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Habits of attention seeks to establish routines that cause students to focus their attention during class and build stronger attentional habits. In addition, it seeks to use the signals people send when they pay attention to someone else to build a stronger, more inclusive learning community.
What we pay attention to is ultimately what we learn. The foundation of an independent learner is their ability to direct their attention to their own learning.
Neuroscience tells us that before we can be motivated to learn what is in front of us, we must pay attention to it.
If students can build strong habits of attention their likelihood of success is much higher.
Students who embrace eye tracking and pro-social body language communicate support for, and the belonging of, speakers.
Since belonging is one of the most powerful motivators there is, the importance of building community through these observable behaviors is paramount.
How is it Used by Teachers?
Teachers can use acronyms (such as STAR and SLANT) or phrases of their making that describe observable habits of attention.
Acronyms and phrases for habits of attention help teachers reinforce the components of the behaviors (ex. Sit up, listen, ask and answer questions, nod your head, track the speaker, appreciate your classmates' ideas, rephrase the words of the person who spoke before you).
How is it Used by Students?
Students feel like they belong, are accepted, respected, and are more likely to participate in positive ways when their peers track them with their eyes.
When students allow themselves to check out physically, it causes them to check out mentally.
Derived from Teach Like a Champion version 3.0
