Remaining Curious Coach Writing Partner (Select for additional research or idea generation)

Curiosity is fostered when writers are encouraged to

use inquiry as a process to develop questions relevant for authentic audiences within a variety of disciplines;
seek relevant authoritative information and recognize the meaning and value of that information;
conduct research using methods for investigating questions appropriate to the discipline; and
communicate their findings in writing to multiple audiences inside and outside school using discipline-appropriate conventions.
“Habits of Mind” in Frameworks for Success in Postsecondary Writing

Remaining open to continuous learning
Learn from experiences! Having humility and pride when admitting we don’t know; resisting complacency.

Life is a continuous journey of learning. No matter how much we know, there is always something new to learn. There is humility in saying “I don’t know,” and open ourselves up to the challenge to move into new territory. However, this does not necessarily stop with just acquiring more knowledge about a topic. It might also result in expanding our networks of expertise. We also might reflect on the process of how I am learning: investigating and constructing with an open mind.

Here are some strategies that could guide your lifelong quest for learning:

Have humility and pride when admitting you don’t know. Reframe this as a launch for exploration, curiosity, and mystery rather than a limitation.
Ask questions and seek connections. Deep learning is fueled by an inquisitive mind, developing capabilities for effective and thoughtful action.
Continue to discover who you are and how you see the world. Ask questions, such as: What motivates me to keep learning? What do I still wonder about? How will I remain open to new ideas? Or new learning?
Seek feedback to grow your thinking. Consider who might engage with you about your ideas. Perhaps it is someone you trust who can take the time to understand and help you critique your thinking.
Ask an expert. Seek guidance from someone that you don’t know very well but is an expert in the field. It would be helpful to construct questions in advance to frame the conversation.
Habits of Mind for Students by Bena Kallick, Art Young, and Allison Zmuda

Remaining Open to Continuous Learning: Have you gone back to research more information to add to your already great piece of writing?
Example: You decide to have a writing conference with your teacher about your narrative feature article. While conferencing, your teacher keeps pointing out, “you need to show, not tell.” After the conference you think about the meaning of that statement and realize it is something that you never ever think of while writing. With that feedback you begin to research some additional examples that show this idea, which in turn assists in developing your skills as a writer and a storyteller.

An Inclusive Approach to a Reading and Writing Workshop with the Habits of Mind By Daniel Vollrath and Scott Einhorn

Thinking interdependently
Work together! Being able to work in and learn from others in reciprocal situations. Team work.

Did you know that you have a social brain? In prehistoric times, successful hunters and gatherers discovered they had a better chance of survival if they worked together with others. Eventually the human brain evolved into a social brain where people were thinking interdependently. Interdependent thinkers have a sense of community: “we-ness” as much as “me-ness.” They contribute to a common goal, seek collegiality, and draw on the resources of others.

So how do our social brains work in the times we live in now? The world is faced with such diverse needs and problems to solve. We need to seek out and study as many points of view as we can in order to make critical decisions that impact our local, national, and global communities.

Working in groups is more than cooperation. It requires your ability to justify your ideas and to allow yourself to be open to the ideas of others. Here are some tips to develop thinking interdependently in any group.

Establish roles in the group to keep meetings purposeful. For example: facilitator, time keeper, recorder.
Test the feasibility of solutions you pose by hearing what others think. You need to be willing and open to feedback from a critical friend. Through this interaction the group and the individual continue to grow.
Listen closely to others and seek consensus when appropriate.
Agree on group norms and call time out when the group is not working productively.
Be okay with disagreements. Conflict about ideas, plans, and points of view can be healthy and productive. They can be opportunities to learn, modify thinking, and generate new ideas.
Learn how to give up on your idea when it is not working and engage with the ideas of others.
Habits of Mind for Students by Bena Kallick, Art Young, and Allison Zmuda

Thinking Interdependently: Have you worked together with other peers to get ideas? Maybe they have some insight!
Example: Before selecting an argumentative topic, share your ideas with a group of students—the more you share with the better. You can benefit from this experience in a big way by obtaining new ideas, information, insights, and perspectives that you hadn’t considered. Plus, your peers will be a big help with your project down the road.

An Inclusive Approach to a Reading and Writing Workshop with the Habits of Mind By Daniel Vollrath and Scott Einhorn