Post on 28-Mar-2015
Johnnie Terry, Philosophy Professor, Sierra CollegeJohnnie Terry, Philosophy Professor, Sierra College
Anne Argyriou, Basic Skills Committee, De Anza Anne Argyriou, Basic Skills Committee, De Anza CollegeCollege
ASCCC Student Success Institute: ASCCC Student Success Institute: Basic Skills Across the CurriculumBasic Skills Across the Curriculum
February 25, 2011February 25, 2011
Introductions
Who are we???Why are we presenting on this topic???
Moment of connection
Who was involved? Topic? How did people connect? Why?
Reflect What factors may have contributed to that
connection? How do you think that connection affected
everyone involved (any change)?
Brainstorm
What would these connections look like? What would the effects of these
connections be? Connections:
Student-Teacher, Student-Student
First—Why? Then—How?
“Connections” & the Classroom
Establish a social identity
Positive, academic self Create one to replace any negative academic
identity Strengthen existing identity (neutral or
insecure)
Social identity crucial for learning to occur Individually Collaboratively
Why do connections work?
Social Identity
Before
Nothing I can do…
I’m just a bad writer.
My grade will never change, so why put in effort?
After
I just need to do x, y, z!
This is difficult, but I think I’m getting better.
I just need to work harder so my grade will increase…
Attribution: to establish reason(s) to explain why
something happened (assign a cause).
Specifically applies to lay people (non-psychologists)
Weiner: Three main axes underlie attributions Locus (internal—external) Stability (variant—invariant) Control (influence—no influence)
Attribution Theory
Review the “Social Identity” slide (no. 6)
Can you identify the axis for each statement?
Identify: Axes of Attribution
Identity Learning
How does social identity affect how we learn?How do we change from the “Before” to the “After”?
Teachers
Reasons why assignment not successful Show steps necessary to learn How to achieve those steps
Can you identify the three axes?
Students (peers) How do students affect a student’s identity? Modeling, direct instruction, verbal reassurance
What changes identity?
Learning is individually constructed (Piaget)
We create schema of the world Conflict is the catalyst to create or shape schema Schema are assimilated or accommodated Stages: Sensori-motor, Pre-op., Concrete-op., Formal-
op.
Social-cultural constructivism (Vygotsky) Construction occurs during interaction with others Interaction Internalization (how experts perform task) Zone of Proximal Development: the level at which a
student can succeed only with assistance Independence ZPD Potential
Learn through others?
How does this constructed learning work?
Scaffolding (Bruner) Narrowing the possible choices to accomplish a
task so the student can concentrate on the skill itself, rather than deciding what to do…
Highly Structured No Structure (as student progresses)
Create an “external” consciousness that student gradually absorbs to spontaneously use later (internal)
Source for Slide: Mercer, Neil and Staar Kleinemann, Judith, Lecture notes, Feb. 7, 2007
Construction: Nuts and Bolts
Learn Identity
How does socially constructed learning transform a student from “Before” to “After”?
Definition: beliefs a person holds about capabilities,
but may not accurately reflect actual capabilities… “Do I belong here?” “Can I do this? Will I be successful at it?”
Source: Webb, Jane, Lecture notes, Jan. 22, 2007
Without a strong self-efficacy, difficult to accurately assess one’s own abilities and accomplishments, particularly what one lacks or needs to develop.
Desire to continue, and change, in face of difficulty. Source: Dweck
Self-Efficacy
Mindset (Dweck)
Fixed
Nothing I can do…
I’m just a bad writer.
My grade will never change, so why put in effort?
Growth
I just need to do x, y, z!
This is difficult, but I think I’m getting better.
I just need to work harder so my grade will increase…
Facilitating Connections
Listing office hours is not enough.
Build connection into course (see handout): So that I can get to know who you are and associate
a personality with your name, you can receive five points extra-credit toward your first exam score by calling me during my office hours tomorrow, Thursday, February 3, 2011, from 12:40-2:00. When you call me during my office hours, I'll be subjecting you to a quirky and weird set of survey questions. I'm using these survey questions to "mine for quirkiness." If I find something quirky about you, it will help me to remember who you are. The questions are non-offensive but if you'd prefer, you may always say "pass.“
Faculty/Student Connections
Listing office hours is not enough
Survey Questions
1. Where did you go to high school? City/State/Country?
2. What was your favorite class in high school or what has been your favorite class thus far in college?
3. Pets? Children? Both? Neither?
4. Are you a first, last or middle child?
5. When you aren’t in school or completing school work, what do you like to be doing?
Faculty/Student Connections
What is the goal?
Forming groups to use throughout the semester.
Fruits:
Candy Bars:
Vegetables:
Animals:
Student/Student Connections
What is the goal?
Ice-breakers—First day(s) of class:
What signals do we send?
Post cards for math anxiety. What grade can you expect for this class?
Your favorites?
Student/Student Connections
What is the goal?
Not just once.
Evaluating personal ads for Philosophy of Women in Western Cultures
Group problem solving for Symbolic Logic
Student/Student Connections
What is the goal?
Not just once.
Archaeological Expedition: Mythology
Stations around the room
Your favorites?
Student/Student Connections
Questions? Comments? —What surprised you? Interested you?
Please contact us if you need more info., ideas, etc.
Johnnie Terry— jterry@sierra.edu Anne Argyriou – argyriouanne@deanza.edu
Thank you for attending
Conclusion
Barkley, Elizabeth F. Student Engagement Techniques: A
Handbook for College Faculty. San Francisco: Jossey-Bass, 2010.
Barkley, Elizabeth F. Collaborative Learning Techniques: A Handbook for College Faculty. San Francisco: Jossey-Bass, 2004.
Fink, L. Dee. Creating Significant Learning Experiences: An Integrated Approach to Designing College Courses, San Francisco: Jossey-Bass, 2003.
Gabriel, Kathleen. Teaching Unprepared Students: Strategies for Promoting Success and Retention in Higher Education. Sterling: Stylus Publishing, 2008.
Kuh, George. Student Success in College: Creating Conditions that Matter. San Francisco: Jossey-Bass, 2010.
Johnnie’s References
Dweck, Carol S. (2006) Mindset: The new psychology of
success. New York: Ballantine Books.
Fincham, Frank and Hewstone, Miles. (2003) Attribution Theory and Research: from basic to applied, in M. Hewstone, and W. Stroebe, (Eds) Introduction to Social Psychology (3rd edition) (Chapter 7). Oxford, UK: Blackwell.
Vygotsky, Lev. S. and Kozulin, A. (ed.) (1986) Thought and Language. Boston: MIT Press.
Weiner, B. (1986) An attributional theory of motivation and emotion. New York: Springer Verlag.
Woolfolk, Anita. (2001) Educational psychology (8th edition). Boston: Allyn and Bacon.
Lecture Notes from Courses in MPhil Psychology and Education, University of Cambridge.
Anne’s References