Sharon Younkin, Ph.D.September 12, 2014

Annual Experienced PBL Tutor Conference

Having the capacity to respond to stressors and setbacks in a healthy way, such that goals are achieved at minimal psychological and physical cost.

Self-efficacyInternal locus of controlProblem solving skillsOpenness to learning from mistakesCommitment/PersistenceFlexibilityReflection skillsEmotional self-regulationAvailability of social supportWillingness to seek assistance

What qualities and/or characteristics do you notice in resilient students?

Having a sense of personal control◦ “My behavior can influence this situation.”

Flexibility◦ “I can change my……study habits, time management strategies,

etc………to increase my effectiveness.”

Having the ability to de-construct adverse experiences and focus on lessons learned◦ “I can use this information to improve my performance.”

Persistence◦ “Setbacks are inevitable but surmountable-I didn’t do well on this exam

but I will figure out how to do better on the next exam.”

Having the ability to identify emotional reactions and modulate them◦ “Critical feedback makes me uncomfortable, but I can manage those

feelings and use them as motivation.”

Utilizes reflection skills ◦ “What can I learn from this setback that will increase the

likelihood of future success?”

Possesses self-awareness—does not confuse self with behavior◦ “Failing at this task does not mean I am a failure—I have the

capacity to succeed.”

Seeks help when needed◦ “I can pass this class but I’ll need some assistance.”

Maintains a sense of optimism and hope◦ “Working hard is worth the effort, I can do this.”

Establish a feedback culture

Help students set clear, specific goals◦ Challenging but within reach

Give students choice and control over some aspects of their learning

Use peer modeling◦ Observing peers succeed can help motivate

students

Provide frequent, straightforward, explicit feedback◦ Use a coaching model, incremental steps toward

mastery

Verify understanding and the development of an action plan

Facilitate accurate self-evaluation◦ Ensure that students are able to accurately judge

their performance and adapt accordingly

What have been your experiences with resilient and non-resilient students?

What behaviors have you discovered that have helped develop resilience in your students?

◦ Formative v. Summative

◦Directive v. Facilitative

◦ Bi-directional v. Uni-directional

◦Challenge v. Support

◦ Immediate v. Delayed

◦Delivered v Received

◦ Verifying v. Elaborative

Feedback success stories◦ Share examples of your feedback conversations that

have resulted in improved student performance.

Challenging experiences assist in the development of resilience

Recurrent experiences of overcoming difficulties and achieving goals increases resilience and self-efficacy

Feedback and coaching convey that improvement is possible

Positive feedback about quality work and effort provides information about strategies that are working

Reflection◦ Self-evaluation + external evaluation

Goal-setting ◦ Specific learning goals + instructor identified aspirational

goals

Locus of control◦ Identifying what behaviors need to change in order to

improve performance

Motivation◦ Willingness to utilize feedback and persist through

challenges

Self-esteem◦ Confidence in ability to utilize feedback

Emotional self regulation◦ Receive feedback in a neutral fashion

Creating a culture of feedback

On the fly, verbal input◦ real-time feedback in class

Frequent written feedback on

written work

Summative—PBL Evaluation forms

How can we improve feedback content and feedback delivery strategies in PBL?

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Kluger, A, DeNisi, A. The effects of feedback interventions on performance: a historical review, a meta-analysis, and a preliminary feedback intervention theory. Psycho Bull (1996); 119 (2): 254-84.Watling, C., et. al. Learning culture and feedback: an international study of medical athletes and musicians. Medical Education (2014); 48:713-723.Wood, D. Understanding medical education: evidence, theory and practice, second edition. Edited by Tim Swanwick. (2014). The association for the study of medical educaiton. John Wiley and Sons, Ltd. Pp 317-328.