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1. The ability to be in a continuously learning mode by wanting to search for new or better ways to accomplish something,  always striving for improvement and growing, always learning, modifying, and improve themselves.
2. In the classroom, teachers can revisit old projects or writing and teach students the importance of revising their work to make it better.
3. Teachers can give students a checklist for revising their work, and students can strive to update their project or writing with any new knowledge they have learned about the subject.

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1. Cooperating, working in groups, realizing that in groups we are physically and intellectually more powerful, the ability to think in sync with others.
2.  In the classroom, students can be taught the skill of working together and collaborating in groups. Teachers can also show how working in a team can be more beneficial than working by yourself.
3. For a group project, teachers can assign students different roles to help students learn how to work together and rely on each other.

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1. Having the ability to perceive situations from an original and interesting vantage point, having a whimsical frame of mind, and finding incongruity and perceiving absurdities, ironies and satire.
2. In the classroom, point out humor where it may not be seen on the surface. Teach kids that it's okay to laugh and have fun in the classroom.
3. A teacher can tell funny stories from their own life to point out humor of a subject.

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1. Accepting confusion, uncertainty, and see that higher risks of failure are part of the normal process.
2. In the classroom, a teacher can create an environment where take risks and failure is a learning experience, and nothing to be ashamed of.
3. Teachers can praise students for trying their best, even if it results in failure. They can ask students what they learned from the experience, to show that even if the outcome wasn't as desired, taking risks can still be educational.

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1. Seeking problems to solve or making up problems of their own to solve. Finding enjoyment in figuring things out  on their own and continue to learn new things through out life.
2. Teach students how to choose their own learning topics within the subject being taught.
3. Allow students to choose their own topics to study or do a research project on within the subject being taught. Give them choices and let the struggle a little to find their own solutions.

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1. Using sensory pathways such as oral, auditory, and tactile as a way to gain knowledge.
2.  Teach students describe words for telling about things that they hear, see, touch, smell, or taste.
3. Students can do a project and write about an object, using describing words based on what they see, feel, touch, taste, and smell.

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Thinking and Communicating with Clarity and Precision

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Thinking and Communicating with Clarity and Precision

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1. Speaking more complex and specific language to communicate more accurately both written and orally.
2. This can be taught by reminding students to avoid vague descriptions when writing or speaking, such as "always, never", um, okay".
3. A strategy a teacher could use is posting these phrases around the classroom to help students remember not to use them.

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1. Solving problems differently, taking risks and pushing boundaries, intrinsically motivated.
2. Students can be taught this when they are offered many modes of creativity such as art and technology.
3. Implementing a STEM activity can help spark students' creativity and innovation.

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Applying Past Knowledge to New Situations

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Applying Past Knowledge to New Situations

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1.  Calling upon sources of prior knowledge and applying it towards present-day situations and problems.
2. This can be taught by asking students to access prior knowledge when introducing a new topic.
3. Teachers can use specific sentence starters such as "What do you remember about" or "What do you know about" to help students activate prior knowledge and become more comfortable with a new topic.

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1. Students pose questions that make connections, that ask about a different point of view, and that pose a hypothetical idea.
2. This can be taught by asking students to come up with their own questions about a topic that is being studied in class.
3. Students could use post it notes to write down questions and post them on a specific question board that the teacher has set up in class.

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1. The desire to produce exceptional results, not just skim by, going above and beyond what is asked.
2.  This can be taught by modeling to students how to correct their own work before turning it in, and how to make their work better, and to take their time to finish an assignment and not rush through.
3. Use "ask 3 before me" in the classroom to enable students to think more about how to solve their own problems and look for solutions.

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Thinking About our Thinking (Metacognition)

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Thinking About our Thinking (Metacognition)

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1. Ability to know what we know and don't know, and to be conscious and aware of our own thoughts.
2.  Teach students how to map out their own thinking using a diagram.
3. Teachers could then ask students to map out a character's thought process.

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1. Understanding that your way is not the only way, and respecting differences that are prominent in your society and culture.
2. Teach students that it's okay to have different opinions, but we need to respect what other's think, even if it's different from what you think. Model these kinds of conversations for students.
3. Students can role play situations where they disagree with what someone is saying. They can practice what it means to respectfully disagree without hurting the other person's feelings.

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Listening To Others—With Understanding and Empathy

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Listening To Others—With Understanding and Empathy

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1.  Paying close attention when others are talking, listening to understand, not listening to respond.
2. Have conversations with students about how to listen to understand without judgment.
3. Implement an activity where students learn how to listen to a peer. Model what it looks like to let a friend talk with out interruption. Practice only asking questions about what a peer is saying.

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1. Regulating the urge to do something before thinking about what you are doing.
2.  Behavior management strategies should be set in place to regulate blurting in class and raising hands before you speak such as a "blurt jar" or positively reinforcing kids who do raise their hands.
3. Teachers can model what patience looks like in the classroom, for example waiting in line or waiting your turn for an activity.

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1. Not giving up, even when a solution is hard to achieve.
2. Having students practice the "power of yet". When a students says they can't do something, remind them to add the word "yet".
3. Have the students think about a scenario in a movie where the character was more or less persistent. How does a person's persistence change the outcome?