![]() ![]() Student should try his/her best and set high standards more often. Student sometimes reworks tasks to improve the final results. Student sometimes likes producing exceptional work and being proud of his/her work. ![]() Student frequently focuses on accomplishing a task. Student sometimes strives for excellence in everything he/she does. Student sticks to the task some of the time sometimes student has to be reminded to keep on task. Student focuses quite often and looks for ways to reach his/her goal. Student sticks to the task most of the time and is somewhat persistent. Student seldom views problems as valuable opportunities to learn. Student doesn’t like to admit when he/she doesn’t know something. Student seldom searches for new and better ways and doesn’t really enjoy exploring alternatives. Student seldom challenges himself/herself to be open to learning. Student needs to recognize problems as opportunities to learn. Student sometimes admits when he/she doesn’t know something. Student frequently searches for new and better ways and sometimes enjoys exploring alternatives. Student sometimes challenges him/herself to be open to learning. Student needs to be able to reflect upon and evaluate his/her thoughts and feelings. Student seldom forms mental questions as he/she searches for information and meaning. Student seldom has the ability to understand what he/she knows and doesn’t know. Student is able to reflect upon and evaluate his/her thoughts and feelings when he/she really tries. Student sometimes forms mental questions as he/she searches for information and meaning. Student sometimes has the ability to understand what he/she does know and what he/she doesn’t know. Metacognition (thinking about your thinking) Student seldom considers changing his/her mind when he/she receives additional data and information. Student needs to work on thinking flexibly. Student seldom considers other points of view. Student sometimes can generate alternatives and consider different options, but needs to keep remembering to look at ideas in another way. Student sometimes changes his/her mind and seeks new approaches to problems. Student is not really open to constructive criticism. Student seldom likes to look at alternative possibilities from many angles. Student seldom thinks of original, ingenious, and creative products, solutions, and techniques. Student should start being more visionary. Student is frequently open to constructive criticism. Student sometimes likes to look at alternative possibilities from many angles. Student sometimes thinks of original, ingenious, and creative products, solutions, and techniques. Student seldom finds the world awesome, mysterious, and intriguing. Student seldom has fun looking for problems to solve and is not passionate about learning. Students is not very curious about the world around him/her. Student seldom challenges himself/herself to enjoy learning. Student seldom enjoys figuring things out by himself/herself. Student finds the world awesome, mysterious, and intriguing. Student sometimes has fun looking for problems to solve and sometimes enjoys learning. Student is frequently curious about the world around him/her. Student sometimes challenges him/herself to enjoy learning. Student sometimes enjoys figuring things out by him/herself. Student doesn’t have a heightened ability to think in concert with others. Student doesn’t often realize that many people working together on a team are more powerful intellectually and/or physically. Student is seldom sensitive to the needs of others. Student sometimes considers him/herself to be a team player. Student sometimes has a heightened ability to think in concert with others. He/she frequently realizes that many people working together on a team are more powerful intellectually and/or physically. Student sometimes is sensitive to the needs of others. Student needs to improve on understanding other people’s points of view. Student doesn’t care about body language. If student is interested, he/she can partially paraphrase another person’s idea. Student tries to understand many different perspectives, but could improve. Student sometimes listens to others, sometimes can paraphrase another person’s idea and sometimes can read body language. Listening to others with empathy and understanding Student needs to strive to be more accurate and precise in his/her communication skills. Student doesn’t use precise language, can’t define terms, and doesn’t support his/her statements. Student seldom communicates accurately in either written or oral form. Student frequently uses precise language, can sometimes define terms and sometimes supports statements with explanations, reasoning, comparisons, and evidence. Student sometimes communicates accurately in both written and oral form. Thinking and communicating with clarity and precision Graphic from TeachThought Habits of Mind Rubric Chart from The Institute for Habits of Mind ![]()
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