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Impacting student success 2013
- 1. Nancy Nelson June 2013 Impacting Student Success
- 2. 2 What contributes to student success? 1. read the scenario ... Image: Ben Andreas Harding, Creative Commons ... http://www.flickr.com/photos/38605609@N02/6816671657/
- 3. 3 What does your scenario tell you about student success? Based on Edward de Bono’s Six Thinking Hats
- 4. 4 How did it make you feel? NO explanation required! Gut Instinct
- 5. 5 What happened? NO judgement allowed! Facts Only!
- 6. 6 What positives can be taken away? BE PREPARED to explain Pollyanna
- 7. 7 What interfered with student success? BE PREPARED to explain Devil’s Advocate
- 8. 8 How can student success be improved? Innovator
- 9. 9 Brain Writing – Paulus, P. B., & Yang, H. (2000). Idea generation in groups: A basis for creativity in organizations. Organizational Behavior and Human Decision Processes, 82(1), 76-87. Heslin, P. A. (2009). Better than brainstorming? Potential contextual boundary conditions to brainwriting for idea generation in organizations. Journal Of Occupational And Organizational Psychology, 82(1), 129-145 Brainwriting … What are the “key” requirements for student success ... i.e. what makes a student successful? 1. Write down one requirement and pass card to your right 2. Write down another requirement (it can’t be your original idea or the idea already on the card) and pass card to your right 3. Continue until the activity is over
- 10. 10 Brainwriting … What are the “key” requirements for student success ... i.e. what makes a student successful?
- 11. 11 compile list of the top five (5) key requirements for student success Manager
- 12. 12 Requirements for Student Success Impacting Student Success – Tinto, Vincent “Establishing Conditions for Student Success”
- 13. 13 LEARNING EXPECTATIONS SUPPORT FEEDBACK INVOLVEMENT
- 14. 14 Student Expectations … Image: Leaving to Learn ... http://www.leavingtolearn.org/students-expectations/ Video: Leaving to Learn ... http://www.leavingtolearn.org/10-Expectations/
- 15. 15 Do we meet those student expectations in our own classes?
- 16. 16 CONTROL CONTENT METHODS TOOLS Autonomy Authentic Context TheirMethods TheirTools Bringing it to Practice … Impacting Student Success
- 17. 17 Autonomy … Impacting Student Success
- 18. 18 Set yourself an action trigger … Impacting Student Success
- 20. 20 Set yourself an action trigger … Impacting Student Success
- 21. 21 Their Tools and Methods … Image: John Atkinson, http://wronghands1.wordpress.com/2013/03/31/vintage-social-networking/
- 22. 22 Set yourself an action trigger … Impacting Student Success
- 23. 23 Five Key Things for Student Success Impacting Student Success
Editor's Notes
- Have an envelope on each table that includes:6 index cards6 handouts (scenario, action triggers)1 de Bono Student Success Scenario Evaluation sheet)Each group is provided with one of four different scenarios and given ~5 minutes to read itshut up and study harddwindling study/preparation time by studentsconditioned not to read the text bookexpectation to work better not less
- Will use de Bono’s Six Thinking Hats to analyze each scenario ... explain how for each hat we’ll analyze a different aspect of the scenario wrt student successred – how did it make you feelwhite – summary of the facts presentedyellow – what ‘success’ can the student find from this situationblack – what’s working against the student in this situationgreen – how might the student’s success be improvedblue – summarize factors affecting student successeach group needs to select a recorder/writer to record group’s analysisparticipants will have two minutes for each section ... telephone will ring to indicate that it’s time to move on to next section
- RED hat – gut reaction to the scenario ... no need to explain what you feel
- What facts were presented that have anything to do with student success?
- What, if anything, in the scenario contributed to the student’s success?
- What, if anything, in the scenario detracted from the student’s success?
- How could the scenario be changed to improve the student’s chance of success?
- Paulus & Yang, “The findings indicate that the group-writing technique results in greater productivity than individual writing (nominal groups).” ... “The findings indicate that the group-writing technique results in greater productivity than individual writing (nominal groups).” Explain process of brainwriting and how it has been shown to result in greater productivity (quality & quantity) in generating creative ideas (compared to brainstorming and individual writing)Review how the process works
- Participants have 2 minutes to use brainwriting to record what the key requirements for student success are
- Each group has three minutes to identifies/summaries the five key requirements for student success
- Categorize group’s responses under each of the five main headers ... use white/blackboard if there’s not a touch screen
- So far we’ve been talking about student success from the teacher’s perspective ... what about what students expect/consider important wrt their own successLet video explain the 10 expectations
- Each participant does a self-reflection on how well he/she personally meets those expectations
- So how can we take that information ... what we know about student success and what student expectations are and make that work for us in our classrooms?In a typical classroom we retain control, we let the textbook dictate the content, and use the same methods and tools that we used when we were studying these subjects. Let’s take a look at how we can move toward meeting some of the student expectations in ways that still make us comfortable ...give the students some autonomy & choiceuse authentic, real-world problems/projectsstart to incorporate some of the tools and methods that today’s student is comfortable with
- Student motivation increases as we give up a little bit of control in the classroom. There are four main ways that we can release a bit of that control and give the students more choice:task – what they dotime – when they do ittechnique – how they do itteam – with whom they do it
- have each participant write themselves an action trigger stating one thing they’ll try this academic year
- Authentic tasks have four main characteristics ... they are relevant to the learner and the disciplinethey are fuzzy or ill-defined meaning the learner is going to have to think, analyze, and/or research before they startit involves work over a period time affording learners the opportunity to grow in their knowledge & skillhas multiple possible solutions ... there is no “one” way to arrive at a solution
- Set action trigger to replace one assignment with something more authentic
- Compare our tools and methods to more current ones
- Set action trigger to replace one “vintage” tool with something more current