empowering students using key learning and transition skills to build persistence in students
TRANSCRIPT
Empowering Students
Using Key Learning and Transition Skills to Build Persistence in Students
Let’s get acquaintedO On the index card, write your name in
BIG letters in the middle, thenO Right top corner –main role on your
campus—academics or student servicesO Left top corner—are you a beach person
or a mountain personO Right bottom corner--a Vespa or a
bicycleO Left bottom corner—your most fulfilling
professional experience
Essential Question
OWhat can we as educators do to motivate and engage our students so that they assume greater ownership of their own learning?
Why is motivation and engagement so important?
OCompliance based learning does not lead to high levels of achievement.
Dr. David Conley
Dr. David Conley
Attaining those levels requires greater student engagement in and ownership of learning
The Common Core State Standards are at a higher cognitive challenge level than many previous state standard, but…
Why is motivation and engagement important?OCompliance based learning does
not lead to high level achievement.OMotivated students have a goal—
they want to learnOStudents who have goals will want
to attain them, which provides the opportunity to introduce or reinforce key learning skills.
Dr. David Conley
(AAC&U, 2012)
“Critical thinking is a habit of mind characterized by the comprehensive exploration of issues, ideas, artifacts, and events before accepting or formulating an opinion or conclusion.”
• Be self-aware. Find out your interests, passions, skills, and ambitions.
• Know what you need to achieve based on self-awareness.
• Have the mindset to achieve your goals.
• Don’t give up, especially when something does not come as easily to you.
• Know how well you are really doing. Gauge your true skill level.
• Know when you are stuck, then get help. Don’t view this as a weakness.
• Learn how to control the things you can control. Then, control them.
Know Yourself
Set Goals
Be Motivated
Persist
Monitor Performance
Ask for Help
Show Self-Efficacy
Ownership of Learning
Dr. David Conley
Manage Time
Take Notes
Study for Tests
Memorize
Read Strategically
Learn Collaboratively
Use Technology
LEARNING TO LEARN SKILLS
Dr. David Conley
Strategic Reading
O Purpose of reading/assignmentO Pre-read skills
O Review table of contents, section headings, questions at end of book
O Information on authorO Reading Cues
O Highlighting?O Circle key words O Underline claims
O Summarize
Note-TakingO Standardize note-taking across
discipline or content area.O It’s not taking the notes, it’s how one
uses them after they are taken.O Cornell Note-taking (take notes on
right side, develop questions on left side, summarize at bottom).
http://www.ncbi.nlm.nih.gov/pmc/articles/PMC1896095/figure/F2/(Furman, Dorfman, Hasson, Davachi, Dudai, 2007)
Postsecondary Aspiration
Postsecondary Norms & Culture
Postsecondary Awareness
Tuition Awareness
Financial Aid Awareness
Postsecondary Costs
Postsecondary Eligibility
Admissions Procedures
Program Selection
Matriculation
Career Options
Career Requirements
Career Readiness
Career Awareness
Role Identity
Role Conflict
Role Models
Role & Identity
Resource Acquisition
Institutional Advocacy
Self-Advocacy
KEY TRANSITION KNOWLEDGE & SKILLS
13 Dr. David Conley
Using Peer Mentors/TutorsO During orientation and first week of classO Explaining to students about careers in their
field (skills, options, etc.)O Create multi-campus learning communitiesO Organize a “10:00 Club” to supplement
“Chats”O Develop club/support group for first
generation students
Make college fit the student
O Review office hours—do they fit student schedules?
O Tell your story—expand college directory
O Move to bigger quartersO Hold office hours in the SU/media
center, etc.O Use technology for immediate
connection
http://todaysmeet.com/AHEBack Channel
At your table…O Discuss one action you could take at
the high school and one action at the college that would engage students and support their taking responsibility for their own learning.
O Write your ideas on the chart paper.O Select a spokesperson to share the
idea with the group.
“…(G)ive pupils something to do, not something to learn; and if the doing is of such a
nature as to demand thinking, or the intentional noting of
connections; learning naturally results.
John Dewey, Democracy and Education
