Developing CONFIDENCE in Our Students
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This document discusses strategies for developing confidence in students. It emphasizes the importance of confidence for learning and provides ideas for increasing student engagement and confidence through formative assessment, tapping into student strengths and interests, and connecting learning beyond the classroom. Specific strategies mentioned include using clear learning intentions and success criteria, descriptive feedback, student-owned assessment, passion projects, inquiry-based learning, and connecting students' strengths to opportunities outside of school. The overall message is that building real confidence requires focusing on students' strengths, interests, and success.
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Developing CONFIDENCE in Our Students
- 1. Creating the Conditions: Developing CONFIDENCE in Our Students CCimagefromC&KHighlandhttps://flic.kr/p/qKcmR2 Chris Wejr www.chriswejr.com @chriswejr
- 2. Learning Intentions where are you at? Red? Yellow? Green? • I can explain the importance of self-confidence in student learning • I can share ideas and strategies to increase student engagement by creating space for student strengths and interests in the classroom. • I can describe formative assessment practices that build success and confidence in learners. • I can share ways to tap into the strengths of students beyond the classroom walls
- 3. What brings you here? What is YOUR question?
- 4. The Importance of Confidence • Recall a time when you had a confident learning experience. – What did it look/feel/sound like? • Recall a time when you had an anxious learning experience. – What did it look/feel/sound like? • Why is confidence important in our learners?
- 5. CONFIDENCE
- 7. “To shift a cycle from decline to success, leaders must restore people’s confidence” --Rosabeth Moss Kanter
- 9. Not simply about self-esteem. Build REAL confidence. http://youtu.be/-DIETlxquzY
- 10. Back up to where they are… and get em on a winning streak Tom Schimmer CC Image by US Army Garrison Red Cloud https://flic.kr/p/jfcWi4
- 11. CC Image by Paul Tomlin : http://flic.kr/p/bhvabR Make it worth the effort.
- 13. When a struggle becomes a strength
- 14. Got grit? CC Image from az https://flic.kr/p/87VgbN Resiliency craves confidence…
- 15. Created by Krissy Venosdale
- 17. Confidence through ASSESSMENT Student success increases when students see clear learning targets. With success comes confidence in learning. Pauline Clarke
- 18. Are we speaking the same “language” when we talk about assessment? http://youtu.be/89frRi8GgGA
- 19. What is the PURPOSE of assessment? “When it comes to assessment, think purpose, purpose, purpose.” Caren Cameron
- 20. Do our assessment practices increase confidence or increase anxiety? CC image from Khalid Al-khater https://flic.kr/p/6kFhxb
- 21. 21 From Caren Cameron Distinct Differences Assessment FOR (formative) Assessment OF (summative) Learning Students Descriptive Daily Measuring Public/Parents % # Symbols (A,B,etc) Event Coach Judge
- 23. Are we marking assignments or assessing learning? CC Image from Sam https://flic.kr/p/8ELFPw What is the difference?
- 24. 6 BIG Formative Assessment Practices Learning Intentions Success Criteria Descriptive Feedback Student Ownership Self and Peer Assessment Powerful Questions * * *
- 25. Clear Learning Intentions Let students know, in a language they can understand, what they are expected to learn CC Image From Mike Tungate https://flic.kr/p/74a3f3
- 26. Grade 7 Science Kris Fujita - Chiefess School Name: Unit: Before AfterDestination Comments (student, teacher): Via Caren Cameron
- 27. Success Criteria Work with learners to develop criteria so we know “what good looks like”. CC image from Simply CVR https://flic.kr/p/3EPVar
- 28. From Caren Cameron Criteria - Grade 10 Kathleen Gregory - Sooke #62
- 31. Swap Meet Grab an index card. Write one of the following statements and complete the thought on the card: • One thing I am going to do in my classroom/school is… • One thing I want to be sure to remember is… When you are finished, walk around the room and meet with someone you have not spoken to today. Share the information on your cards and then exchange cards. Do this 2 more times. Return to your table and share the information on the new card with your group.
- 33. Create space in the curriculum for strengths and interests CC image from Sweetie187 https://flic.kr/p/9pKiEC
- 34. Writing Poetry Through Interests
- 35. CC slide from Bill Ferriter https://flic.kr/p/dznabd
- 36. Daddy, why are the mountains following us?
- 38. Inquiry "When there is space for kids to create, connect, explore - magic happens” Neil Stephenson CC Image by Linus Bohman https://flic.kr/p/grtNE
- 39. Inquiry: Teaching Through Strengths and Interests
- 40. “Wonder Wall” via Kathy Rice
- 41. Project-Based Learning CC Image by Judy Baxter https://flic.kr/p/dGFj5
- 43. IDEA FACTORY What can we DO – next week, next month, next year - in classrooms/schools to use strengths/interests to increase confidence and engagement? Brainstorm at your table Categorize into classroom and school Record and Share
- 44. Start with one lesson or one unit • Take a moment to reflect upon a lesson/unit that you have recently taught or one in which you are comfortable teaching. • How could you incorporate the strengths/interests of students into this lesson or unit? • Record and share.
- 45. Connecting Strengths Beyond the Classroom Walls cc image by ▓▒░ TORLEY ░▒▓: http://flickr.com/photos/torley/2539392357/
- 46. Learning with meaning… with connection. http://youtu.be/-S-5EfwpFOk
- 47. “We have always overestimated the value of access to information and underestimated the value of access to each other.” Clay Shirky http://www.flickr.com/photos/42931449@N07/6088751332/
- 49. A School Built on Strengths
- 50. Reflect. To tap into the strengths of our students beyond our classroom walls, we can… CC Image from T. Soukup https://flic.kr/p/uagBC
- 51. Learning Intentions where are you at now? Red? Yellow? Green? • I can explain the importance of self-confidence in student learning • I can share ideas and strategies to increase student engagement by creating space for student strengths and interests in the classroom. • I can describe formative assessment practices that build success and confidence in learners. • I can share ways to tap into the strengths of students beyond the classroom walls
- 52. Looking back at your questions…
- 53. To build real confidence in my students, I need to: STOP doing doing START doing
- 54. Get em on a winning streak. CC Image by Ladyvee9 https://flic.kr/p/8dwV21
Editor's Notes
- Record
- Record individually. Share with a partner. Share out and record.
- Confidence is related to self efficacy, people's belief that their skill and effort will achieve desired outcome Students confident? Do they believe that with effort, they CAN? Watch body language, self-talk. What story are they telling? Can we work to change this?
- “You’ve gotta be successful to be confident”
- Schimmer winning and losing streaks and how to shift the streak. not so much about beating others but streaks of successes, failures. “learned helplessness,” repeated failures teach people not even to try. Low confidence suppresses creativity and risk taking… and can create anxiety If we can create small success, we can snap the streak. Success breeds confidence, confidence breed success Not too low, not too high. Find the sweet spot of confidence. We know students who are on losing streaks… how do we get them on a winning streak
- Confidence is a sweet spot between arrogance and despair. Arrogance involves the failure to see any flaws or weaknesses, despair the failure to acknowledge any strengths.
- Not about telling our students they are great… it is about backing up to where they are. Get them on a trajectory of success.
- over teach the first assessment. Over prepare em. Start them off with a success and build from there. Suz – pitch where they can hit it and challenge from there. If we see streaks of setbacks with no success… need to break this. I suck at math –Gabby – grade 6 Would not even try… crumpled up papers, arms crossed. Differentiated. Worked with younger students teaching math. Changed the way I taught and assessed. I backed up to where she was. I avoided numbers, x’s and checks – just feedback. she was teaching the grade 5’s… had the confidence, enjoyed math. We changed the streak… and changed the story.
- As humans, before we act – have a choice – is this worth the effort? Likelihood of success determines amount of effort people put in If the gap between the goal and what we think we can accomplish is too large, we often move on. Brakes in my car… look this up… not worth it. Replace toilets… I can do that. Meet kids where they are and help them build small successes so they can see that it IS worth their effort. Self-efficacy – with effort, I can. With effort, they can SEE and FEEL success. Albert Bandura - Self-efficacy determines “how much effort people will invest in an activity, how long they persevere, and how resilient they will be in adverse situations.” Not about being a cheerleader. Authentic success.
- Pygmalian effect – our expectations of kids impact how we treat them The work of Rosenthal and Jacobsen (1968), among others, shows that teacher expectations influence student performance. Positive expectations influence performance positively, and negative expectations influence performance negatively. Rosenthal and Jacobson originally described the phenomenon as the Pygmalion Effect. “When we expect certain behaviors of others, we are likely to act in ways that make the expected behavior more likely to occur.” (Rosenthal and Babad, 1985)
- Non reader to buddy reader Back up to where she was… create a winning streak of real success. Provide opportunities for leadership
- There is a ton of focus on grit – the stick to itness to overcome hurdles and obstacles. Concerns with this. While I think determination and struggle are so important in education – it is difficult to stick with anything or bounce back without confidence. Start with what they know… build confidence from there. Embrace struggle. Build resilience. Not about telling kids they are great. We need REAL successes. Growth mindset. – Carol Dweck – intelligence can be developed with effort. Nothing is fixed when we are born Helps to create a story and Identity as LEARNERS.
- These are important aspects of education We want all of these… Very few of these can be done without confidence.
- . Get em on a winning streak. Build small steps of REAL success with our assessment.
- Drive learning forward! Study done by Black and Wiliam (1998) 5 countries, 250 studies, 3 Questions Does classroom assessment make a difference for learning? How much difference does it make? What is being done with assessment> “Assessment explicitly designed to promote learning is the single most powerful tool we have for raising achievement.”
- 21
- Bad rap Verification of learning
- Discussion activity… what is the difference? 17/21 vs assessing learning outcomes Key is to start with learning outcomes, build assessment from there.
- PURPOSE Without goals, like golfing without flags. Many need small steps of success… build on these targets.
- 28
- Increase the amount of descriptive feedback and decrease evaluative feedback. Avoid numbers with feedback. You don’t need to mark everything Running commentary with no judgments Feedback that drives learning forward. Creates action. Feedback is no good if it does not create action from the learner
- With effective formative assessment focused on learning intentions, success criteria and feedback that drives learning forward, students will experience more success; therefore, they will develop more confidence in their learning.. Give out assessment cards. Give some time to read through… adapt so you could use in your classroom. Give out index cards
- 10 minutes- index cards needed.
- Interests, space, freedom What does good look like?
- Shelley Wright - “when learning is something that your students have decided to do… it doesn’t stay within the walls of your classroom… it can take on a life of its own” Tap into character strengths
- INQUIRY. Most of us do a bit of this already. Wonder, question. Neil Stephenson – Delta, Calgary Science School Engaging in work that matters, tapping into curiosities - asking, designing, building, exhibitions of learning Neil asks - Where does the curriculum live in the world outside of school? Structured Guided Inquiry Free Inquiry Slow down the process of learning. Go deeper. check out Galileo Network I interviewed Students of Jonathan Vervaet (high school teacher in Surrey) – couldn’t stand in Sept-oct, gimme the worksheets, let me get my points, move on. By Christmas, I my views on education had changed forever. Inquiry challenges students in a meaningful way and taps into their strengths, interests and curiosities.
- “My goal is to make learning meaningful… set kids up for success… and watch that light go on.” Mark Maines. Using student interests to teach writing, reading, presentation skills, technology, collaboration… start with a child’s strengths/ interest and then think about how we can teach through these.
- Genius Hour - Gaining popularity worldwide. Giving windows of time for creativity, passion and innovation. Google 20% Time An example of inquiry. But not all inquiry is as open as genius hour. Does not have to be free inquiry. Start with structure, start with guidance. You have a truly amazing teacher here today - Gallit Zvi, able to visit her” classroom” Hugh McDonald, (georges vanier elementary) – one for the most engaging, innovative classrooms I have ever visited. Connect with her today.
- Builds on inquiry Stop worrying about the name… just worry about the quality of thought and take small steps to include the strengths, curiosities and interests of our students. Steve Chase, Jerry Bleecker (locals) High Tech High, Deep Learning PBL does not start with giving all the info and then doing a project. answer a question, solve a problem, reflect learning in world outside the classroom. Grade ¾ teacher - Minecraft playgrounds for math Jerry Bleecker – start small, learn big.
- Christa Barberis – English 10 Did a project in an area of passion 1 period a week… then had to produce a 15 min TED Talk. digital desk for example. Speaking, writing, collaboration, technology… learning about learning. It all comes down to creating the conditions, creating the space for engagement to occur. Naryn Searcy is a sr English teacher in Pentiction…
- Note – tweaked this one based on the number of people who were in the morning session
- Much easier prior to sr high At senior high (11 and 12), shifts to trying to use strengths of students to demonstrate their learning For areas like reading, writing, math – start with strengths and then see how strengths could be incoprorated more. Examples of outcomes at primary, intermediate, middle and senior. Have people discuss an assignment that can incorporate strengths – Sr. science, middle school english, intermediate math, Often times, if a student gets to experience their strengths in one area, it can increase engagement in another. If you don’t have a provincially examinable course, is there a chance you could let go of an outcome or 2? What are the ESSENTIAL learning outcomes?
- How can we use technology? Twitter? Skype? Blogging? How can we better connect with the community?
- Students in Brazil learning English. Connecting with seniors in the US needing connection.
- How do we use technology to connect our students with others in areas of strength and interest? Skype, Facetime, Blogging, Twitter.
- Tap into strengths within our school, our community… our kids Why is it that we often hesitate when a former teacher offers to help? Or we resist asking a former teacher to help? If there is knowledge and a relationship… tap into that!
- Kent Elementary Previous principal and many staff member and parents, community members (esp FN community of Seabird) taught me this. LEADERSHIP - Gardening, big buddy, tech crew, lunch monitors, cheerleading, office helpers, library tech, early morning readers, FN drumming and dancing What is the story at school? How can we make this a positive one? Not a reward – part of the educational experience.
- Have we answered the questions? Now we need actions… what needs to change in your school… your classroom
- Activity sheet – what, when, with whom? Share at table. Share what you will START doing.
- If we want kids who are skilled in creativity, problem solving, collaboration… If we want kids who can bounce back after a setback. We need to build confidence. Back up to where they are, provide assessment that builds on success and provides feedback for growth, create space for students to use their strengths… Get em on a winning streak. Get em on a winning streak of small successes… start with their strengths, build confidence, then challenge and embrace the struggle and growth. Confidence + strengths + interests of our students… we get more engagement.
- Go to my website for slides.