AFFACT's keynote speaker, Deb Poese spoke on "The brain that does the work" to community college faculty in Maryland.

1. The Brain
That Does theWork…
Deb Poese, Keynote Speaker, January 5, 2017
Twenty-SeventhAnnual Conference
Association of Faculties for the Advancement
of Community CollegeTeaching
--hosted by Harford Community College

2. Being an
Agent of
Change
“…to provide our students with
opportunities to achieve their
academic and workplace
development goals.”
“… the roles our colleges assume
and techniques we employ in the
classroom to ensure student
success.”

3. How
the Brain
Learns
The brain that does the
work is the brain that
learns.
David Sousa, author
How the Brain Learns

4. How I Have
Sometimes
Felt as a
Student
Teacher
Student
https://www.youtube.com/watch?v=T1QCCsUpTr0

5. How I
Sometimes
Feel as a
Teacher
Teacher
Students
http://www.perutrekkingclimbing.com/

6. How I Know
itWorks
Best
Teacher
Student
https://urec.wsu.edu/climbing-wall/belaying

7. The
Perfect
Balance
Challenge
Support
Similar to Sanford’s theory of student development, but in an academic view.
https://imjoeboe.wordpress.com/2011/04/28/challenge-support/

8. An
“Aha”
Moment
Skip Downing, author and founder, On Course: Strategies for Creating Success in
College and in Life

9. Purpose
of the
Workshop
To provide you with…
Learner-centered structures for
helping students learn more deeply,
and
Empowerment strategies for
helping students become active,
responsible, and successful learners
who thrive in a learner-centered
environment.

10. At this point in her keynote address, Deb Poese
asked audience members to take out their cell
phones, go to pollev.com/debrapoese199, and
then text an answer to this prompt.
• Name one quality or characteristic
of a successful student.
• https://www.polleverywhere.com/free_text_polls/wYXYnX1l0BQcana

11. GetOut
ThoseCell
Phones!
OR Go to pollev.com/debrapoese199
376-07
DEBRAPOESE199

12. Choices
of
Successful
Students
Personal Responsibility
Self-Motivation
Self-Management
Interdependence
Self-Awareness
Lifelong Learning
Emotional Intelligence
Belief in Self
DOWNING. On Course, 8E. © 2017 Wadsworth, a part of Cengage Learning, Inc.

13. Balancing
Challenge
and Support
On Course Principles
The most successful people (and learners)
are empowered people.
In formal education, the deepest learning
is provided by well-designed and engaging
learner-centered experiences.
At the intersection of an empowered
person and a well-designed learner-
centered experience lies the opportunity
for deep, perhaps even transformational,
learning.
On CourseWorkshops, Inc.

14. Accepting
Personal
Responsibility
Video: Stuck on an Escalator
https://www.youtube.com/wat
ch?v=FSIkjNaICsg
Accessible version:
https://www.youtube.com/watch?v=YQUAs3syuJE

15. Stuck on
an Escalator
Think of a time when you saw a
student who seemed “stuck on an
escalator.” What was happening?
Why did they react that way?
Turn to one or two people near you
and share your story.
Have you ever been “stuck on an
escalator” yourself?

16. Slide from Poll Everywhere
PollTitle:Who is (should be) responsible for empowering
students at your college?
https://www.polleverywhere.com/multiple_choice_polls/kKfmV2JML2zF1kb

17. Adopting
Lifelong
Learning

18. In a fixed mindset, people believe
their basic qualities, like their
intelligence or talent, are simply
fixed traits.They spend their time
documenting their intelligence or
talent instead of developing them.
They also believe that talent alone
creates success—without effort.
Fixed
Mindset

19. In a growth mindset, people believe
that their most basic abilities can be
developed through dedication and
hard work—brains and talent are
just the starting point.This view
creates a love of learning and a
resilience that is essential for great
accomplishment.
http://mindsetonline.com/
Growth
Mindset

20. Beliefs about… Fixed Mindset Growth Mindset
My intelligence
and abilities
Something I am born
with--fixed
Come from hard work
and can always
improve
Challenges To be avoided Should be embraced
Effort Needed when you are
not good enough
Essential on the path
to mastery
Feedback Get defensive, take it
personally
Something to learn
from, identifying areas
to improve
Success of
Others
Threatening Inspirational

21. Slide from Poll Everywhere
PollTitle:What portion of your students do you
think exhibit a growth mindset?
https://www.polleverywhere.com/multiple_choice_polls/QqwNUkuUDP1mBoq

22. Slide from Poll Everywhere
PollTitle:Which mindset do you think you
exhibit most often?
https://www.polleverywhere.com/multiple_choice_polls/NVqdfuWf9l8v7Ob

23. An
Example:
Carnegie
Pathways
Statway® and Quantway®
pathways integrate
developmental mathematics
content with college-level
statistics or college-level
quantitative reasoning,
respectively, in order to increase
the college completion rate for
students placing in the
developmental program.

24. An
Example:
Carnegie
Pathways
Results?
Nationally, only 15% of developmental
math students complete the traditional
sequence through statistics by the end
of two years, while 49% of Statway
students receive a statistics college
credit after one year.
Only 29% of developmental math
students complete the traditional
sequence through liberal arts math by
the end of two years and 56% of
Quantway students receive college
credit after one semester.

25. An
Example:
Carnegie
Pathways
Video on Pathways, featuring Jim
Willis, Sinclair Community College
 https://www.carnegiefoundation.org/in-action/carnegie-math-pathways/

26. Learning
Opportunities
Providing “productive struggle” as
students work to make meaning of
content
Building explicit connections between
strategies and prior knowledge
Using deliberate practice (rather than
simply tasking students to do similar
problems over and over) as a key to
gaining understanding.

27. Framework
for
Improving
Teaching
(FIT)
A tool that supports faculty to improve
their teaching using the Problem Cycle,
an instructional routine
•Selected Statway and Quantway
lessons that have been developed and
tested (called the FIT lessons)
•A rubric to support faculty in using the
lessons and the Problem Cycle

28. Framework
for
Improving
Teaching
(FIT)
•Guiding Questions
•Instructional Moves: Do More ofThese
Example: Instructor values
incorrect approaches as a learning tool
and uses incorrect answers to explore the
mathematics
•Instructional Moves: Do Less ofThese
Example: When a student gives an
incorrect answer, instructor calls on
someone else without responding to the
thinking.

29. Productive
Persistence

30. The Brain
that Does
theWork…
Challenge
Support

31. Related
Readings
and
Resources
 Bransford, J.D., Brown, A.L., Cocking, R.R. (Eds.), 2000. How
people learn: Brain, Mind, Experience, and School. Washington,
DC: NationalAcademy Press.
 Downing, Skip. On Course: Strategies for Creating Success in College
and in Life, 8th Edition.Wadsworth, 2017.
 Dweck, Carol. Mindset:The New Psychology of Success. Random
House, 2006.
 Edwards, Ann R. and Rachel L. Beattie. (2016). Promoting
Student Learning and Productive Persistence in Developmental
Mathematics: Research Frameworks Informing the Carnegie
Pathways. NADE Digest,Vol. 9 Issue 1: 30-39.
 Jackson, Robyn Renee. NeverWork HarderThanYour Students and
Other Principles of GreatTeaching. Alexandria,VA: ASCD, 2009.
 OnCourseWorkshop.com
 Tough, Paul. How Children Succeed: Grit, Curiosity, and the Hidden
Power of Character. Houghton Mifflin Harcourt, 2012.

32. Contact me:
debra.poese@montgomerycollege.edu
Questions?
Support