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Habits of Mind, Observation, Reflection and Planning 

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Habits of Mind, Observation, Reflection and Planning 

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1st grade teacher Cassidy Griswold at Greenway reflects on her "way of being" as a co-researcher and how Habits of Mind comes into play as she nurtures a community that thrives together.

Recently, she discovered observation, reflection, and planning tools from @theunhurriedclassroom. Their strong overlap with the Content Embedded Inquiry Planning and Reflection Tool highlights a shared process of slowing down to observe closely, reflect deeply, and plan to center the humans in a classroom community. Cassidy invites you to follow @theunhurriedclassroom for further connections and inspiration.

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Cassidy 1st grade-Habits of Mind in Action-May2024.mp4

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Transformative SEL (TSEL), Habits of Mind and Content Embedded Inquiry

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Transformative SEL (TSEL), Habits of Mind and Content Embedded Inquiry

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This session was inspired by a reflection in a past session around student Habits of Mind: "What tools might we use to help students become reflective practitioners and think about their own habits of mind? How might we help students communicate with their families how they are using the habits of mind?"

Here's the link to the Zoom recording

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During this Inquiry Zoom which took place right after the 1st grading period of the school year, we discussed how to make observations as assessment. We grounded our conversation on two sources:

- Key Steps to Using Observations as Assessment by Angela Vargas

and

-Documenting Learning with Habits of Mind by Teaching Preschool Partners

Here's the link to the recording of the Zoom: https://drive.google.com/file/d/1tQxB1u8k1OzFCD9KRuC9dWBJ4WHFLPCV/view?usp=sharing

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In this Zoom session the week before a Grading Day, we discussed making observations looking at snapshots throughout the year, across multiple times of the day, multiple settings, and using the questions on the bottom of the Habits of Mind rubric to guide what you go in search next.  

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Grading Day Conversation - Habits of Mind Rubric - Making Observations  

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Grading Day Conversation - Habits of Mind Rubric - Making Observations  

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After the session, Jenn Tonges, a participant of the Zoom courageously reflected, inspiring us all to be vulnerable, and metacognitive in our practice: "I would NEVER have looked at a child's experience of painting their hand in this way. NEVER. I am thinking about how such a simple act can tell so much. In the past, I probably would have simply told this child to go wash their hands and then made an announcement to the whole class about how paint stays on the paper! I am reframing my thinking."

Here's the link to the recording: https://drive.google.com/file/d/1Kr5wV7QiOJB_QsXq4qYThGzn_caSN2jZ/view?usp=drive_link

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In this Zoom session the week before a Grading Day, we discussed making observations looking at snapshots throughout the year, across multiple times of the day, multiple settings, and using the questions on the bottom of the Habits of Mind rubric to guide what you go in search next.  

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Grading Day Conversation - Habits of Mind Rubric - Making Observations  

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Grading Day Conversation - Habits of Mind Rubric - Making Observations  

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After the session, Jenn Tonges, a participant of the Zoom courageously reflected, inspiring us all to be vulnerable, and metacognitive in our practice: "I would NEVER have looked at a child's experience of painting their hand in this way. NEVER. I am thinking about how such a simple act can tell so much. In the past, I probably would have simply told this child to go wash their hands and then made an announcement to the whole class about how paint stays on the paper! I am reframing my thinking."

Here's the link to the recording: https://drive.google.com/file/d/1Kr5wV7QiOJB_QsXq4qYThGzn_caSN2jZ/view?usp=drive_link

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Link: https://padlet.com/saumi_bonds/content-embedded-inquiry-inspiration-v29y81taeqyod2xa/wish/L8KjW9qo3vboWJbv

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Link: https://drive.google.com/file/d/1KsGRE85S5PKVoaj1qA4D95qcX3QNrWVb/view?usp=sharing

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Reimagining Classroom Environments to Foster Inquiry 

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Reimagining Classroom Environments to Foster Inquiry 

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Link: https://padlet.com/saumi_bonds/content-embedded-inquiry-inspiration-v29y81taeqyod2xa/wish/XGyBQbXYE68nWL6K

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Link: https://padlet.com/saumi_bonds/content-embedded-inquiry-inspiration-v29y81taeqyod2xa/wish/x5A7arGLxnDPQwr6

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Habits of Mind and Parent Teacher Conferences

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Habits of Mind and Parent Teacher Conferences

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Link: https://padlet.com/saumi_bonds/content-embedded-inquiry-inspiration-v29y81taeqyod2xa/wish/jpoxaj2bzG09abPE

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Link: https://padlet.com/saumi_bonds/content-embedded-inquiry-inspiration-v29y81taeqyod2xa/wish/v3w8Zwg0YOrxZN52

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Link: https://padlet.com/saumi_bonds/content-embedded-inquiry-inspiration-v29y81taeqyod2xa/wish/XGyBQbDoPKLPWL6K

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Link: https://padlet.com/saumi_bonds/content-embedded-inquiry-inspiration-v29y81taeqyod2xa/wish/E1P8aX1AXP15QwA9

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Link https://padlet.com/saumi_bonds/content-embedded-inquiry-inspiration-v29y81taeqyod2xa/wish/MbejW17xjOooQNkG

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What does "making learning public mean to you? How might reading and writing authentically show up in exploration? 

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In this Zoom session the 1st grade team at Springville Elementary explored ways to make student learning public. Here's the link to the recording of the session: https://drive.google.com/file/d/1s3j4EUZdKjOR0cYinHJGpzNnPLl902Vg/view?usp=sharing

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How might we create classroom spaces that allow children to have freedom of posture, and nourish their curiosity?   

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Reimagining Classroom Environments to Foster Inquiry 

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Reimagining Classroom Environments to Foster Inquiry 

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In this Zoom session, we pondered the idea of freedom of posture inspired by the research and ideas Emma Graves shared with us last week. This session was a gallery walk of classroom spaces that encourage curiosity, agency and the freedom of posture.

Here's the link: https://drive.google.com/file/d/1PyOhnwEq64p9HujH06M_AOLgKRYeUHYM/view?usp=sharing

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Here's a document that we created with the hopes of offering guiding questions as navigate planning while using the Content Embedded Inquiry Cards, and engaging in the Inquiry Cycle. There's value to taking the the time to write out answers to every section as this will help you track and reflect on your thinking.

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How Do I Plan Content Embedded Inquiry? 

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Emma speaks about the science behind movement, and the idea of thinking of space and how we set up our environment is a part of the pedagogy of centering students, and their needs. Freedom of posture creates a space where every student feels like they belong, and in turn are able to be successful. Watch the video here: https://drive.google.com/file/d/1OYDm5LLe9qwHSdZLJ2IaW7IltpFqkgwV/view?usp=drive_link

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How might you process student data you've gathered and see the gifts in challenging situations so you can have supportive, collaborative conversations with parents?  

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Habits of Mind and Parent Teacher Conferences 

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Habits of Mind and Parent Teacher Conferences 

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In this Zoom session we begin with a short story from Jenn Tonge's 1st Grade community at Springville Elementary where she intentionally integrates Science and Social Science provocations and examine the benefits of naming the human element that naturally exist in a community at any given time. We then take what we noticed into a conversation on Habits of Mind Traits, taking a look at observations that could be made day-to-day and seeing what the HoM Rubric can offer for parent-teacher conversations as well as grading.

Here's the link to the session: https://drive.google.com/file/d/18WhexbOsgVZVMrYpx3wR7ic4P9k8ehyS/view?usp=drive_link

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The Kindergarteners at Raleigh Park explore food coloring as their teacher, Diane Hall created opportunities for them to do so. She had the 3 primary colors out in the middle, dropper for every student at the table, a place for them to experiment and for the opportunity to collaborate, communicate and thing strategically to create different shades/colors. Here's a video snippet of their exploration: https://drive.google.com/file/d/19FWgUs0CM2NfJCSKuAIVI79FNPjqbj6h/view?usp=sharing

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Laurel Osorio at Barnes Elementary was courageously vulnerable to share a time she felt discomfort and how she processed her emotions and found liberation and joy. 

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How does leaning into challenges, responding empathetically, and facilitating intentionally create the practice in which you authentically experience science, social science and more?

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How does leaning into challenges, responding empathetically, and facilitating intentionally create the practice in which you authentically experience science, social science and more?

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This is a story from the 2nd week of school and is part 1 of 2 where Angela Vargas shares the story of Laurel and her community of brilliantly skilled, deeply caring 5th graders. She walks us through how naming challenges in the moment, and coming back to them later, can help us see the opportunities that lies within those same moments we initially perceived as challenges.

Here's the link to Part 1 https://drive.google.com/file/d/136FEz1Dk8wHBe1bz3FqX175uZalGrsCf/view?usp=drive_link

Here's the link to Part 2

https://drive.google.com/file/d/1oSji4HpBrLrsxJxd5djOif3r7lV5aU9a/view?usp=sharing

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Courtney Elliott, a 4th grade teacher at Raleigh Park invites students to document their thinking as they explore a provocation. 

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On one of our Wednesday Inquiry Zoom sessions we pondered how we might elevate student interest in a modality and making content connections. Here's what we learned from Courtney and her 1st graders. Here's the link to the story: https://drive.google.com/file/d/1-FN-FSloOZ-z0bg6Iz_F2PGCv8hu5MYM/view?usp=sharing

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Content Embedded Inquiry is equity in action. Why? How? What do I need to do so I can ground myself in equity and create the space for EVERY student to see themselves as a gift to their communities?

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This document is part of a series of 3, curated by Angela Vargas to create the big picture that you might be looking for, in order to anchor yourself as you lean into developing an inquiry stance. This page will give you an overall idea of how centering Habits of Mind helps us focus on the humans in our community and elevate their gifts that will ultimately create the conditions for everyone to thrive.

**The 10 practices that are referred to here are explained in detail on the document titled "Playful Inquiry/Equity"

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Habits of Mind_ A Strategy for Culturally Relevant Teaching

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Kindergarteners at McKay and Diane Hall are offering us a window to witness what equity in action could look, sound and feel like while a group of diverse individuals get to know each other, to learn what they would need to thrive as a community. 

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Diane Hall at McKay invited me into their Kindergarten community on the 2nd day of being together with so much vulnerability. What I was able to capture showed how valued all humans in that space felt and how they could function as a cohesive collective, even when they are just beginning to get to know one another. Diane is truly living the standards that she's exploring with the students. Here's the link to our Inquiry Zoom where we took a peak into her practice https://drive.google.com/file/d/1yrvR6r_EaY51rprFb9ANCZJhzFIX0q0x/view?usp=drive_link

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Jordan Crownover, a 4th grade teacher at Kinnaman Elementary reflects on how her CEI time went the day before, and talks about how she's using the information she gathered to plan their next session. 

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Jordan Crownover talks about how she used a question from the CEI cards on the 1st week of school, even though she didn't have them printed and on the tables. Then she thought through what's coming up for her students. This is an intentional teacher move. Reflection helped her evaluate how the previous session went, identify what's relevant to her students, analyze all the information she gathered and plan her next steps.

Link to the video: https://drive.google.com/file/d/1-I-Dz_5hX2gyghouAOADVS0JtexrPWfM/view?usp=sharing

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Leticia Lee Barrios at Bethany Elementary took a real life experience from the first week of school and explicitly linked it to the Social Science Curriculum and the Content Embedded Inquiry cards to demonstrate how to use both in action.

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After listening to Leticia's story, our High School Social Science TOSA. Jessica Voodre reflected:

“What a beautiful way to introduce the very concept of a democratic process by asking the students about the space, then incorporating their ideas into the redesign. A literal microcosm of "by the people, for the people". Perfect alignment to 5th grade Social Science learning standards.”

Link to the story: https://drive.google.com/file/d/1cDgGkxqFoNiQINmoLi0odkQ4nGtR3GQx/view?usp=drive_link

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Lyzett Gutierrez at Vose shared what's coming up for her as she unpacked her boxes and started creating intentional spaces for students to engage with the materials and process their thinking thought them. 

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Lyzett is a 3rd grade DL teacher at Vose who is also a valued member of our Content Embedded Inquiry team. She talks about how she envision materials being used by students as needed, and she is creating spaces where they are accessible to them. She is thinking about the standards coming up at the beginning of the year and how students might use the materials to process the content. She has re-purposed items that she could find from around the school as well. Please note that this video was recorded during pre-service week and that Lyzett is being courageously vulnerable in sharing her space with us while it's still being formed.

https://drive.google.com/file/d/1AOpNvGjGvxNBkbwYv2OFHa47QKcWhpTy/view?usp=sharing

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Madiha Guezguez at William Walker, one of our wonderful CEI cohort members shared her space as she was thinking through how to set up the materials before 1st day of school. 

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Madiha is a 5th grade teacher and often expresses how she feel new to Content Embedded Inquiry, and knows she has a lot to learn. However, every time she's leaned into the work, she has seen evidence of how children shows up with incredible gifts, when they have the space to think through open-ended materials. This video was recorded during the pre-service week of the 2025-2026 school year, as Madiha set up her space for her 5th graders. Please know that this is a work in progress. Thank you Madiha for being courageously vulnerable to share her space with us so we can share this with everyone who's working on wrapping their minds around how to set up the materials and the cards.

https://photos.app.goo.gl/Qf8zymecRrLXjzp88

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Courtney Elliott at Raleigh Park shared her thinking around how and why she set up certain spaces in her room. 

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Courtney, an amazingly thoughtful and reflective member of our Content Embedded Inquiry Cohort was courageously vulnerable to let us take a look into her classroom. She explained how she decided to set up certain areas in specific spaces, being mindful of what each space can offer to what students will be able to access there. Please know that this video was filmed during the pre-service week and does not show you what her room looks like now.

https://photos.app.goo.gl/nwYjgMfXEwBJjrqq7

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Kelsey Sterrette at Barnes offered us a peek at the layout of her room...

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Kelsey is another DL teacher who is also one of our wonderful cohort members representing 2nd grade. Like Laurel, Kelsey also allowed us to step in while she was forming her vision of how to set up the room to be welcoming, responsive and accessible to all of her students. Please note that this video was recorded during pre-service week, and is intended to help gather ideas on how to think about different spaces in the room. https://photos.app.goo.gl/SVMYYkLvGEVreHKm7

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Laurel Osorio at Barnes Elementary shared her vision for setting up nooks in her classroom during the pre-service week. 

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Laurel is a 5th grade, DL teacher at Barnes who is a member of the Content Embedded Inquiry (CEI) Cohort. After working tirelessly throughout the summer to complete the cards, she was excited to set up her classroom to welcome her students, as she launches the cards. Please note that at the time the video was recorded, her room was still a work in progress and she was courageously vulnerable let us document her process.

https://photos.app.goo.gl/NgBKHCs9ho31DYjBA

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Chloe Evans shares her story of the Kindergarten Bird Study that was inspired by the Live Eagle Nest Cam https://www.youtube.com/watch?v=B4-L2nfGcuE

She talks about how her students drove the unit even when she had to sit in discomfort and learn how to address the topics, even when the conversations about reproduction came about.

Here's the link to her story: https://drive.google.com/file/d/1ZyRC1u80oYiAAvdhrlqjPU2EIUVRF6mF/view?usp=sharing

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Cassidy Griswold shared her story of how the study of light and shadows unfolded in within her community of 1st grade learners. She shares how her planning process took place, her planning tools and how she guided the study staying true to students and their interests while staying true to the standards, navigating the science and HMH curriculum.

Here's the link to the story: https://drive.google.com/file/d/1AdZCA0aOL07_mNVD_HaKNwgVZ0Knu9xq/view?usp=sharing

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Kristi Mraz and Christine Hertz Hausman partner in an effort to support teachers and humans in whole child, playful, joyful teaching in what feels like a messy, challenging time in education.

https://substack.com/@taproots

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Kristi Mraz and Christine Hertz Hausman partner in an effort to support teachers and humans in whole child, playful, joyful teaching in what feels like a messy, challenging time in education.

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https://drdansiegel.com/book/the-whole-brain-child/

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Rebeca Armas speaks of how the study that began with the idea Es hermoso ser tu mismo porque eres unico (that it's beautiful to be yourself because you are unique) took them on a journey through a study of what's our community and how it led to a student initiated protest, which then led to a study of Dr. Martin Luther King Jr. The class ended up with a deeper understanding of the term community heroes: EVERYONE's role in the community is essential for the community to thrive.

S.S. Unit 2: How do we appreciate each other's differences? ¿Cómo apreciamos las diferencias entre nosotr@s?

What are our needs?

How might we express our needs?

How might we make sure our needs are met?

Video of Rebecca's Story https://drive.google.com/file/d/1sWIeRaVUSB0coiMFec1vGCfqhi9rLbf0/view?usp=sharing

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Sara Gooding shares about how her Kindergarteners explored the concepts in the Force and Motion unit. As an inquiry teacher she takes time to listen to her students to find out about their interests that she then  nurtures and connects to standards. 

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Why can the ball knock something over it does not touch?

video of Sarah's story https://drive.google.com/file/d/1FZfxRkrQv9heM8bq765eZlt24k8S2TQ2/view?usp=sharing

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Jacob Wismer Kindergarten teachers invited Jenny Sanchez and Jen Anderson to teach us about the Kalapuyan ways. 

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Jen and Jenny who are TOSAs at BSD, bring a wealth of knowledge that can enrich our SB13 Tribal History/Shared History lessons.

Jenny Sanchez
American Indian/Alaska Native Facilitator
Confederated Tribes Of Grand Ronde/Siletz

jenny_sanchez@beaverton.k12.or.us

Jen Anderson

TOSA, Vose

jennifer_m_anderson@beaverton.k12.or.us

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How do animals interact with one another?

How do we interact with one another?

Video of Courtney's story https://drive.google.com/file/d/1cHNL7qpdDmgzyI5B6LsTVBpstBYC37N6/view?usp=drive_link

Courtney Elliot shares about her 1st graders engaging in the Animal Interactions unit and how she was able to weave in other content connections including our new ELA curriculum, HMH.

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Young Vo wrote Gibberish and Makers; to incredibly deep, stories with so many layers to unpack. He visited Jacob Wismer and was a really engaging presenter. 

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Young Vo is an animator, author and illustrator. He was six years old when his family fled Vietnam as refugees and settled in Spokane, Washington. In Gibberish, he tells his experience of going to school here as a newcomer to the country. His 2nd book, Makers is an insightful story of two boat makers who were unsuccessful on their own, and learn that when they collaborate, they can create something extraordinary.

Here's the link to Young Vo's website: https://www.youngvoart.com/

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All images on this website copyright Young Vo

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Courtney Elliot shares about her 1st graders engaging in the Animal Interactions unit and how she was able to weave in other content connections including our new ELA curriculum, HMH. 

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How do animals interact with one another?

How do we interact with one another?

Video of Courtney's story https://drive.google.com/file/d/1cHNL7qpdDmgzyI5B6LsTVBpstBYC37N6/view?usp=drive_link

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How do animals communicate through their body?

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How do animals communicate through pattern, color and size?

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How do you communicate through your habitat?

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Simona Sava from Elmonica observed children discussing similarities and differences of the matter homes in Oregon are made out of in comparison to other places in the world. This launched a geography study that carried though into the TWIG lanscape unit.

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Landscapes and Erosion, How do we want to express our cultural heritage?

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Landscapes and Erosion, How do we want to express our cultural heritage?

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How can you make a model of land forms and bodies of water using salt dough? How can we use what we know about the geography of the cities, states and countries to express our cultural heritage?

Video of Simona Storytelling about the landscape unit in connection to social science and literacy.

https://drive.google.com/file/d/13bBeB1ajOLy2-yDuvdiS4qCfFVV2yOfn/view?usp=sharing

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Tricia Murphy integrated her science and social science unit for children to take action.

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Force and Motion, What does it mean to care the the Earth and Oregon's other Resources

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Force and Motion, What does it mean to care the the Earth and Oregon's other Resources

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How will you use what you know about force and motion and resources to solve an issue or a problem?

Slide deck of Guidance through the unit

https://docs.google.com/presentation/d/1_XUnXUxVQW8V9u0fwoCaIJCWBCFG9vrkCbopz4tdASM/edit?usp=sharing

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Jordan Crownover, from Kinnaman engages student in developing their own class government and constitution.

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How should we live well together in a classroom? What rules, rights and responsibilities govern our classroom.

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How should we live well together in a classroom? What rules, rights and responsibilities govern our classroom.

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Create a Constitution and Government

Through discourse children determined a class constitution and government. They wrote out their constitution, distressed the paper and all signed it in agreement. They then shared out who they would like to invite to the Constitution Ceremony. Some people the children insisted on being there were the custodian and their guest (sub) teacher they always have, as their community could not be what it is without them.

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Kelli Gump and Denise Sheir, from Raleigh Hills focus on the Habit of Mind of Communicating through materials, words, pictures and technology.

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Communicating the  Earth Processes and Patterns

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Communicating the  Earth Processes and Patterns

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How can you use loose part to demonstrate how earthquakes happen and plate tectonics work?

Digital Lesson Plan on Seesaw

https://docs.google.com/presentation/d/1RdjASiC9vaNQG44NR2y5vScZwUJLtwxhQOKeRR0-LgI/edit?usp=sharing

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Color exploration as a metaphor for identity.

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Color Exploration, How should we take care of each other?

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Color Exploration, How should we take care of each other?

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What color connects to your authentic or aspirational self?

Children were offered an ice cube tray with primary water colors in three places and shallow water in the others for color mixing with pipettes. They also had containers with lids to collect the color(s) that represented their identity and aspirations. A literacy component is added when children name and label their colors to share.

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Before we begin the year, let's figure out how to create space where we all belong. 

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We begin the year with this discussion: What/how do we want to feel when we are together?

We brainstorm, make notes, and come up with sentiments that we all want to feel. Then we anchor everything we do to this statement. From time to time, we check in with one another to see if this statement still rings true.

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Launching color exploration and the study of skin color can go hand in hand.

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Color exploration, how should we appreciate each other's differences?  

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Color exploration, how should we appreciate each other's differences?  

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Getting to know myself so we can appreciate each other's differences and learn how to take care of each other:

What do I look like? Students studied their facial features and drew self portraits at the beginning of the year.

Color study: Then they mixed shades of tempera paint to represent their skin color to complete their self portrait.

We hang the the completed portraits on our wall and connect learning to them throughout the year.

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Science

Science Practices

Space and Gravity

States of Matter

Energy and Matter in the Ecosystem

Earth’s Systems

Social Science

How should we live well together in our classroom? What rules rights and responsibilities govern our classroom?

Who founded the USA? When and where?

What will make our government better?

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Science

Science Practices

Weathering and Erosion

Earth’s Process and Patterns

Produce and Transfer Energy

Structures, Process and Waves

Social Science

What makes a safe and healthy classroom? How should we recognize and repair harm in our classroom?

What should be done to repair harm by settlement in Oregon?

What should be done to repair harm caused by racism and xenophobia in Oregon?

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Science

Science Practices

Force and motion

Weather conditions, climates, and hazardous conditions around the world

Plants, animals and the environment

Environmental problem design solutions and action taking

Social Science

How can we care for classroom and school resources?

What does it mean to care for the Earth and Oregon’s other resources?

How should we value people(’s labor)?

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Science

Science Practices

States of Matter

Landscapes and Erosion

Habitats

Plants

Animals

Social Science

How should we express ourselves? (in the classroom)

How do we want to express our cultural heritage?

What concerns us about inequity and inequality in our community? What ideas do we have for taking action?

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Science

Bubbles

Patterns in the sky

Animals interactions

Light and Shadows

Plants

Social Science

How can we make our classroom a community?

How can we improve the community? (in my neighborhood)

Who am I? What communities do I belong to?

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Science

Color Exploration

Weather

Force and Motion

Plants and Animals

Environment

Social Science

How should we take care of each other?

How should we appreciate each other's differences?

What should we do if people don’t have what they need to survive and thrive?