Non-cognitive Skills: Wouldn’t it be Wonderful?

CES Fall Forum

December 3, 2016

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Who’s in the Room411 Polling:- Connection to education- Grade level- Years of experience working with

schools/district

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Center for Collaborative EducationOur Vision• Equity and data are embedded in all

conversations and practices,• Teaching and learning are purposeful,

challenging, and have value beyond school,• Assessment demonstrates the competence

of students in multiple ways, and• Collaborative practices improve teaching

and learning.

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Today’s Agenda• Welcome• Unpacking Our Understanding of Non-cognitive

Skills • Implications of Non-cognitive Skills on

Instructional Practice- Talking with Educators (Scoring) - Talking with Students (Feedback)

• Questions and Answers

Unpacking Our Understanding

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What are we talking about?• Non-cognitive Skills• Habits, Skills, and Dispositions• Essential Skills• 21st Century Skills• Work Study Habits• Guiding Principles• Soft Skills

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Non-cognitive Skills - Defined• Non-cognitive skills are traits and abilities

that contribute to navigating life challenges skillfully (e.g., self-control, persistence, problem solving).

• Non-cognitive skills include: - Interpersonal (e.g., interactions with other people) - Intrapersonal (e.g., occur within a person's own mind)

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Non-cognitive Skills – So What?• “Children’s perception of their ability, their

expectations of future success, and the extent to which they value an activity influence their motivation and persistence leading to improved academic outcomes, especially for low-attaining pupils” (Institute of Education, 2013).

• Non-cognitive skills are more crucial than sheer brainpower to achieving success (e.g., encountering and overcoming obstacles) (Tough, 2012).

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Again, What are We Talking about?• Communication• Creativity• Collaboration• Self-Direction

These are the four non-cognitive skills are part of New Hampshire’s Work-Study Habits. These skills exist in curricula across the US, and are by no means an exhaustive list.

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Creativity• I can use original and flexible thinking

to communicate my ideas or construct a unique product or solution.

- Think originally and independently - Take risks - Consider alternate perspectives - Incorporate diverse resources

New Hampshire Work Study Practices and Definitions – June 20014

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Microlab• Small group (3/group)• Three prompts• Three rounds (timed – 12 minutes)

- 1 minute to write/reflect on prompt- 1 minute to share response- All members share response before

next round• Focus on listening• Whole group debrief (3-5 minutes)

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Prompts1. What non-cognitive skill have you had the

most success cultivating in your class/school? Support your answer with evidence.

2. What non-cognitive skill have you had the most difficulty cultivating in your class/school? Support your answer with evidence.

3. What advice would you give to a new teacher about how to assess student attainment of non-cognitive skills? Communication Creativity Collaboration

Self-Direction

Talking with Educators (Scoring)

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ReliabilityAn assessment delivers consistent

results.

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Consider :• Teacher Expectations

• Task and instruction expectations

• Rubric alignment

Why are the scores differe

nt?

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Why Create Scoring Norms?• Hard to measure attainment of non-cognitive

skills• Important to have agreement about what

terms to share with students and parents• Essential to have consistency is assessing

them and/or the feedback process with student

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Task & Student Work• Assignment: Narrative Poem “This is a

Story ..”• Student asked to write about their lives in a

poem (model was provided)

• Background:- End of unit exercise focused on identity development- Students read “Sweeter than Juice” by Shirlee T. Haizlip- First major writing assignment in the first weeks of an alternative high school with a focus on interdisciplinary, project-based learning and socio-emotional development (work to be shared with author)

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Criteria Meets

Word Choice • I can use precise words and phrases telling details and sensory language to convey a vivid picture of my experience.

Organization • I can organize my ideas and connect them clearly throughout the poem.

Taking Risks • My thoughts and feelings are clearly included and related to the narrative.

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Calibration Protocol• Examination (1-2 minutes)• Clarifying questions (2 minutes)• Read and score: (3-5minutes) • Score sharing (1-2 minutes) • Discussion (3-5 minutes)• Debrief (5-8 minutes)

Talking with Students (Feedback)

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Unpacking a Non-cognitive Skill– “Grit”Grit• Perseverance• Self-management• Conscientiousness

• Passion for achieving long-term goals

Context• How can this “habit”

be explained to students regarding their classroom performance?

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Developing a Non-cognitive Skills RubricGrit Meets Teacher

ObservationStudent Reflection

1. A commitment to improve one’s performance in school

I put strong effort into most of what I do, and see my setbacks as learning experiences and look for support when I need it.

2.A passionate dedication to achieve that goal.

I recognize the importance of long-term goals, as well as short-term goals.

Indicator language adapted from College San Francisco Student Excellence GRIT Rubric (Student Version)

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Giving Feedback to Students• Use language that describes what was

observed• Provide evidence that supports description• Ask questions for the student to reflect upon:

- Why did s/he make certain choices? - What was learned? - How could s/he approach the work

differently?

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Supporting Student Self-Reflection• Provide an opportunity for student to explain

their experience• Encourage students to use “Non-judgment”

in describing their learning

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Practice?Grit Meets Teacher

ObservationStudent Reflection

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• Communication: I can use various media to interpret, question, and express knowledge, information, ideas, feelings and reasoning to create mutual understanding.

• Collaboration: I can work in diverse groups to achieve a common goal.

• Self-Direction: I can initiate and manage my learning, and demonstrate a “growth” mindset, through self-awareness, self-motivation, self-control, self-advocacy and adaptability as a reflective learner.

New Hampshire Work Study Practices and Definitions – June 20014

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Or, Do We Need to Think Differently?• How do we, as educators, consider the

identity and difference of our students in a positive light to lay the foundation for meaningful social and emotional learning?

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Other Questions

What would like to know more about?

Thank You!