It is one thing to have a skill base from which to engage in the Habits of Mind, but it is quite another to be able to recognize the cues in the environment that alert us to the need or opportunity to engage in the Habit of Mind.
As we develop in this dimension we become more attuned to the signals in the environment and situations around us that indicate that we should be engaging in one of the Habits of Mind. For example, initially a student might rely completely on external instruction by the teacher to know when an opportunity exists to Think Interdependently. As students mature in this dimension they would begin to recognize cues such as information being distributed, or the need to share resources as indicators that Thinking Interdependently is called for.
Without an ability to recognize these sorts of indicators, a student might understand a Habit of Mind, they might value it, might even recognize that they are good at it, but they will fail to engage in it when an opportunity is presented. As teacher
