1. The document summarizes a presentation about motivating students to succeed given to CECS faculty. It discusses definitions of motivation and success and challenges to student success identified by Vincent Tinto including goals, commitment, adjustment, obligations, and finances.
2. It then discusses forums for faculty to motivate students like introductory engineering courses and advising/mentoring. A success process is outlined including goal identification, strengthening commitment, changing behaviors, and changing attitudes.
3. Specific behaviors for success in math/science/engineering are discussed along with pedagogy for changing behaviors and conditions for collaborative learning. The presentation ends by discussing negative attitudes that inhibit success and how faculty can help students change attitudes.
An overview on commonly used reflective models for education (or practice based areas). This includes the strengths & weaknesses of each to enable practitioners to select a framework that meets their needs.
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Dispositional tuning is a practice in which we engage in order to be “in tune” with ourselves and others. The Teacher Education programs at SFU are premised upon four guiding dispositions that speak directly to this particular type of attunement: pedagogical sensitivity; other-directedness; reflective capacity; and, critical mindedness.
Based upon the 2008 book by Conyne, Crowell & Newmeyer, called Group Techniques: How to Use Them More Purposefully, the presentation introduces the PGTM model (Purposeful Group Techniques Model) for selecting group interventions. Group leaders are challenged to know just how to deal with each situation until they gain experience and a lot of practice! This model helps group leaders to decide what to do, and the book includes a large number of actual techniques collected in the appendix for ease of use.
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Dispositional tuning is a practice in which we engage in order to be “in tune” with ourselves and others. The Teacher Education programs at SFU are premised upon four guiding dispositions that speak directly to this particular type of attunement: pedagogical sensitivity; other-directedness; reflective capacity; and, critical mindedness.
Based upon the 2008 book by Conyne, Crowell & Newmeyer, called Group Techniques: How to Use Them More Purposefully, the presentation introduces the PGTM model (Purposeful Group Techniques Model) for selecting group interventions. Group leaders are challenged to know just how to deal with each situation until they gain experience and a lot of practice! This model helps group leaders to decide what to do, and the book includes a large number of actual techniques collected in the appendix for ease of use.
Reflective Practice, Collaboration, and Stakeholder CommunicationTiffany Smith
This presentation accompanies the 2014 AEA research presentation entitled "Reflective Practice, Collaboration, and Stakeholder Communication: Where Does the Field of Evaluation Stand?"
Allendale breaking down the walls pbis strategies for defianceSteve Vitto
An overview of evidenced based classroom management component to minimize power struggles and diffuse defiant behavior. In addition specific strategies for diffusion were identified and a comprehensive Cd tool box was provided
Reflective Practice: Formulating Your Teaching Experience (ppt)JosetteLB
Reflective Practice: Formulating Your Teaching Experience - presentation at the KOTESOL Busan Reflective Practice Symposium on Saturday, April 21, 2012 by Josette LeBlanc
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Want to move your career forward? Looking to build your leadership skills while helping others learn, grow, and improve their skills? Seeking someone who can guide you in achieving these goals?
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About Hector Del Castillo
Hector is VP of Professional Development at the PMI Silver Spring Chapter, and CEO of Bold PM. He's a mid-market growth product executive and changemaker. He works with mid-market product-driven software executives to solve their biggest growth problems. He scales product growth, optimizes ops and builds loyal customers. He has reduced customer churn 33%, and boosted sales 47% for clients. He makes a significant impact by building and launching world-changing AI-powered products. If you're looking for an engaging and inspiring speaker to spark creativity and innovation within your organization, set up an appointment to discuss your specific needs and identify a suitable topic to inspire your audience at your next corporate conference, symposium, executive summit, or planning retreat.
About PMI Silver Spring Chapter
We are a branch of the Project Management Institute. We offer a platform for project management professionals in Silver Spring, MD, and the DC/Baltimore metro area. Monthly meetings facilitate networking, knowledge sharing, and professional development. For event details, visit pmissc.org.
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1. Motivating Students
to Succeed
Presentation to CECS faculty
by Raymond B. Landis
California State University,
Northridge
April 29, 2005
2. Definitions
Motivate
“to provide with a motive”
Motive
“something that causes a person to act in a
certain way”
Success
“the achievement of something desired,
planned, or attempted”
3. Vincent Tinto
(Source: Leaving College)
Intention - Absence of goals
Commitment - Unwilling to put in effort
Adjustment - Inability to adjust to social and
academic demands
Difficulty - Academic dismissal
Congruence - Mismatch with institution
Isolation - Absence of social interaction
Obligations - Friends, family, employment
Finance - Inadequate resources
4. Forums for faculty
to motivate students?
Introduction to Engineering course
Other engineering courses
Advising/mentoring
5. Success Process
1. Goal identification
2. Strengthening commitment to goal
3. Change behaviors
4. Change attitudes
6. Goal identification
Basic idea
How can you ever expect to get somewhere if
you don’t know where you want to go?
Goals give you something to measure yourself
against
Goals give your life direction
Write down your goals
7. Strengthening
commitment to goal
Understanding the benefits (rewards and
opportunities) – goal clarification
Understanding the essence
Increasing global awareness (having a
strong foundation)
Having a road map (step-by-step plan)
8. Goal Clarification - Rewards and
Opportunities of Engineering
1. Job satisfaction
2. Varied Opportunities
3. Challenging Work
4. Intellectual Development
5. Social Impact
6. Financial Security
7. Prestige
8. Professional Environment
9. Understanding How Things Work
10. Creative Thinking
10. Behaviors
for Success
Time and energy devoted to studying (“time on task”
Study from class to class rather than from test to test
Group study/collaborative learning
Making effective use of professors
Preparing for lectures
Utilizing resources (e.g., tutoring, advising, counseling,
etc)
Preparing for and taking tests
11. Pedagogy for changing
behaviors
1. Establish a baseline
2. Deliver knowledge
3. Build commitment to behavior
4. Require/assign implementation
5. Process outcomes
12. Conditions for
collaborative learning
Taking same course
Enrolled in same section
Know each other (“Name Game”)
Aware of the efficacy of collaborative learning
13. Change attitudes
Negative attitudes that inhibit success
Weak commitment to goal of graduating in engineering
Unrealistic view of what’s expected (e.g., overconfidence,
naivete)
Low self confidence
Lack of self worth (I.e., tendency to sabotage their success)
External “locus-of-control” (I.e., adoption of victim role)
Negative view toward authority figures
14. Negative attitudes that inhibit
success (continued)
Unwillingness to seek help
Resistance to change (e.g., personal growth and development)
Tendency toward procrastination (e.g., negative view toward time
management)
Avoidance of areas of weakness or perceived unpleasantness
(e.g., written communications, interpersonal interaction,
chemistry)
Reluctance to work with other students (I.e., avoidance of group
study)
15. Deepak Chopra
Seven Spiritual Laws of Success
Chopra’s "Law of Karma" explains the importance of becoming "conscious,“
Most of us, as a result of conditioning, have repetitious and predictable responses to
the stimuli in our environment. Our reactions seem to be automatically triggered by
people and circumstances, and we forget that these are still choices that we are making
in every moment of our existence. We are simply making these choices unconsciously.
and how through doing so, we are able to change our choices:
If you step back for a moment and witness the choices you are making as you make
those choices, then in just this act of witnessing, you take the whole process from the
unconscious realm into the conscious realm. This procedure of conscious choice-
making is very empowering.
16. Helping Students
Change Attitudes
Help student become
“conscious” of a
negative attitude
Have
student answer
No the question, “Is attitude
working for me?” Yes
Ask “Does attitude Attitude is (by
come from a source that definition) “positive”
can be changed?
No
Try to change
Yes the attitude
Try to eliminate
the source
17. You are what your deep, driving desire is.
As your desire is, so is your will.
As your will is, so is your deed.
As your deed is, so is your destiny.
Brihadaranyaka Upanishad IV.4.5
18. What can you do
for your students?
Implementation Exercises
1. Build community
2. Strengthen commitment
3. Change behaviors
4. Change attitudes