Conference Countdown
San Diego, Calif.
October 30 - November 1, 2015
  • membership
  • my account
  • help

    We are here to help!

    1703 North Beauregard Street
    Alexandria, VA 22311-1714
    Tel: 1-800-933-ASCD (2723)
    Fax: 703-575-5400

    8:00 a.m. to 6:00 p.m. Eastern time, Monday through Friday

    Local to the D.C. area, 703-578-9600, press 2

    Toll-free from U.S. and Canada, 1-800-933-ASCD (2723), press 2

    All other countries (International Access Code) + 1-703-578-9600, press 2

  • Log In
  • Forgot Password?


Conference on Educational Leadership

Conference on Educational Leadership

Connect with the top leaders, develop your leadership skills, and leave empowered with new ideas to put into practice in your school or district

Learn more and register.



ASCD respects intellectual property rights and adheres to the laws governing them. Learn more about our permissions policy and submit your request online.

Policies and Requests

Translations Rights

Books in Translation

Sale Book (Jan 2009)
Purchase this book to read more.
Related Topics

Habits of Mind Across the Curriculum

Edited by Arthur L. Costa and Bena Kallick

Table of Contents

Chapter 17. Demonstrating Habits of Mind in the Interactive Notebook

by Barbara Owens

A classroom culture is defined by signals in the environment, the practices of the teacher, and the response of the students to those practices. My high school classroom culture in Larkspur, California, clearly reflects Habits of Mind, Understanding by Design, and differentiated instruction. The cultural characteristics include simply getting started with the Habits of Mind, using the interactive notebook, engaging in the Socratic seminar, and recording the process of a writing workshop. The Habits of Mind provide a guide for how students behave intelligently when they don't know what to do. In our high school, too many of our students don't know how to "do school."

The physical layout of the classroom instantly communicates values and methodology. In my room, students sit at tables of three or four. Students typically change groups after each grading period. The formation of a cooperative group begins as the individuals share contact information. Students can then contact each other for details of an assignment that students diligently record in their planners. The foursomes, easily converted to dyads, collaborate through note sharing, discussions, jigsaws, and small-group projects or presentations. By the end of the first semester, all students have worked closely with each other. From that first exchange of contact information, students begin participating in the habit of thinking interdependently, a fundamental intelligent behavior required for students to acquire understanding as they read challenging text and discuss and write about complex ideas. These small groups also provide an opportunity for all students—particularly English language learners and special needs students—to interact in groups with diverse abilities and learning styles.


This book is not a member benefit, but sample chapters have been selected for your perusal.

To read further, purchase this book in the ASCD Online Store.


Log in to submit a comment.

To post a comment, please log in above. (You must be an ASCD EDge community member.) Free registration