What are common mistakes when using Habits of Mind?

A frequent error is treating the habits as a checklist to be completed rather than a set of ongoing behaviours. Teachers sometimes focus too much on naming the habits without giving students enough time to actually practise them in real contexts. Another mistake is failing to model the habits yourself, as students need to see how adults use these strategies to overcome difficulties.

How do Habits of Mind relate to a growth mindset?

While a growth mindset is the belief that intelligence can be developed, Habits of Mind provide the specific tools to make that growth happen. Carol Dweck's work focuses on the attitude towards learning, whereas Costa's framework provides the actual strategies students need to succeed. Together, they bridge the gap between wanting to improve and knowing exactly how to do it.

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Further Reading

• Costa, A. L., & Kallick, B. (2009). *Habits of Mind: Activating and engaging intelligence*. Association for Supervision and Curriculum Development.
• Claxton, G. (2002). *Building learning power: Helping young people become better learners*. TLO Limited.
• Dweck, C. S. (2006). *Mindset: The new psychology of success*. Random House.
• Ritchhart, R., Church, M., & Morrison, K. (2011). *Making thinking visible: How to promote engagement, understanding, and independence for all learners*. Jossey-Bass.
• Willingham, D. T. (2009). *Why don't students like school?: A cognitive scientist answers questions about how the mind works and what it means for the classroom*. Jossey-Bass.

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What Challenges Do Teachers Face When Implementing Habits of Mind?

Curriculum integration is a key challenge for teachers. Many worry about time, but Costa's research shows thinking skills improve learning. Embed these habits within activities. Model "thinking flexibly" during science lessons like photosynthesis (Costa, date).

Learner resistance comes from unease with uncertainty and deeper thinking. Carl Rogers showed that safety reduces resistance. Start with low-stakes tasks where errors help learners. Celebrate thinking, not just right answers. Increase complexity as learners gain confidence.

Successful implementation needs whole-school commitment and professional development. Isolated classroom efforts rarely sustain change long-term. Schools require systematic approaches where staff model thinking dispositions consistently. Collaborative planning helps teachers balance assessment with thinking skills. Leadership support helps teachers prioritise intellectual character with achievement, fostering deep learning.

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How Can Teachers Implement Habits of Mind in Daily Classroom Practice?

To embed Habits of Mind, start with daily classroom routines. Use warm-ups like "Wonder Walls" or "Problem of the Day". These promote curiosity and persistence (Costa & Kallick, 2008). Try "See-Think-Wonder" to analyse data, boosting observation skills. This shows each learner that thinking matters.

Plan strategically for subject integration to get great results. In maths, get learners to "think flexibly" by using different methods (Schoenfeld, 1985). In science, stress "gathering data through all senses" during investigations (Harlen, 1996). Promote "listening with understanding and empathy" during literature discussions (Rogers, 1957). Learners should paraphrase others before speaking. Costa and Kallick (2009) say these habits work best when learners see how they transfer.

Use displays and prompts to boost thinking. Ask "What patterns do you notice?" (maths) or "How might others feel?" (empathy). Younger learners need pictures; older learners use journals. Try "pause and reflect" for metacognition before changes. This scaffolding makes Habits of Mind part of your class.