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A4. COGNITIVE AND CRITICAL THINKING TRAITS AND SKILLS

A4. COGNITIVE AND CRITICAL THINKING TRAITS AND SKILLS. Students are proficient in and appreciate the importance of four core learning skills: 1) listening, 2) speaking, 3) reading and 4) writing. They also demonstrate progressively complex intellectual traits and cognitive competencies necessary to achieve their academic potential and make rational, prudent and wise decisions. The intellectual skills and traits of character included in this section range from the most basic cognitive skill (memorization of facts) to the highest level cognitive skills (synthesis and evaluation) based on Bloom’s Taxonomy of Cognitive Learning. Teachers may want to adapt the standards to the developmental level of the students.

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Your mind is like a muscle.

The more you use it the stronger it gets.

Thinking, reading,

and studying will exercise your brain and make

you smarter!

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Look hard at the white dots

and watch them turn black

and watch it grow?

HOW DO THEY DO THAT?

The world is full of amazing things – stay curious.

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Can you find 7 faces?

HOW DO THEY DO THAT?

The world is full of amazing things – stay curious

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How much larger is the orange circle on the left than the orange circle on the right?

The are the same size!

HOW DO THEY DO THAT?

The world is full of amazing things – stay curious.

A4. COGNITIVE AND CRITICAL THINKING TRAITS AND SKILLS. Students are proficient in and appreciate the importance of four core learning skills: 1) listening, 2) speaking, 3) reading and 4) writing. They also demonstrate progressively complex intellectual traits and cognitive competencies necessary to achieve their academic potential and make rational, prudent and wise decisions. The intellectual skills and traits of character included in this section range from the most basic cognitive skill (memorization of facts) to the highest level cognitive skills (synthesis and evaluation) based on Bloom’s Taxonomy of Cognitive Learning. Teachers may want to adapt the standards to the developmental level of the students.

The Ebbinghaus illusion is an optical illusion of relative size perception. In the best-known version of the illusion, two circles of identical size are placed near to each other and one is surrounded by large circles while the other is surrounded by small circles; the first central circle then appears smaller than the second central circle.

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Is the blue side in the front or back of this cube?

HOW DO THEY DO THAT?

The world is full of amazing things – stay curious.

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Look hard at the black dot for ten seconds

and watch it grow?

HOW DO THEY DO THAT?

The world is full of amazing things – stay curious.

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What is it?

And why is it so important?

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Do the red lines on the left look lighter to you? They’re not.

and watch it grow?

HOW DO THEY DO THAT?

The world is full of amazing things – stay curious.

A4. COGNITIVE AND CRITICAL THINKING TRAITS AND SKILLS. Students are proficient in and appreciate the importance of four core learning skills: 1) listening, 2) speaking, 3) reading and 4) writing. They also demonstrate progressively complex intellectual traits and cognitive competencies necessary to achieve their academic potential and make rational, prudent and wise decisions. The intellectual skills and traits of character included in this section range from the most basic cognitive skill (memorization of facts) to the highest level cognitive skills (synthesis and evaluation) based on Bloom’s Taxonomy of Cognitive Learning. Teachers may want to adapt the standards to the developmental level of the students.

This is what’s called the Bezold Effect named after a German professor Wilhelm von Bezold (1837-1907), who discovered that a color may appear different depending on its relation to adjacent colors. In the above example, the red seems lighter combined with the white, and darker combined with the black.

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Do the horizontal lines appear bent to you? They’re not!

HOW DO THEY DO THAT?

The world is full of amazing things – stay curious.

A4. COGNITIVE AND CRITICAL THINKING TRAITS AND SKILLS. Students are proficient in and appreciate the importance of four core learning skills: 1) listening, 2) speaking, 3) reading and 4) writing. They also demonstrate progressively complex intellectual traits and cognitive competencies necessary to achieve their academic potential and make rational, prudent and wise decisions. The intellectual skills and traits of character included in this section range from the most basic cognitive skill (memorization of facts) to the highest level cognitive skills (synthesis and evaluation) based on Bloom’s Taxonomy of Cognitive Learning. Teachers may want to adapt the standards to the developmental level of the students.

Use a straight line to verify this. Use a pencil or your finger to see if the distance between the lines is uniform. This is called the café wall illusion. This optical illusion makes the parallel straight horizontal lines appear to be bent. To construct the illusion, alternating light and dark “bricks” are laid in staggered rows. It is essential for the illusion that each “brick” is surrounded by a layer of “mortar” (the grey in the image). This should ideally be of a color in between the dark and light color of the “bricks”.

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Do the horizontal lines appear bent to you? They’re not!

HOW DO THEY DO THAT?

The world is full of amazing things – stay curious.

A4. COGNITIVE AND CRITICAL THINKING TRAITS AND SKILLS. Students are proficient in and appreciate the importance of four core learning skills: 1) listening, 2) speaking, 3) reading and 4) writing. They also demonstrate progressively complex intellectual traits and cognitive competencies necessary to achieve their academic potential and make rational, prudent and wise decisions. The intellectual skills and traits of character included in this section range from the most basic cognitive skill (memorization of facts) to the highest level cognitive skills (synthesis and evaluation) based on Bloom’s Taxonomy of Cognitive Learning. Teachers may want to adapt the standards to the developmental level of the students.

Use a straight line to verify this. Use a pencil or your finger to see if the distance between the lines is uniform. This is called the café wall illusion. This optical illusion makes the parallel straight horizontal lines appear to be bent. To construct the illusion, alternating light and dark “bricks” are laid in staggered rows. It is essential for the illusion that each “brick” is surrounded by a layer of “mortar” (the grey in the image). This should ideally be of a color in between the dark and light color of the “bricks”.

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A4.1. Acquisition of Knowledge.

Students demonstrate the ability to acquire, recall and retain knowledge of terms and definitions, facts, methods, procedures, rules, theories and concepts by:

1) Memorizing, 2) Listing,

3) Defining, 4) Identifying, 5) Labeling.

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Learning is more than

filling your head with facts.

Learning is about understanding.

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A4.2. Comprehension of Knowledge.

Students demonstrate the ability to comprehend (i.e., understand, grasp the 4.2. Comprehension of Knowledge. Students demonstrate comprehension (i.e., understand, grasp the meaning of) terms and definitions, facts, methods, procedures, rules, theories and concepts by:

1) Correctly interpreting written materials, charts and graphs.

2) Translating verbal material to mathematical formula or visual representations (and vice versa).

3) Restating, paraphrasing; and summarizing.

4) Drawing distinctions and perceiving differences and similarities,

5) Discussing.

6) Illustrating and giving examples.

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When you

understand all the parts,

it all fits together!

Learn to

Understand.

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A4.3. Application of Knowledge.

4.3. Application of Knowledge. Students demonstrate the ability to apply what they know and understand by using their knowledge to:

1) Solve problems and make choices.

2) Illustrate or simplify information with diagrams, charts and graphs.

3) Prepare and deliver explanatory and persuasive arguments and presentations.

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Every problem has a solution waiting in your head to be discovered.

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The way you know that you know something is when you can do something with what you know.

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Learning is more

than memorizing.

Knowledge is

useful only

when you can

apply it.

–

Learn to Understand

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A4.4. Analytical Skills.

Students demonstrate critical thinking and analytical skills including the ability to:

1) Classify, categorize, criticize, compare and contrast.

2) Identify and critically assess the impact of factors that affect the accuracy their personal beliefs, assertions of others and widely held beliefs by detecting inconsistencies, logical flaws, unproven or unstated assumptions, prejudices, mindsets, motivations, conflicts of interest, and other factors affecting the credibility and reliability the of the sources of information.

3) Identify the organizational structure, component parts and essential elements of written and oral communications and creative works.

4) Assess the relevance and weight of specific evidence supporting a particular conclusion by distinguishing between facts, opinions, speculations, and feelings and considering the expertise, personal knowledge, character and credibility of the source and

5) Identify and assess the impact of factors that bear on the validity of recommendations, claims and assertions including internal consistencies, the existence of contradictory evidence and opinions, the currency and pertinence of data and other evidence, and the objectivity and reliability of source.

6) Discover and appreciate the deeper meaning and implications of arguments, events, stories, poems and other materials.

A4.4. Analytical Skills. Students demonstrate critical thinking and analytical skills including the ability to:

1) Classify, categorize, criticize, compare and contrast.

2) Identify and critically assess the impact of factors that affect the accuracy their personal beliefs, assertions of others and widely held beliefs by detecting inconsistencies, logical flaws, unproven or unstated assumptions, prejudices, mindsets, motivations, conflicts of interest, and other factors affecting the credibility and reliability the of the sources of information.

3) Identify the organizational structure, component parts and essential elements of written and oral communications and creative works.

4) Assess the relevance and weight of specific evidence supporting a particular conclusion by distinguishing between facts, opinions, speculations, and feelings and considering the expertise, personal knowledge, character and credibility of the source and

5) Identify and assess the impact of factors that bear on the validity of recommendations, claims and assertions including internal consistencies, the existence of contradictory evidence and opinions, the currency and pertinence of data and other evidence, and the objectivity and reliability of source.

6) Discover and appreciate the deeper meaning and implications of arguments, events, stories, poems and other materials.

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__ 3 times

__ 2.5 times

__ 2 times

__ No way of knowing

How could you tell for sure?

1

3

How much bigger is car #1 than car #3

A4.4. Analytical Skills. Students demonstrate a wide range of analytical skills including the ability to:

1) Classify, categorize, criticize, compare and contrast.

2) Identify and critically assess the impact of factors that affect the credibility of personal beliefs, assertions of others and widely held beliefs (e.g., inconsistencies, logical flaws and unproven or unstated assumptions, prejudices, mindsets, motivations, conflicts of interest and the character of the source of the information).

3) Identify the organizational structure, component parts and essential elements of written and oral communications and creative works.

4) Assess the relevance and weight of specific evidence by considering the expertise, personal knowledge , character and credibility of the source and distinguishing between facts, opinions, speculations, and feelings.

5) Identify and assess the impact of factors that bear on the validity of recommendations, claims and assertions (e.g., internal consistency, existence of contradictory evidence and opinions, currency and pertinence of data and other evidence, objectivity and credibility of source).

6) Discover and appreciate the deeper meaning and implications of arguments, events, stories, poems and other materials.

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Your Brain is

More Powerful Than a Microscope

The microscope lets you see

what you’ve never seen before,

but your brain lets you

understand what

you’re seeing.

A4.4. Analytical Skills. Students demonstrate a wide range of analytical skills including the ability to:

1) Classify, categorize, criticize, compare and contrast.

2) Identify and critically assess the impact of factors that affect the credibility of personal beliefs, assertions of others and widely held beliefs (e.g., inconsistencies, logical flaws and unproven or unstated assumptions, prejudices, mindsets, motivations, conflicts of interest and the character of the source of the information).

3) Identify the organizational structure, component parts and essential elements of written and oral communications and creative works.

4) Assess the relevance and weight of specific evidence by considering the expertise, personal knowledge , character and credibility of the source and distinguishing between facts, opinions, speculations, and feelings.

5) Identify and assess the impact of factors that bear on the validity of recommendations, claims and assertions (e.g., internal consistency, existence of contradictory evidence and opinions, currency and pertinence of data and other evidence, objectivity and credibility of source).

6) Discover and appreciate the deeper meaning and implications of arguments, events, stories, poems and other materials.

Slogan:

Blurb:

Task:

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If you want to be

good at chess,

you’ve got to do more

than memorize the rules

A4.4. Analytical Skills. Students demonstrate critical thinking and analytical skills including the ability to:

1) Classify, categorize, criticize, compare and contrast.

2) Identify and critically assess the impact of factors that affect the accuracy their personal beliefs, assertions of others and widely held beliefs by detecting inconsistencies, logical flaws, unproven or unstated assumptions, prejudices, mindsets, motivations, conflicts of interest, and other factors affecting the credibility and reliability the of the sources of information.

3) Identify the organizational structure, component parts and essential elements of written and oral communications and creative works.

4) Assess the relevance and weight of specific evidence supporting a particular conclusion by distinguishing between facts, opinions, speculations, and feelings and considering the expertise, personal knowledge, character and credibility of the source and

5) Identify and assess the impact of factors that bear on the validity of recommendations, claims and assertions including internal consistencies, the existence of contradictory evidence and opinions, the currency and pertinence of data and other evidence, and the objectivity and reliability of source.

6) Discover and appreciate the deeper meaning and implications of arguments, events, stories, poems and other materials.

Slogan:

Blurb:

Task:

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A4.5. Synthesis Skills

Students demonstrate the ability to build on existing knowledge to compose, create, generate, and propose new and original works, organizational structures, theories, explanations plans and designs by:

1) Re-classifying, re-categorizing, re-organizing and rearranging information.

2) Assembling, combining, integrating and reconciling divergent theories and approaches.

3) Supplementing existing theories and explanations with new perspectives or approaches.

4) Developing wholly new concepts, theories, approaches and solutions.

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New ideas come from thinking, not memorizing.

A4.5. Creative Thinking Skills (Synthesis). Students demonstrate the ability to build on existing knowledge to create, compose, generate, and propose new and original works, organizational structures, theories, explanations plans and designs by:

1) Re-classifying, re-categorizing, re-organizing and rearranging.

2) Assembling, combining, integrating and reconciling divergent theories and approaches.

3) Supplementing existing theories and explanations with new perspectives or approaches.

4) Developing wholly new concepts, theories, approaches and solutions.

A6. CREATIVITY SKILLS. Students demonstrate creativity and ingenuity by being original (creating something that is new or novel), flexible (willingness and ability to shift perspective), open minded (ability to think outside the box” and embrace new experiences and fresh and unique ideas); and practical (ability to put creative ideas into actions

Blurb: You can tell the level of skill in karate by the color of the belt they wear. Beginners wear white belts and the best experts wear black belts. There are also levels of skill in learning. The white belts memorize information; the black belts apply the information to create new ideas.

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A4.6. Evaluation Skills.

Students demonstrate the ability to make sophisticated evaluative judgments concerning the merit and value of written and oral material (e.g., essays, editorials, research reports, plans, proposals) and creative works (e.g., novels, poems, paintings, symphonies).

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A4.7. Pursuit of Wisdom and Intellectual Humility

Students demonstrate the trait of intellectual humility by the relentless pursuit of wisdom based on the belief that:

1) Knowledge is only part of wisdom and there is always much more to learn.

2) That what they think and believe they know may be incorrect or incomplete.

3) It is wise and prudent to identify and take into a) deficiencies in their knowledge, b) the fallibility of their judgment and c) the tendency of conflicts of interest, prejudices and mindsets to impede their objectivity and unduly influence the way information is weighed and interpreted.

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Find an arrow and put a circle around it

A4.7. Pursuit of Wisdom and Intellectual Humility. Students demonstrate the trait of intellectual humility by the relentless pursuit of wisdom based on the belief that:

1) Knowledge is only part of wisdom and there is always much more to learn.

2) That what they think and believe they know may be incorrect or incomplete.

3) It is wise and prudent to identify and take into a) deficiencies in their knowledge, b) the fallibility of their judgment and c) the tendency of conflicts of interest, prejudices and mindsets to impede their objectivity and unduly influence the way information is weighed and interpreted.

Intellectual humility

Look between the E and the X in all white. Only about 30% see the arrow but once you point it out they will never miss it again. Most do not see it because it is in what is called negative or white space and our minds are not trained to look for meaning in the white space.

There are many things that are in front of us, that have always been there that we never see. We have to have some humility and a willingness to assume we don’t see and know everything if we are to learn.

Values and ethics are like that arrow,. They are within every decision we make whether we realize it or not

There are ethical aspects of situations, other facts and points of view that we did not see.

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What do you see?

A4.7. Pursuit of Wisdom and Intellectual Humility. Students demonstrate the trait of intellectual humility by the relentless pursuit of wisdom based on the belief that:

1) Knowledge is only part of wisdom and there is always much more to learn.

2) That what they think and believe they know may be incorrect or incomplete.

3) It is wise and prudent to identify and take into a) deficiencies in their knowledge, b) the fallibility of their judgment and c) the tendency of conflicts of interest, prejudices and mindsets to impede their objectivity and unduly influence the way information is weighed and interpreted.

A4.8. Keep an Open Mind. Students demonstrate the trait of keeping an open mind by a willingness to hear and consider divergent and opposing viewpoints and the integrity to challenge and change their beliefs and positions in response to new evidence or arguments.

A2. CONFIDENCE IN ABILITY TO LEARN. Students demonstrate confidence in their ability to learn and grow (i.e., a growth mindset) based on the belief that with persistent effort they can improve their: a) intellectual abilities, b) competence in any subject (including those they find difficult) and c) ability to develop skills, traits, values and mindsets that will help them succeed in college and career, live worthy and fulfilling lives, and become responsible and productive citizens.

C1. CHARACTER AND ETHICS. Students understand that good character is demonstrated by consistently living their lives according to core ethical principles that define what is ethically and morally right (e.g., trustworthiness, respect, responsibility, caring, fairness and good citizenship – the Six Pillars of Character). They are personally responsible to build, improve and protect their character and understand that their character will be judged by their words and actions and whether they make ethical choices even when it is difficult or costly to do so.

Activity:

1. Look at the well known logo for no more than 5 seconds. Do you see anything other than the word “FedEx”? If so what?

_____________________________________________________

2. Now look again. You can take ten seconds but this time I want you to look for an arrow and if you see it circle it.

3. If you still don’t see an arrow look between the E and the X in all white. If you still don’t see it ask someone in the class who does to show you where it is.

Even though that arrow was an important part of the design, only about 30% see it without being shown. Our character and ethics are like the arrow, part of everything we say and do.

Blurb: We don’t see the arrow because it’s in “negative” white space and our minds are not trained to look for meaning in white space. There are lots of things we don’t see that we should so we all need to be more humble about our opinions and more open to the possibility we are right, even when we’re certain.

__________

Comments for teacher’s manual:

Our actions are the product of our values (core beliefs that drive out behavior) and ethics and they tell the world about our character. This activity demonstrates the validity of the growth mindset by showing our understanding and abilities can be quickly improved by learning new strategies (e.g., look for the white space). Often, students who cannot do math problems or learn languages can immediately do so if they are given a learning strategy that works for them, The same is true for the development of social/emotional skills such as impulse control or negative thinking. Learning strategies to think differently and handle situations differently can make a vast difference.

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Circle the point of every arrow you see in this picture

A4.7. Pursuit of Wisdom and Intellectual Humility. Students demonstrate the trait of intellectual humility by the relentless pursuit of wisdom based on the belief that:

1) Knowledge is only part of wisdom and there is always much more to learn.

2) That what they think and believe they know may be incorrect or incomplete.

3) It is wise and prudent to identify and take into a) deficiencies in their knowledge, b) the fallibility of their judgment and c) the tendency of conflicts of interest, prejudices and mindsets to impede their objectivity and unduly influence the way information is weighed and interpreted.

4.8. Keep an Open Mind. Students demonstrate the trait of keeping an open mind by a willingness to hear and consider divergent and opposing viewpoints and the integrity to challenge and change their beliefs and positions in response to new evidence or arguments..

A2. CONFIDENCE IN ABILITY TO LEARN. Students demonstrate confidence in their ability to learn and grow (i.e., a growth mindset) based on the belief that with persistent effort they can improve their: a) intellectual abilities, b) competence in any subject (including those they find difficult) and c) ability to develop skills, traits, values and mindsets that will help them succeed in college and career, live worthy and fulfilling lives, and become responsible and productive citizens.

Activity:

How many arrow points did you circle? ( ) 2 ( ) 4 ( ) 8

2. There are eight arrows: 4 black ones on the four points of a square and four white arrows pointing toward the center of the square. Look again, do you see all four arrows now? If you don’t, fill in the white space between the black arrows. If you still don’t see them ask someone to show you.

3. Less than half of the people see all eight arrows on the first try.

If you saw all eight arrows but a friend didn’t, does that mean the friend is dumb ( ) yes ( ) probably ( ) no

4. Do you think people can be taught to see the “white arrows?” ( ) yes ( ) probably ( ) no

5. If you saw all eight arrows how, what could you do to help your friend see them as well.

Blurb:. The white arrows are there clear as day, but lots of people don’t see them and since they don’t see them they are sure they aren’t there. The white arrow should remind you that others may see things you don’t. In other words be humble, you could be wrong.

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What do you see?

A4.7. Pursuit of Wisdom and Intellectual Humility. Students demonstrate the trait of intellectual humility by the relentless pursuit of wisdom based on the belief that:

1) Knowledge is only part of wisdom and there is always much more to learn.

2) That what they think and believe they know may be incorrect or incomplete.

3) It is wise and prudent to identify and take into a) deficiencies in their knowledge, b) the fallibility of their judgment and c) the tendency of conflicts of interest, prejudices and mindsets to impede their objectivity and unduly influence the way information is weighed and interpreted.

4.8. Keep an Open Mind. Students demonstrate the trait of keeping an open mind by a willingness to hear and consider divergent and opposing viewpoints and the integrity to challenge and change their beliefs and positions in response to new evidence or arguments.

A2. CONFIDENCE IN ABILITY TO LEARN. Students demonstrate confidence in their ability to learn and grow (i.e., a growth mindset) based on the belief that with persistent effort they can improve their: a) intellectual abilities, b) competence in any subject (including those they find difficult) and c) ability to develop skills, traits, values and mindsets that will help them succeed in college and career, live worthy and fulfilling lives, and become responsible and productive citizens.

Activity:

Describe as best you can what you see in the picture.

____________________________________________

2. Now look again and see if you can see a word written in white letters. If you do see it write it here.

__________________________________________________________

3. If you don’t see a word yet try to see the first letter as an L and the last letter as a T.

4. If you still don’t see it, imagine closing the rectangle with a line across the top and bottom.

5. If you don’t see the word LIFT actually draw a line at the top and bottom.

4. What can we learn from this optical illusion?

If you focus on the black portion you odd shapes that make no sense. But even if you look at the white space you may not see any clear image. The image only becomes obvious if you draw a real or imaginary line on top and bottom.

Blurb: If someone else saw the word right away and you didn’t, it doesn’t make them smart and you stupid. This is a difficult optical illusion. We all see things in different ways or at different speeds and we should be humble about our opinions and open-minded to others.

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What do you see?

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A4.7. Pursuit of Wisdom and Intellectual Humility. Students demonstrate the trait of intellectual humility by the relentless pursuit of wisdom based on the belief that:

1) Knowledge is only part of wisdom and there is always much more to learn.

2) That what they think and believe they know may be incorrect or incomplete.

3) It is wise and prudent to identify and take into a) deficiencies in their knowledge, b) the fallibility of their judgment and c) the tendency of conflicts of interest, prejudices and mindsets to impede their objectivity and unduly influence the way information is weighed and interpreted.

4.8. Keep an Open Mind. Students demonstrate the trait of keeping an open mind by a willingness to hear and consider divergent and opposing viewpoints and the integrity to challenge and change their beliefs and positions in response to new evidence or arguments.

A2. CONFIDENCE IN ABILITY TO LEARN. Students demonstrate confidence in their ability to learn and grow (i.e., a growth mindset) based on the belief that with persistent effort they can improve their: a) intellectual abilities, b) competence in any subject (including those they find difficult) and c) ability to develop skills, traits, values and mindsets that will help them succeed in college and career, live worthy and fulfilling lives, and become responsible and productive citizens.

Activity:

Describe as best you can what you see in the picture.

____________________________________________

2. Now look again and see if you can see a word written in white letters. If you do see it write it here.

__________________________________________________________

3. If you don’t see a word yet try to see the first letter as a W and the last letter as a T.

4. If you still don’t see it, imagine closing the rectangle with a line across the top and bottom.

5. If you don’t see the word WEST actually draw a line at the top and bottom.

4. What can we learn from this optical illusion?

If you focus on the black lines or the shapes delineated by black lines you will only see odd shapes that make no sense. But even if you look at the white space you may not see any clear image. The image only becomes obvious if you draw a real or imaginary line on top and bottom.

Blurb: If someone else saw the word right away and you didn’t, it doesn’t make them smart and you stupid. This is a difficult optical illusion. We all see things in different ways or at different speeds and we should be humble about our opinions and open-minded to others.

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What do you see?

A4.7. Pursuit of Wisdom and Intellectual Humility. Students demonstrate the trait of intellectual humility by the relentless pursuit of wisdom based on the belief that:

1) Knowledge is only part of wisdom and there is always much more to learn.

2) That what they think and believe they know may be incorrect or incomplete.

3) It is wise and prudent to identify and take into a) deficiencies in their knowledge, b) the fallibility of their judgment and c) the tendency of conflicts of interest, prejudices and mindsets to impede their objectivity and unduly influence the way information is weighed and interpreted.

A4.8. Keep an Open Mind. Students demonstrate the trait of keeping an open mind by a willingness to hear and consider divergent and opposing viewpoints and the integrity to challenge and change their beliefs and positions in response to new evidence or arguments.

A2. CONFIDENCE IN ABILITY TO LEARN. Students demonstrate confidence in their ability to learn and grow (i.e., a growth mindset) based on the belief that with persistent effort they can improve their: a) intellectual abilities, b) competence in any subject (including those they find difficult) and c) ability to develop skills, traits, values and mindsets that will help them succeed in college and career, live worthy and fulfilling lives, and become responsible and productive citizens.

Activity:

1. Take a quick look at this image. Describe what you see.

___________________________________________?

2. Take another longer look and see if you can see something else. If you do, what do you see in addition to what you wrote above?

_________________________________________

3. If you see only a man playing a saxophone (in all black) look hard to see if you see the face of a woman in white with black eyes and mouth. If you see the woman’s face look to see the man with the saxophone.

4. What can we learn from this optical illusion?

______________________________________________

If you only see one image you might think anyone who sees something you don’t see is wrong, but really you are the one who is wrong.

This is true with many things people disagree on, especially when they are very passionate and very certain about their opinion. But it is possible that neither is wrong; they are just seeing the same thing differently.

Blurb: Even when you are sure of your opinion, be humble enough to realize that people as good and smart as you may truly see things differently and may even see something you don’t. When you disagree, have an open mind. Treat the other person with respect and try to see what the other person is seeing.

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What do You See?

A4.7. Pursuit of Wisdom and Intellectual Humility. Students demonstrate the trait of intellectual humility by the relentless pursuit of wisdom based on the belief that:

1) Knowledge is only part of wisdom and there is always much more to learn.

2) That what they think and believe they know may be incorrect or incomplete.

3) It is wise and prudent to identify and take into a) deficiencies in their knowledge, b) the fallibility of their judgment and c) the tendency of conflicts of interest, prejudices and mindsets to impede their objectivity and unduly influence the way information is weighed and interpreted.

4.8. Keep an Open Mind. Students demonstrate the trait of keeping an open mind by a willingness to hear and consider divergent and opposing viewpoints and the integrity to challenge and change their beliefs and positions in response to new evidence or arguments.A2. A2. CONFIDENCE IN ABILITY TO LEARN. Students demonstrate confidence in their ability to learn and grow (i.e., a growth mindset) based on the belief that with persistent effort they can improve their: a) intellectual abilities, b) competence in any subject (including those they find difficult) and c) ability to develop skills, traits, values and mindsets that will help them succeed in college and career, live worthy and fulfilling lives, and become responsible and productive citizens.

Activity:

Describe as best you can what you see in the picture.

____________________________________________

2. Now look again and see if you can see a letter written in white letters. If you do see it, write it here.

__________________________________________________________

3. If you don’t see a word yet try to see the letter E.

4. If you still don’t see it, imagine drawing three horizontal lines and one vertical line (the back of the E) closing the rectangle with a line across the top and bottom.

5. If you don’t see the letter actually draw the three lines at the top and bottom.

6. Look at the image sideways and see if you see the number 227

4. What can we learn from this optical illusion?

If you focus on the black portion you odd lines that make no sense. But even if you look at the white space you may not see any clear image. The image only becomes obvious if you draw a real or imaginary line on top and bottom.

Blurb: If someone else saw the letter right away and you didn’t, it doesn’t make them smart and you stupid. This is a difficult optical illusion. We all see things in different ways or at different speeds and we should be humble about our opinions and open-minded to others.

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No matter how much you know, there is more.

Never stop learning. Never stop growing.

CHANGED IMAGE AND QUOTE

A 4.7 Intellectual HumilityThe most exciting things aren’t the things you know,

They are the things you don’t know

A4.7. Pursuit of Wisdom and Intellectual Humility. Students demonstrate the trait of intellectual humility by the relentless pursuit of wisdom based on the belief that:

1) Knowledge is only part of wisdom and there is always much more to learn.

2) That what they think and believe they know may be incorrect or incomplete.

3) It is wise and prudent to identify and take into a) deficiencies in their knowledge, b) the fallibility of their judgment and c) the tendency of conflicts of interest, prejudices and mindsets to impede their objectivity and unduly influence the way information is weighed and interpreted.

Poster# 99

(rewritten poster. feel free to rewrite the slogan- not so fond of the use of the word “things”. The idea is that you don’t know so much more than you do, and you should know and respect that.)

Task:

Do you know “everything there is to know” about something?

Here are a list of topics.

If you think you know “everything there is to know” about this topic write YES. If not write NO.

Butterflies ______ Stars _______ Socks _______ Dogs______ Trains_______ Cars_______

Did you know “everything there is to know” about any of these things? If so….are you sure?

Blurb:

As smart as you will ever get, there will always be things you don’t know. It’s important not to assume that you know something- because that could get in the way of your learning. THERE IS ALWAYS MORE TO LEARN!

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No matter how much you know, there is more, much more.

Wisdom comes to those who are always learning..

A4.7. Pursuit of Wisdom and Intellectual Humility. Students demonstrate the trait of intellectual humility by the relentless pursuit of wisdom based on the belief that:

1) Knowledge is only part of wisdom and there is always much more to learn.

2) That what they think and believe they know may be incorrect or incomplete.

3) It is wise and prudent to identify and take into a) deficiencies in their knowledge, b) the fallibility of their judgment and c) the tendency of conflicts of interest, prejudices and mindsets to impede their objectivity and unduly influence the way information is weighed and interpreted.

A4.8. Keep an Open Mind. Students demonstrate the trait of keeping an open mind by a willingness to hear and consider divergent and opposing viewpoints and the integrity to challenge and change their beliefs and positions in response to new evidence or arguments.

Blurb:

Wisdom is more important than knowledge. A quality of wisdom is intellectual humility. Wise people realize that there is much more to learn and understand and what they think they know may be incorrect or incomplete. Wise people also realize that their judgment may be flawed because of their own preconceptions and mindsets.

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A4.8. Keep an Open Mind

Students demonstrate the trait of keeping an open mind by a willingness to hear and consider divergent and opposing viewpoints and the integrity to challenge and change their beliefs and positions in response to new evidence or arguments.

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A quality of great minds is the willingness

to consider ideas and opinions

different than their own and the integrity

to change in response to new evidence.

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A quality of

great minds

is the willingness

to consider

ideas and opinions different than their own and the integrity to change in response

to new evidence.

Keep an open mind

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An Open Mind Opens Doors

Opportunities come

to those who

are willing to listen to new information and

opposing ideas.

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A4.9. Intellectual Independence

Students demonstrate the trait of intellectual independence by thinking for themselves rather than adopting thoughts and values of peers or other external sources.

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Think for yourself

Identify and resist peer pressure to do or think anything that is inconsistent with your values.

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You already have the skills to do anything you put your mind to.

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