Feedback Quotes List - Education - Assessment and Reporting Steven Kolber
A long collated list of quotes from a range of educational researchers, Hattie and Timperley, key edu gurus, key ideas, key definitions and ideas. Teaching Learning, Professional Learning. Useful for PD / PL.
“The dialogue between pupils and teacher should be thoughtful, reflective, focused to evoke and explore understanding, and conducted so that all pupils have an opportunity to think and to express their ideas.” (p 12)
'pupils should be trained in self- assessment so that they can understand the main purposes of their learning and thereby grasp what they need to do to achieve.' (Black & Wiliam, 2010)
Introduction
Objectives
Definition of Motivation
Types of Motivation
Theories of Motivation
Application of Motivation in EducatioN
Student Motivation
Factors Influencing the Development of Student Motivation
Exercise
Self Assessment Questions
References
Web Reference-
Webinar presented by Nicole Crawford and Cathy Stone discusses preliminary findings from research into supporting the mental wellbeing of mature-aged students in regional and remote Australia, through ensuring that, in this time of physical distancing, online learning is delivered in ways that enhance student engagement and student wellbeing.
Feedback Quotes List - Education - Assessment and Reporting Steven Kolber
A long collated list of quotes from a range of educational researchers, Hattie and Timperley, key edu gurus, key ideas, key definitions and ideas. Teaching Learning, Professional Learning. Useful for PD / PL.
“The dialogue between pupils and teacher should be thoughtful, reflective, focused to evoke and explore understanding, and conducted so that all pupils have an opportunity to think and to express their ideas.” (p 12)
'pupils should be trained in self- assessment so that they can understand the main purposes of their learning and thereby grasp what they need to do to achieve.' (Black & Wiliam, 2010)
Introduction
Objectives
Definition of Motivation
Types of Motivation
Theories of Motivation
Application of Motivation in EducatioN
Student Motivation
Factors Influencing the Development of Student Motivation
Exercise
Self Assessment Questions
References
Web Reference-
Webinar presented by Nicole Crawford and Cathy Stone discusses preliminary findings from research into supporting the mental wellbeing of mature-aged students in regional and remote Australia, through ensuring that, in this time of physical distancing, online learning is delivered in ways that enhance student engagement and student wellbeing.
Self-Regulated Learning and Problem-Solving SuccessJenny Ankenbauer
Presentation on self-regulated learning and expert learner's use of time during a problem-solving event.
Guided questions for instructors to activate self-regulated learning are included. on slide 29.
Elaboration on topic via speaker notes with download. Extension activity presented on slide 33 to facilitate learning transfer of SRL theory to practice.
Avoiding the "Velcro Effect" Determining When a Student Requires Paraeducator Support by Patricia H. Mueller, Ed.D. from the 2009 National Resource Center for Paraprofessionals Conference.
Personalization vs. Differentiation vs. Individualization Report-v3Barbara Bray
The Personalization vs. Differentiation vs Individualization Chart (PDI) Report version 3 provides a clear explanation of the PDI chart. The report explains the difference of the three terms through questions and taking the chart apart.
Assessment in Education: Principles, Policy & Practicejaoverla
Presentasjon av artiklene:
Black, Paul and Wiliam, Dylan: Assessment in Education: Principles, Policy & Practice; Mar1998, Vol. 5 Issue 1, p7,
Black, P. & Wiliam, D. (1998): Inside the black box. Raising Standards Through Classroom
Having students motivated from the beginning of the school year is essential in a classroom. During large, small, and individual teaching sessions, it is important to maximize motivation when teaching both academic skills and working on reduction of problem behaviors. Preference assessments and reinforcement strategies may be helpful to identify items and activities that will be motivating to your students and are essential component to effective teaching and behavior reduction.
Crowdfunding workshop voor fondsenwervers, zoals regelmatig gegeven door Ronald Kleverlaan en Frits Klaver.
Zie voor actuele data: http://crowdfundingworkshop.nl/
Crowdfunding presentatie tijdens Communitymanangers Nederland bijeenkomst over de sociale dynamiek op crowdfunding platformen.
Wat kunnen crowdfunding platformen leren van ervaren communitymanagers?
Self-Regulated Learning and Problem-Solving SuccessJenny Ankenbauer
Presentation on self-regulated learning and expert learner's use of time during a problem-solving event.
Guided questions for instructors to activate self-regulated learning are included. on slide 29.
Elaboration on topic via speaker notes with download. Extension activity presented on slide 33 to facilitate learning transfer of SRL theory to practice.
Avoiding the "Velcro Effect" Determining When a Student Requires Paraeducator Support by Patricia H. Mueller, Ed.D. from the 2009 National Resource Center for Paraprofessionals Conference.
Personalization vs. Differentiation vs. Individualization Report-v3Barbara Bray
The Personalization vs. Differentiation vs Individualization Chart (PDI) Report version 3 provides a clear explanation of the PDI chart. The report explains the difference of the three terms through questions and taking the chart apart.
Assessment in Education: Principles, Policy & Practicejaoverla
Presentasjon av artiklene:
Black, Paul and Wiliam, Dylan: Assessment in Education: Principles, Policy & Practice; Mar1998, Vol. 5 Issue 1, p7,
Black, P. & Wiliam, D. (1998): Inside the black box. Raising Standards Through Classroom
Having students motivated from the beginning of the school year is essential in a classroom. During large, small, and individual teaching sessions, it is important to maximize motivation when teaching both academic skills and working on reduction of problem behaviors. Preference assessments and reinforcement strategies may be helpful to identify items and activities that will be motivating to your students and are essential component to effective teaching and behavior reduction.
Crowdfunding workshop voor fondsenwervers, zoals regelmatig gegeven door Ronald Kleverlaan en Frits Klaver.
Zie voor actuele data: http://crowdfundingworkshop.nl/
Crowdfunding presentatie tijdens Communitymanangers Nederland bijeenkomst over de sociale dynamiek op crowdfunding platformen.
Wat kunnen crowdfunding platformen leren van ervaren communitymanagers?
Exploring student and teacher engagement in learning activities with e-textbooksJANAINA OLIVEIRA
Researchers and educators progressively acknowledge literacy as plural and varied in nature, a process which encompasses the production and understanding of multiple forms of representation, deeply rooted in the social contexts and practices of a given society. The technologies of the digital society offer different potentials for learning. E-books are one of such new technologies. This article presents an exploratory study on the use of e-textbooks in a primary education classroom. It examines student’s meaning making practices and the perceptions that teachers and students have towards their engagement in learning activities in this context. In the analysis of the data generated, the classroom is considered as a multimodal learning space, where virtual, physical and cognitive environments overlap. Students negotiate meaning across multiple contexts and reflect upon it. Our results show that however e-textbooks favour a communicative active style of learning, there still are real challenges to be overcome by e-textbook editorials so that it does not become the next forgotten fad.
Teacher the teacher engagement (week two)LouisCabuhat
In unit two, participants will create the framework for a rating scale on motivation with the idea that, ultimately, a workable Early Warning System that alerts faculty and staff of impending student issues is published for use by the college.
Chad Smith, a principal, discusses engagement in the classroom and the factors that influence it - both negatively and positively. For more on engagement and education, visit ChadSmithPrincipal.com
7 Creative Ways to Increase Engagement in the ClassroomWhatsDue
As a teacher, do you have trouble keeping your students engaged while they're in the classroom?
Look no further! These 7 tips will keep your students super-engaged!
15 Employee Engagement activities that you can start doing nowHppy
Trying to find new employee engagement activities to boost productivity in your company?
We thought you might, now that these long summer days make it difficult to focus and give 110% at work. But we also thought this is a great time to plan a proper employee engagement strategy that focuses on long-term growth and retention.
Whether you’re simply browsing for some ideas that might boost up morale or if you’re putting down the final details for your HR strategy, here are 15 employee engagement activities that you should try!
Teach the teacher achievement (unit four)LouisCabuhat
The literature on attrition suggests that learners who underestimate their ability to succeed in college-level courses become easily disillusioned once failure occurs. The key to avoiding this example of cognitive dissonance (Miller & Tanner, 2011) is to anchor achievement strategies to realistic goal-setting. The literature suggests that students who experience cognitive dissonance are more likely to dropout (Miller & Tanner, 2011). Furthermore, the unpleasurable experience of dropping out of school is manifested emotionally. However, studies show that students who are successful in managing their emotions and relationships and impulse control are more likely to persist to graduation (Allen & Lester, 2012).
So, how do you measure achievement?
An introduction to learners and learning. This slide deck covers basic concepts every person engaged with education in any form should be familiar with. I gave this presentation to MBA students in Iqra University as a guest speaker in 2018. Hopefully, it could be useful for more people.
nformationprocessingmodelfile1-110306221437-phpapp02 (1).pdf
This ppt will be helpful for studying about teaching models, information processing models
CIRTL Class Meeting 10: Supporting a growth gindset (from the first day of cl...Peter Newbury
Peter Newbury
Center for Teaching Development
UC San Diego
David Gross
Department of Biochemistry and Molecular Biology
UMass, Amherst
April 2 2015
collegeclassroom.ucsd.edu
cirtl.net
Freshman seminar presentation from Louis CabuhatLouisCabuhat
Louis Cabuhat, the Director of Education, assigns day-two of each new term to meet with students, answer questions about learning, and help others plan to be massively successful. This slide deck is only a small representation of what will be covered in the three hour session.
5 unit five teach the teacher_web 2.0 technologyLouisCabuhat
Digital media (technology) has very important implications for learning. Technology has, inarguably, become woven into everyday living. In fact, it is hard to imagine a world void of technology. The Internet (Worldwide Web) is a great example of just how access to information touches and shapes our lives. Social media is used for communication. Online video conferencing bridges gaps. And, Wi-Fi technology currently provides access to information like never seen before. The Unit Five weekly activity is intended to connect learning, personal motive and technology so that behaviors are shaped. The goal is to demonstrate just how digital media can be leveraged by an instructor in the classroom to reveal a connection between motivation and Slideshare.com for learning.
Welcome to Freshman Seminar: Louis CabuhatLouisCabuhat
Making the decision to start college is a huge decision. This slide deck will guide new students in creating a digital link, problem solving and creating connections to Bryman College.
Louis Cabuhat, RN: Advising for ResultsLouisCabuhat
Managing behaviors in and out of the classroom is one of the more important tasks of a post-secondary instructor. This slide deck is a teacher's resource for supporting student success by mapping advising strategies that work and that don't work.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
1. Louis Cabuhat, Dean of Education
Bryman College
Goal-setting –
Unit Three
TEACHER THE
TEACHER
2. “If you don‟t know where you are going,
any road will get you there”
- Richard S. Sagor
Connecting Your Actions to the Target
IMPROVED OUTCOMES
3. • Performance Targets (INDIVIDUAL OUTCOMES)
– Ask yourself, “What are students expected to gain from
our „actions”?
– Improved motivation √
– Improved engagement √
– Realistic goal-setting
– Improved achievement
• Process Targets (TECHNIQUES or STRATEGIES)
– Development of an Early Warning System
Training Targets
(Sagor, 2011)
4. • Unit One dealt with
• Motivation is driven by emotion
According to Chickering (2006), “motivation is the key to
persistence, moving through successfully, and learning
that lasts” (p. 13).
• Unit two dealt with
Learners who are Involved, Interested and Connected are more
likely to persist.
Recap
5. Recap: Discussion Board
“How can you tell if Susan is Engaged?”
“…did [Susan] enroll just because of her parents?” Ms. Lee
“[I am going to pay particular attention to] eye contact” Alex Esparcia
“I would ask her during her „private time‟ with me, how she feels about
the class” Meryl Harlow
“I would arrange to set aside the last 30 minutes of the class to have all
the students, including Susan partner up with a fellow student” J. Jeong
“ I would use is group activities” Anthony Cervantes
“Immediate Assessment” Avic Magsaysay (better known as formative
assessment)
6. Drafting a Scale: Engagement
Worst NeedsImprovement Asexpected Above Expectations Best
1 2 3 4 5
Directions:
Workingin your groups, take afew minutesto discusswhat an "asexpected" rating(on ascale of 1 - 5) lookslike. Remember to anchor
your discussion to our dynamic case: Susan. For example, if Susan were to meet your expectationson engagement, what would that look like
to you?Usingthisworksheet, draft one word adjectivesor small sentencesto explain what an 'engaged' Susan might look like. Think - Best
case scenario!
Rating
Engagement
7. Our Early Warning System is taking
shape!
Worst NeedsImprovement Asexpected AboveExpectations Best
` 1 2 3 4 5
Rating
Motivation
Punctual
Bringsbooks/suppliesto class
each day
Maintainseye contact
Assistsothersto learn
Asksfor help (asneeded) -
Submitsassignmentson-time
Acceptscriticism
8. Unit Three – Goal-setting and
Introduction to Futuring
Learners will be able to:
Diagram steps that may be used to set realistic goals
Define Futuring techniques
Explain the benefits to Futuring
9. • “Adults do not become adults in an instant – it is a
developmental process” (Knowles, Holton III, &
Swanson, 2005, p. 220).
• The primary purpose of a university is to assist a
learner to develop competencies (Davis, 2012)
• “Learners who are unable to form positive
motivational “attitudes” towards goal fulfillment
are at greater risk of dropping from program”
• Instrument Goals
Goal-setting (what we know)
Morrow & Ackermann (2012)
10. • Cognitive = Thoughts
– Lower level cognitive domain: cite, count, list, name, define
– Higher level cognitive domain: select, compare, criticize,
evaluate
• The impact of „thought processes’ on tangible goal-
setting
– Question: Do you always begin a class with the MOST
challenging question possible?
• The impact of past experiences on goal-setting
What does it take to set realistic
goals?
Where does Susan Fall?
11. • Futuring is a systematic process for planning for the future
• Benefits:
– Describe many different types of futures
– Develop or change culture
– Discover areas of opportunities (related to the mission statement)
– Create a common language
• Create a scenario whereby success occurs
Futuring (Yes; this is a word)
Turn this Into this
12. Reread Susan’s Case
Susan is a new student who is attending classes at Bryman College –
A for-profit organization. As a new enrollment to the school, Susan
repeatedly misses assignment deadlines and submits work late.
While in class, her instructor notices that Susan frequently avoids eye
contact with others and she excludes herself from group discussions.
Now, in her third week of a four week module, it doesn’t look
good. Susan has failed her mid-term exam. And now, the teacher is
concerned that some of Susan‟s behavior is an early indication of
what‟s about to come – another drop for the college; another failed
attempt. So, in an effort to address the problem, the teacher presents
what she knows of Susan to colleagues at the college. And, to her
surprise, several of the other staff members are dealing with a „Susan‟
of their own. What‟s even more unsettling – the College attrition rate
for newly enrolled students is extremely high.
13. Return to EduOs.net
to continue
addressing Susan‟s
case anchoring your
ideas to Goal-Setting
and Futuring
14. • Bobby, O. (2008). Applying Piaget's theory of cognitive development to mathematics instruction.
Retrieved from http://web.ebscohost.com/ehost/pdfviewer/pdfviewer?sid=e7f33571-263d-4dad-
82be-68fcaf1e1c4d@sessionmgr11&vid=6&hid=122
• Chickering, A. W. (2006, May/June). Every student can learn - if... Retrieved from
http://web.ebscohost.com/ehost/pdfviewer/pdfviewer?sid=dd514ab9-a85f-48c3-9d53-
3d83ca6df5e0@sessionmgr112&vid=15&hid=122
• Davis, D. (2012). Introduction to student development theory [Web]. Retrieved from
http://www.youtube.com/watch?v=hvnH54Hqez8
• Encyclopedia of business: Futuring. (2012). Retrieved from
http://www.referenceforbusiness.com/management/Ex-Gov/Futuring.html
• Godet, M. and Roubelat, F. (1996) „Creating the future: the use and misuse of scenarios‟, Long
Range Planning, Vol. 29, No. 2, pp.164---171.
• Hadley, W. M. (2006). L.d. students' access to higher education: Self-advocacy and support.
Retrieved from http://web.ebscohost.com/ehost/pdfviewer/pdfviewer?sid=15944741-b8df-4f11-
9d08-7411b32ba1fc@sessionmgr114&vid=10&hid=11
Reference List
15. • Knowles, M., Holton, E., & Swanson, R. (2005). The adult learner: the
definitive classic in adult education and human resource development.
(6th ed.). Burlington, MA: Elsevier.
• Merriam, S. B., Caffarella, R. S., & Baumgartner, L. M. (2007). Learning in
adulthood: A comprehensive guide. (3rd ed.). San Francisco, CA: Jossey-
Bass.
• Mietzner, D., & Reger, G. (2005). Advantages and disadvantages of
scenario approaches for strategic foresight. Int. J. Technology
Intelligence and Planning, 1(2), 220-239.
• Moorcraft, R. (2007). The art of the clairvoyant. Manger: The british journal
of administrative management, 4-5.
Reference List
16. • Morrow, J. A., & Ackermann, M. E. (2012). Intention to persist and
retention of first-year students: The importance of motivation and
sense of belonging. College student journal, 46(3), 483-491.
Retrieved from
http://web.ebscohost.com/ehost/pdfviewer/pdfviewer?sid=efc82f3
b-eac7-4d11-91da-acc4e88f76d0@sessionmgr15&vid=7&hid=113
• Sagor, R. (2011). The action research guidebook: a four-stage
process for educators and school teams. (2 ed.). Thousand Oak,
California: Corwin.
• Sandeen, A., & Barr, M. J. (2007). Critical issues for student affairs:
challenges and opportunities. San Francisco, California: Jossey-Bass.
Reference List
Editor's Notes
“This very real risk of losing our direction and failing to reach out desired destination should motivate us to be disciplined and deliberative when planning our action research, our planned exploration of a not-yet-visible destination (Sagor, 2011, p. 31).
It is important to remember the path we have traveled and where we still have to go. So far, we covered the concept of motivation and its’ impact on student persistence. Our training targets involve both performance targets and process targets. We are looking to improve awareness on postsecondary motivation, engagement, goal-setting, and achievement so that in the end dropout tendencies are better understood. Even more, following each training session, the components of an early warning system is being created by the participants. Each week, I will engaged in the four stages of an action research process – “envisioning success, clarifying a theory, collecting data while implementing theory, and reflecting on results obtained” (Sagor, 2011, p. 61).
In unit one, project participants were introduced to the larger purpose of the overall project. The training targets were introduced and the concept of an Early Warning System is considered. The drivers of attrition of particular concern to this project were explained, of which, the first was reviewed – Motivation. In our sixty minute face-to-face discussion, we began the process of separating extrinsic motivation from intrinsic motivation. We also explored a text book definition of motivation. And, we talked about instrument goals as a means for driving motive. Lastly, learners were introduced to the online discussion platform and the case presentation that we will reference for the next nine weeks. In unit two, participants were introduced to concepts of student engagement. Following unit two, participants were expected to be able to list at least one definition of student engagement; weigh the benefits of student engagement on persistence; adjust their ‘teaching strategies’ to support engagement. Key words were introduced: involved, interested, and connected. Participants were introduced to the literature on engagement and they were told: decreased engagement translates into increased dropout rates. Finally, participants were directed to www.EduOs.net to address the online discussion questions related to student engagement.
In the discussion forum of unit two, participants considered what an engaged Susan might look like. Then they each offered at least one action that might work to change the trajectory of her engagement. Some individuals were concerned with assessing her body language, and some were more interested about her reasons explaining why she is attending the program. Some suggest one-on-one sessions and some chose group sessions. In the end, the participants demonstrated their grasp on how engagement works to involve, interests, and connect Susan to the class at-large. Even more, the fundamental components needed to foster relationships is beginning to form in the class.
In unit one, the project participants were asked to examine a specific scenario whereby a student (Susan) was not performing to standards. According to the scenario, the student “…misses assignment deadlines and submits work late”. The project participants were asked two questions: (1) What strategies would you use to assess motivation and (2) How can you tell if motivation exists with your students. These questions were intended to prompt reflection and test strategies. The participants created a scale to rate learner motivation. Again in unit two, the participants were asked to reexamine the scenario, this time with a focus on Susan’s pattern if engagement (or lack thereof). The project participants were asked two questions: (1) How can you tell if she is disengaged/engaged; (2) What might an ‘involved’ Susan look like to you? Now it is time to target engagement and develop a scale to rate learner engagement. The idea is to, in the end, create an early warning system to alert faculty and staff of impending issues that might support attrition.
Teach the Teacher is a nine week series of professional development designed to use known drivers of postsecondary attrition to develop an early warning system to detect student dropout tendencies. Using a literature review and personal past experiences to inform the process, an early warning system is beginning to be built by the training participants. Following the session on ‘motivation’, participants were asked to consider what an “As Expected” rating might looking like to them (on a scale of 1 – 5). To-date, the participants have applied what they have learned to develop the first scale (shown above) that will become part of the Early Warning System used by Bryman College.
Morrow & Ackermann (2012) found that learners who are unable to form positive motivational “attitudes” towards goal fulfillment are at greater risk of dropping from program. Within the context of their research, “Students that reported being more motivated by instruments goals such as getting a job (following graduation) and succeeding in society were more likely to intend to persist; students without distinct goals or motivations were less likely to persist (Morrow & Ackermann, 2012, p. 483).Even more, it’s very difficult to talk about goal-setting and not mention the concepts of student development theory. According to Pascarella and Terenzini, “Developmental theories and models seek to identify the dimensions and structure of growth in college student and to explain the dynamics by which growth occurs” (as cited by Sandeen and Barr, 2007, p. 13). Theories can be tested and proved – which makes them theories. When it comes to theories related to student development in higher education, there are many different ways to approach the topic. Today, there are generally five different categories of student development theory. These categories are (1) psychosocial, (2) cognitive – structural, (3) person – environment, (4) humanistic existential and, (5) student development process models.
According to Bobby (2008), “Piaget believed that the development of a child occurs through a continuous transformation of thought processes” (p. 26). What this means is that a child develops cognitively as their thoughts develop. A teacher may assist the process by gradually increasing the rigor of learning. Learners use their thoughts to work through challenging scenarios. As thought processes improve, goal-setting (and the realization of goals) is becomes more tangible.
Futuring is a technique that can be called upon by anyone who, using current information, wishes to apply an orderly approach to creating assumptions about tomorrow. According to the Encyclopedia of Business, “Futuring is the field of using a systematic process for thinking about, picturing possible outcomes, and planning for the future” (2012). An exercise in futuring should yield feelings of confidence and courage. Another important point to futuring is that a clairvoyant thought does not form the basis of future action. According to Moorcroft, “The case for this is strong, and rests on two assumptions: first, knowing what the future looks like is impossible, and therefore (second) knowing how to manage an unknown is also impossible” (2007, pg. 4). Helping to explain futuring – what-if scenarios are fundamental to attempts at the creation of plans that lead to intended futures or the avoidance of unintended, undesirable futures. Scenarios are further explained by Godet and Roubelat as a “description of a future situation and the course of events which allows one to move forward from the original situation to the future” (1996, p. 166). So then, what is the purpose of targeting an unknown point in the future knowing that there are certain weaknesses inherent in attempting to predict future events simply by looking into the proverbial crystal-ball? The answer is simple and reassuring. According to Mietzner and Reger (2005), “scenarios should provide strategist with various possible futures and not forecast the future” (p. 220). The value to futuring rests with knowing how to plan and respond – to any situation. Scenario creation is akin to storytelling in that roles are created and assigned, plots are developed and strategies are offered for consideration. In a nutshell, to adequately engage in a futuring activity, first envision a point of consideration in the future. Then, scan the environment for information. Lastly, develop the scenario (story) that can be told to support a journey from the past, (or present) into the future.
