{"id":3146,"date":"2020-09-28T20:41:15","date_gmt":"2020-09-29T00:41:15","guid":{"rendered":"http:\/\/sites.miamioh.edu\/edt431-531\/?p=3146"},"modified":"2020-09-28T20:41:15","modified_gmt":"2020-09-29T00:41:15","slug":"science-teaching-2-0-atomic-habits-for-teachers-and-students","status":"publish","type":"post","link":"https:\/\/sites.miamioh.edu\/exemplary-science-teaching\/2020\/09\/science-teaching-2-0-atomic-habits-for-teachers-and-students\/","title":{"rendered":"Science Teaching 2.0: Atomic Habits for Teachers and Students"},"content":{"rendered":"\n<p class=\"wp-block-paragraph\"><strong>What are \u201cAtomic Habits\u201d?<\/strong><\/p>\n\n\n\n<div class=\"wp-block-image\"><figure class=\"alignright is-resized\"><img data-recalc-dims=\"1\" loading=\"lazy\" decoding=\"async\" src=\"https:\/\/i0.wp.com\/sites.miamioh.edu\/edt431-531\/files\/2020\/09\/Blog-3-quote-3-definition.png?resize=304%2C236&#038;ssl=1\" alt=\"\" class=\"wp-image-3147\" width=\"304\" height=\"236\" srcset=\"https:\/\/i0.wp.com\/sites.miamioh.edu\/exemplary-science-teaching\/files\/2020\/09\/Blog-3-quote-3-definition.png?w=607&amp;ssl=1 607w, https:\/\/i0.wp.com\/sites.miamioh.edu\/exemplary-science-teaching\/files\/2020\/09\/Blog-3-quote-3-definition.png?resize=300%2C233&amp;ssl=1 300w\" sizes=\"auto, (max-width: 304px) 100vw, 304px\" \/><\/figure><\/div>\n\n\n\n<p class=\"wp-block-paragraph\">Atomic habits are a series of small changes and tiny\nbreakthroughs that compound over time to help you fulfill your full potential\n(Clear, 2018, p. 7, 9). It can be succinctly summarized as \u201ctiny changes,\nremarkable results\u201d (Clear, 2018). <\/p>\n\n\n\n<p class=\"wp-block-paragraph\">With this definition of atomic habits in mind: 1) how can we,\nas teachers, use atomic habits in our science classrooms and 2) how can our\nstudents use atomic habits to become student scientists? <\/p>\n\n\n\n<p class=\"wp-block-paragraph\"><strong><em>For teachers<\/em><\/strong>, atomic habits can be implemented\nin the science classroom in two important ways: 1) environment design and 2)\nreflection and review.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\"><strong>1) Environment Design<\/strong><\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Exemplary science teachers design the classroom environment\nto foster good habits for themselves and, in turn, their students. Clear (2018)\nadvises making \u201ccues of good habits obvious in your environment\u201d (p. 90).\nObvious cues in the science classroom that can promote the habit of teaching\nand learning through inquiry include:<\/p>\n\n\n\n<ul class=\"wp-block-list\"><li>Having plants and animals in the classroom<\/li><li>Creating discovery stations around the classroom<\/li><li>Keeping class materials and resources organized\nand accessible <\/li><li>Making the classroom interesting and inviting by\nconsidering desk\/furniture arrangements, hanging posters, signs, etc.<\/li><\/ul>\n\n\n\n<p class=\"wp-block-paragraph\"><strong>2) Reflection and Review<\/strong><\/p>\n\n\n\n<p class=\"wp-block-paragraph\">In <em>Atomic Habits<\/em>, Clear (2018) defines reflection and\nreview as \u201ca process that allows you to remain conscious of your performance\nover time\u201d (p. 250). Like the Career Best Effort (CBE) program utilized by the\nLas Angeles Lakers, exemplary science teachers consciously reflect on and\nreview their own performance by:<\/p>\n\n\n\n<div class=\"wp-block-image\"><figure class=\"alignleft is-resized\"><img data-recalc-dims=\"1\" loading=\"lazy\" decoding=\"async\" src=\"https:\/\/i0.wp.com\/sites.miamioh.edu\/edt431-531\/files\/2020\/09\/blog-3-quote-2.2.png?resize=253%2C316&#038;ssl=1\" alt=\"\" class=\"wp-image-3149\" width=\"253\" height=\"316\" srcset=\"https:\/\/i0.wp.com\/sites.miamioh.edu\/exemplary-science-teaching\/files\/2020\/09\/blog-3-quote-2.2.png?w=631&amp;ssl=1 631w, https:\/\/i0.wp.com\/sites.miamioh.edu\/exemplary-science-teaching\/files\/2020\/09\/blog-3-quote-2.2.png?resize=240%2C300&amp;ssl=1 240w\" sizes=\"auto, (max-width: 253px) 100vw, 253px\" \/><figcaption>https:\/\/livingourfloridadream.com\/francisco\/book-review-atomic-habits\/<\/figcaption><\/figure><\/div>\n\n\n\n<ul class=\"wp-block-list\"><li>Monitoring progress made toward goals or\nobjectives<\/li><li>Identifying mistakes and areas for improvement<\/li><li>Considering ways for improvement in the future<\/li><\/ul>\n\n\n\n<p class=\"wp-block-paragraph\"><strong>Real-world application:<\/strong> Create list of realistic goals and systems to accomplish those goals for the academic year. Ask yourself: what went well, what didn\u2019t go well, and what did I learn? Designate a time (i.e. quarter, semester, and\/or annual) to review your outcomes, reflect on successes and shortcomings, and adjust your goals and\/or systems if needed.  <\/p>\n\n\n\n<p class=\"wp-block-paragraph\"><strong><em>For students<\/em><\/strong>, atomic habits can be utilized in\nthe science classroom in two important ways: 1) understanding what progress\nlooks like and 2) using habits to develop the student scientist identity. <\/p>\n\n\n\n<p class=\"wp-block-paragraph\"><strong>1) What progress actually looks like for students<\/strong> <\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Students (and teachers) often expect learning to occur\nquickly and in a linear fashion (Clear, 2018, p. 20). However, breakthrough\nmoments in learning are usually the result of diligent work and consistent\nhabits over time. <\/p>\n\n\n\n<div class=\"wp-block-image\"><figure class=\"aligncenter is-resized\"><img data-recalc-dims=\"1\" loading=\"lazy\" decoding=\"async\" src=\"https:\/\/i0.wp.com\/sites.miamioh.edu\/edt431-531\/files\/2020\/09\/blog-3-graph.png?resize=369%2C287&#038;ssl=1\" alt=\"\" class=\"wp-image-3150\" width=\"369\" height=\"287\" srcset=\"https:\/\/i0.wp.com\/sites.miamioh.edu\/exemplary-science-teaching\/files\/2020\/09\/blog-3-graph.png?w=738&amp;ssl=1 738w, https:\/\/i0.wp.com\/sites.miamioh.edu\/exemplary-science-teaching\/files\/2020\/09\/blog-3-graph.png?resize=300%2C233&amp;ssl=1 300w\" sizes=\"auto, (max-width: 369px) 100vw, 369px\" \/><figcaption> Clear (2018), p. 22.  <\/figcaption><\/figure><\/div>\n\n\n\n<div class=\"wp-block-image\"><figure class=\"alignright is-resized\"><img data-recalc-dims=\"1\" loading=\"lazy\" decoding=\"async\" src=\"https:\/\/i0.wp.com\/sites.miamioh.edu\/edt431-531\/files\/2020\/09\/blog-3-rome-quote-2.png?resize=317%2C208&#038;ssl=1\" alt=\"\" class=\"wp-image-3152\" width=\"317\" height=\"208\" srcset=\"https:\/\/i0.wp.com\/sites.miamioh.edu\/exemplary-science-teaching\/files\/2020\/09\/blog-3-rome-quote-2.png?w=804&amp;ssl=1 804w, https:\/\/i0.wp.com\/sites.miamioh.edu\/exemplary-science-teaching\/files\/2020\/09\/blog-3-rome-quote-2.png?resize=300%2C197&amp;ssl=1 300w, https:\/\/i0.wp.com\/sites.miamioh.edu\/exemplary-science-teaching\/files\/2020\/09\/blog-3-rome-quote-2.png?resize=768%2C504&amp;ssl=1 768w\" sizes=\"auto, (max-width: 317px) 100vw, 317px\" \/><\/figure><\/div>\n\n\n\n<p class=\"wp-block-paragraph\">It\u2019s important for students to understand that the small changes they make will not often appear to make a difference until the critical point is reached \u2013 learning is a compounding process that requires patience and diligence to keep going until the desired outcome is reached (Clear, 2018, p. 28). <\/p>\n\n\n\n<p class=\"wp-block-paragraph\"><strong>2) Using habits to develop a student scientist identity<\/strong><\/p>\n\n\n\n<p class=\"wp-block-paragraph\">How can students become student scientists? It requires a\nchange in identity, and \u201cidentity emerges out of your habits\u201d (Clear, 2018, p.\n41). Clear (2018) provides two steps that students can take to change their\nidentity from student to student scientist: <\/p>\n\n\n\n<p class=\"wp-block-paragraph\">1) determine the kind of person you want to be (e.g., a student scientist) and, <br>2) prove that you are becoming that person taking small steps toward your desired identity each day (e.g., reviewing science notes 20 minutes each day) (p. 39).  <\/p>\n\n\n\n<figure class=\"wp-block-embed-twitter aligncenter wp-block-embed is-type-rich is-provider-twitter\"><div class=\"wp-block-embed__wrapper\">\n<blockquote class=\"twitter-tweet\" data-width=\"500\" data-dnt=\"true\"><p lang=\"en\" dir=\"ltr\">Our identity is created through habits, which in turn provide evidence for the type of person we want to become!<a href=\"https:\/\/t.co\/rbnQ1S8jMG\">https:\/\/t.co\/rbnQ1S8jMG<\/a><a href=\"https:\/\/twitter.com\/hashtag\/edt431?src=hash&amp;ref_src=twsrc%5Etfw\">#edt431<\/a> <a href=\"https:\/\/twitter.com\/hashtag\/scienceteaching?src=hash&amp;ref_src=twsrc%5Etfw\">#scienceteaching<\/a> <a href=\"https:\/\/twitter.com\/hashtag\/atomichabits?src=hash&amp;ref_src=twsrc%5Etfw\">#atomichabits<\/a> <a href=\"https:\/\/twitter.com\/JamesClear?ref_src=twsrc%5Etfw\">@JamesClear<\/a><\/p>&mdash; Lauren Colliver Barnes (@realmrs_barnes) <a href=\"https:\/\/twitter.com\/realmrs_barnes\/status\/1310737374935162880?ref_src=twsrc%5Etfw\">September 29, 2020<\/a><\/blockquote><script async src=\"https:\/\/platform.twitter.com\/widgets.js\" charset=\"utf-8\"><\/script>\n<\/div><\/figure>\n\n\n\n<p class=\"wp-block-paragraph\"><strong>Real-world application:<\/strong> A useful strategy for\nstudents who want to improve their study habits is a form of implementation\nintention called habit stacking (Clear, 2018, p. 70-72). Habit stacking pairs a\nnew habit with a current habit (Clear, 2018, p. 74). For example, a student can\nmake a habit stacking plan by stating that \u201cafter I finish eating dinner, I\nwill review my science notes for twenty minutes.\u201d Using this technique, a\nstudent will create a new habit of reviewing their science notes after\ncompleting the habit of eating dinner. <\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Check out this interview of James Clear, the author of <em>Atomic\nHabits<\/em>, describing how your identity is linked to your habits.<\/p>\n\n\n\n<figure class=\"wp-block-embed-youtube wp-block-embed is-type-video is-provider-youtube wp-embed-aspect-16-9 wp-has-aspect-ratio\"><div class=\"wp-block-embed__wrapper\">\nhttps:\/\/www.youtube.com\/watch?v=UChQ9ZGGXpU\n<\/div><\/figure>\n\n\n\n<p class=\"wp-block-paragraph\"><strong>Final thoughts:<\/strong> Understanding how atomic habits work\ncan help both teachers and students design and implement them in a way that\ncreates a more productive and efficient learning environment. <\/p>\n\n\n\n<p class=\"wp-block-paragraph\"><strong>References:<\/strong> Clear, J. (2018). <em>Atomic Habits: An easy and proven way to build good habits &amp; break bad ones; tiny changes, remarkable results<\/em>. Avery, an imprint of Penguin Random House.<\/p>\n","protected":false},"excerpt":{"rendered":"<div class=\"mh-excerpt\"><p>What are \u201cAtomic Habits\u201d? Atomic habits are a series of small changes and tiny breakthroughs that compound over time to help you fulfill your full <a class=\"mh-excerpt-more\" href=\"https:\/\/sites.miamioh.edu\/exemplary-science-teaching\/2020\/09\/science-teaching-2-0-atomic-habits-for-teachers-and-students\/\" title=\"Science Teaching 2.0: Atomic Habits for Teachers and Students\">[&#8230;]<\/a><\/p>\n<\/div>","protected":false},"author":3148,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"_bbp_topic_count":0,"_bbp_reply_count":0,"_bbp_total_topic_count":0,"_bbp_total_reply_count":0,"_bbp_voice_count":0,"_bbp_anonymous_reply_count":0,"_bbp_topic_count_hidden":0,"_bbp_reply_count_hidden":0,"_bbp_forum_subforum_count":0,"_jetpack_newsletter_access":"","_jetpack_dont_email_post_to_subs":false,"_jetpack_newsletter_tier_id":0,"_jetpack_memberships_contains_paywalled_content":false,"_jetpack_memberships_contains_paid_content":false,"footnotes":""},"categories":[161,1],"tags":[175,34,133],"class_list":["post-3146","post","type-post","status-publish","format-standard","hentry","category-atomic-habits-with-teachers-and-students","category-misc","tag-atomichabits","tag-edt431","tag-scienceteaching"],"aioseo_notices":[],"jetpack_featured_media_url":"","jetpack-related-posts":[],"jetpack_sharing_enabled":true,"_links":{"self":[{"href":"https:\/\/sites.miamioh.edu\/exemplary-science-teaching\/wp-json\/wp\/v2\/posts\/3146","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/sites.miamioh.edu\/exemplary-science-teaching\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/sites.miamioh.edu\/exemplary-science-teaching\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/sites.miamioh.edu\/exemplary-science-teaching\/wp-json\/wp\/v2\/users\/3148"}],"replies":[{"embeddable":true,"href":"https:\/\/sites.miamioh.edu\/exemplary-science-teaching\/wp-json\/wp\/v2\/comments?post=3146"}],"version-history":[{"count":0,"href":"https:\/\/sites.miamioh.edu\/exemplary-science-teaching\/wp-json\/wp\/v2\/posts\/3146\/revisions"}],"wp:attachment":[{"href":"https:\/\/sites.miamioh.edu\/exemplary-science-teaching\/wp-json\/wp\/v2\/media?parent=3146"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/sites.miamioh.edu\/exemplary-science-teaching\/wp-json\/wp\/v2\/categories?post=3146"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/sites.miamioh.edu\/exemplary-science-teaching\/wp-json\/wp\/v2\/tags?post=3146"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}