assessment for learning – making a difference in middle years mathematics a keynote address to...
TRANSCRIPT
Assessment for Learning – Making a Difference in Middle
Years Mathematics
A Keynote Address to MTANT14
by Professor Dianne Siemon RMIT University
The curriculum anticipates that schools will ensure all students benefit from access to the power of mathematical reasoning and learn to apply their mathematical understanding creatively and efficiently. The mathematics curriculum provides students with carefully paced, in-depth study of critical skills and concepts. It encourages teachers to help students become self-motivated, confident learners through inquiry and active participation in challenging and engaging experiences. (ACARA, 2012, Mathematics Rationale)
© Dianne Siemon
© Dianne Siemon
It is through our assessment that we communicate most clearly to students which activities and learning outcomes we value(David Clarke (1988)
OVERVIEW
• The nature and purpose of assessment
• Assessment FOR Learning
• The case of multiplicative thinking
• AMSPP Priority Project
• Reaching them and teaching them – Five essential feelings for success in the middle years
(Sagor & Cox, 2004)
© Dianne Siemon
© Dianne Siemon
THE NATURE AND PURPOSE OF THE ASSESSMENT
Scaffolding student learning is the primary task of teachers of mathematics.
This cannot be achieved without accurate information about what each student knows already and what might be within the student’s grasp with some support from the teacher and/or peers.
Assessment OF, Assessment AS and Assessment FOR Learning
© Dianne Siemon
NAPLAN
Assessment OF learning is summative – it is used for reporting, selection and comparison purposes
On Demand Testing
Topic Tests
Program for
International
Student
Assessment
(PISA)
Commercial Tests ‘for the Australian
Curriculum’
QLD Department of Education (1991)
For example: Assessment of Student Performance at Year 5
© Dianne Siemon
© Dianne Siemon
Self and peer assessment
Assessment AS learning is generally informal and relies on records of observation, performance, artifacts …
Annotated class lists
Student work
samples
Reflective journals
Posters, projects, reports
Olssen et al, (1994). Using the Mathematics Profiles
For example,
© Dianne Siemon
© Dianne Siemon
Assessment FOR learning requires assessment techniques that expose students thinking.
BUT it also requires an interpretation of what different student responses might mean and some practical ideas to address the particular learning needs identified.
Count Me In Too Fractions and
Decimals Online
InterviewFeedback
© Dianne Siemon
Assessment FOR learning is particularly important in relation to a relatively small number of ‘big’ ideas and strategies in Number, without which students’ progress in mathematics will be seriously impacted.
• Trusting the Count (end Foundation/mid Year 1)• Place Value (end Year 2)• Multiplicative Thinking (end Year 4)• Partitioning (end Year 6)• Proportional Reasoning (end Year 8)• Generalising (end Year 10)
Assessment for Common Misunderstandings
Scaffolding Numeracy in the Middle Years (SNMY)
© Dianne Siemon
ASSESSMENT FOR LEARNING:Teaching informed by quality assessment data has long been recognised as an effective means of improving learning outcomes (e.g., Ball, 1993; Black and Wiliam, 1998; Callingham & Griffin, 2000; Clark, 2001).
Typically, the tasks used for this purpose:
• focus on what the student understands and can do (Darling-Hammond et al, 1995);
• allow all learners to make a start,
• accommodate multiple solution strategies; and
• relate to the kinds of activities used in teaching and learning (Clarke & Clarke,1999; Callingham & Griffin, 2000).
© Dianne Siemon
Why is this important?
Too many students are being ‘left behind’ in the middle years;
Overcrowded, undifferentiated, often obscure mathematics curriculum;
Need to support the growing number of out-of-field teachers of mathematics in more appropriate ways; and
Need to challenge the pedagogical assumptions inherent in the represented or ‘packaged’ curriculum (e.g., texts).
© Dianne Siemon
THE AMSPP PROJECT – ROUND 1:
The objectives of the Australian Mathematics and Science Partnership Program (AMSPP) are to:
(i) build the theoretical and pedagogical skills of school teachers to deliver maths and science subjects;
(ii) increase the number of school students undertaking maths and science subjects to Year 12;
(iii) improve outcomes for these students; and
(iv) encourage more students to study science, technology, engineering and maths (STEM) courses at university through innovative partnerships between universities, schools, and other relevant organisations.
https://www.education.gov.au/australian-maths-and-science-partnerships-program
© Dianne Siemon
What we knew and what we had:
Middle Years Numeracy Research Project (MYNRP) commissioned by DEET, CECV, AISV (1999-2000) – explored number sense, measurement & data sense and spatial sense in Years 5 to 9 using rich tasks and the Numeracy Profiles for Years 5 and 7 - identified multiplicative thinking as the area most responsible for the eight-year range in student mathematics achievement in the middle years(Siemon, Corneille & Virgona, 2001)*
Scaffolding Numeracy in the Middle Years (SNMY) Linkage Project with the Departments of Education in Victoria and Tasmania (2003-2006) - explored the development of multiplicative thinking in Years 4 to 8 using rich assessment tasks and Rasch modelling – confirmed MYNRP result, produced research-based Learning and Assessment Framework for Multiplicative Thinking (LAF) and two formative test options (Siemon, Breed, Dole, Izard & Virgona, 2006)*
* Final Reports of both projects can be found on the DEECD website together with the SNMY resources
• As much difference within Year levels as between Year levels (spread).
• Considerable within school variation (suggesting individual teachers make a significant difference to student learning);
• The needs of many students, but particularly those ‘at risk’ or ‘left behind’, are not being met.
• Differences in performance were largely due to an inadequate understanding of fractions, decimals, and proportion, and a reluctance/inability to explain/justify solutions.
Mean Adjusted Logit Scores by Location November 1999
The Middle Years Numeracy Research Project (MYNRP, 1999-2001)
Recognised as multiplicative thinking
(Vergnaud, 1983)
© Dianne Siemon
© Dianne Siemon
[When did you last enjoy maths?] “In class recently, doing fractions, changing fractions to decimals, it was good because I
actually understood it and I felt better” (Matt, Year 6)
Success is crucial to engagement.
Relevance is about connectedness, not necessarily about immediately applicable, ‘real-world’ tasks, but about being able to access what is seen to translate to further opportunities to study ‘real maths’ and access to ‘good’ jobs.
Self-esteem - students believe that mathematics is important and relevant, they generally want to learn and be able to apply mathematics. Mathematics is not perceived to be as ‘boring’ or irrelevant as is often assumed.
The views of students:
(MYNRP, Final Report, 2001)
© Dianne Siemon
“Change the way it’s explained, they need to think about how you understand, not how they explain” (Vincent, Year 9)
The most critical element in their learning from the students’ perspective is the quality of teacher explanations, in particular, the capacity of teachers to connect with their level of understanding and communicate effectively.
“Don’t understand how it is set out, don’t like to write it down if I don’t understand … idea there, but how to write it, what to do
with it ” (Carl, Year 9)
Student engagement is related to the individual’s capacity to read, write, speak and listen to mathematical texts (communicative competence), that is, the ability to access the forms of communication used in mathematics.
(MYNRP, Final Report, 2001)
Notion of targeted teaching that requires:
• sufficient time with students to develop trust and supportive relationships; and
• flexibility to spend time with the students who need it most.
• access to accurate information about what each student knows;
• a grounded knowledge of learning trajectories (key steps in the development of big ideas and how to scaffold these);
• an expanded repertoire of teaching approaches which accommodate and nurture discourse, help uncover and explore student’s ideas in a constructive way, and ensure all students can participate in and contribute to the enterprise;
(MYNRP, Final Report, 2001)© Dianne Siemon
MULTIPLICATIVE THINKING
A muffin recipe requires 2/3 of a cup of milk. Each recipe makes 12 muffins. How many muffins can be made using 6 cups of milk?
Solutions which rely on counting all groups are essentially additive.
Solutions which rely on some form of proportional reasoning are essentially multiplicative.
© Dianne Siemon
Dianne Siemon, RMIT University
The Scaffolding Numeracy in the Middle Years Research Project (SNMY, 2004-2006)
• Multiplicative thinking operationalised in terms of
(i) core content knowledge (multiplication, division, fractions, decimals, proportion etc),
(ii) ability to apply that knowledge in unfamiliar situations, and
(iii) capacity to communicate and justify solution strategies
• Hypothetical Learning Trajectory (Simon, 1995) for multiplicative thinking derived from the literature
• HLT used to locate, design, trial rich assessment tasks
• Cluster-based purposeful sample of 3200 Year 4 to 8 students in Victoria and Tasmania, pre/post test design, support for targeted teaching
• Item Response Theory specifically Rasch analysis (e.g., Bond & Fox, 2001) used to identify shift over time and test HLT
© Dianne Siemon
The SNMY tasks were selected or designed to:
• assess all aspects of multiplicative thinking as defined
• provide opportunities for all students to demonstrate their understanding of multiplicative thinking and their capacity to work multiplicatively;
• reflect ‘best assessment practice’, including open-ended tasks, a range of response modes, opportunities for learning; and
• be used locally with reliability and confidence.
(SNMY, 2004)
Rich Tasks
© Dianne Siemon
ADVENTURE CAMP …
TASK:
RESPONSE: SCORE
a. No response or incorrect or irrelevant statement
0
One or two relatively simple observations based on numbers alone, eg, “Archery was the most popular activity for both Year 5 and Year 7 students”, “More Year 7 students liked the rock wall than Year 5 students”
1
At least one observation which recognises the difference in total numbers, eg, “Although more Year 7s actually chose the ropes course than Year 5, there were less Year 5 students, so it is hard to say”
2
b. No response 0
Incorrect (No), argument based on numbers alone, eg, “There were 21 Year 7s and only 18 Year 5s”
1
Correct (Yes), but little/no working or explanation to support conclusion
2
Correct (Yes), working and/or explanation indicates that numbers need to be considered in relation to respective totals, eg, “18 out of 75 is more than 21 out of 100”, but no formal use of fractions or percent or further argument to justify conclusion
3
Correct (Yes), working and/or explanation uses comparable fractions or percents to justify conclusion, eg, “For Year 7 it is 21%. For Year 5s, it is 24% because 18/75 = 6/25 = 24/100 = 24%”
4
A Year 6 Student Response to Adventure Camp Short Task (SNMY, May 2004)© Dianne Siemon
© Dianne Siemon
Variable Map
Relates students scores to item difficulty
Items of similar difficulty are grouped together to form Levels or Zones, for example,
Zone 3
(SNMY, 2004)
Description of what students at each level CAN do
Teaching advice to consolidate and establish
Teaching advice to introduce and develop
From the Learning and Assessment Framework for Multiplicative Thinking
(SNMY, 2006)© Dianne Siemon
The Learning Assessment Framework for Multiplicative Thinking
Table 2 Proportion of Students at each Level of the LAF by Year Level, Initial Phase of SNMY, May 2004 (N=2747)
Zone 4 can be viewed as a transitional zone from additive to multiplicative thinking, suggesting that about 40% of Year 7 and 30% of Year 8 students might be deemed to be ‘left behind’ in terms of curriculum expectations …
© Dianne Siemon
An 8 year range….
LAF Zone 1 2 3 4 5 6 7 8
Expected by
End of Year 1
End of Year 2
End of Year 3
End of Year 4
End of Year 5
End of Year 6
End of Year 7
End of Year 8
Year 4 6 6 5 5 2 1 1 0
Year 5 3 5 5 5 2 3 2 0
Year 6 1 2 3 5 4 5 5 1
Year 7 1 2 2 6 3 3 6 1
Year 8 1 1 2 6 4 5 5 2
Table 3 Implied class distribution by Year Level based on SNMY data (2004) – possible groupings
© Dianne Siemon 27
Targeted teaching works
For example, students in an identified sub-sample of ‘at-risk’ students within the SNMY Project demonstrated major shifts in achievement against the Learning and Assessment Framework for Multiplicative Thinking (LAF) as a result of an 18 week, 2 sessions per week teaching program* (Margarita Breed, PhD study)
* A copy of the Intervention Teaching Program for At Risk Students is included in the SNMY Project Findings, Materials and Resources available on the DEECD and TasEd websites.
Participants: 9 Year 6 students identified at Level 1 of the Framework in May 2004
Results: All 9 students achieved at Level 4 or 5 of the Framework in November 2005
© Dianne Siemon
Recognition that something more is needed
At-risk student responses to MYNRP interviews (Siemon, Virgona & Corneille, 2001)
© Dianne Siemon
Role of affect and relationships in effective targeted teaching (Breed, 2011)
Over the last several decades, education research in Australia has experienced a number of so-called ‘turns’ – linguistic, cultural, postmodern, spatial and, more recently, … the ‘affective turn’ …
The turn to affect is driven by a recognition that the economic rationalism of education is at odds with its emotional and creative dimensions (Kostogriz & Cross, 2012, pp. 389-390)
Variable success of targeted teaching, particularly in secondary schools (SNMY Final Report, 2006)
Reaching Them and Teaching Them*
Sagor and Cox (2004) have identified five essential feelings they believe are crucial to a young person’s well-being and success at school:
• the need to feel competent,
• the need to feel they belong,
• the need to feel useful,
• the need to feel potent, and
• the need to feel optimistic” (p.4)
This is referred to by the acronym CBUPO.
They explain why working on the behaviours and attitudes of discouraged learners alone is insufficient and suggest the inclusion of an additional dimension, that of role.
* Sagor, R. & Cox, J. (2004). At-risk students: Reaching them and teaching them. Larchmont, NY: Eye on Education
© Dianne Siemon
© Dianne Siemon
The Reframing Mathematical Futures Project
RMITs AMSPP Round 1 project Reframing Mathematical Futures was aimed at improving student outcomes in relation to multiplicative thinking and proportional reasoning in Years 7 to 10.
It particularly targeted those students whose future would otherwise be constrained by lack of access to these critical aspects of school mathematics.
The SNMY materials were used to deepen teacher knowledge in this domain and improve teacher responsiveness to student learning needs.
© Dianne Siemon
Approach:
The project supported a small group of school-based SNMY specialists in each participating State or Territory to work with at least two Year 7 to 9 teachers of mathematics in their school to identify student learning needs in relation to multiplicative thinking using the SNMY materials.
It also supported a Professional Learning Community (PLC) approach that enabled the SNMY Specialists and teachers to design and implement targeted teaching responses that addressed student learning needs in age-appropriate ways that also promoted the five essential feelings.
© Dianne Siemon
Project partners identified up to 6 schools in each participating State or Territory that were either already investing in numeracy support or where there was a willingness/capacity to provide some time release (preferably a day/week) to support an SNMY specialist.
The RMF project provided:• 4 professional learning days for Specialists • Up to 30 days time release per school to support the
identification of student learning needs and the work of PLCs (e.g., peer observation, professional development and planning)
• regular on-line Collaborate sessions, and• at least 2 visits by project team mentors
© Dianne Siemon
Whyalla HS
Dripstone Middle SchoolRosberry Middle SchoolSanderson Middle SchoolBatchelor Area School
Victor Harbour HSValley View HSRoma Mitchell SCLe Fevre HSMurray Bridge HS
Millicent HSNaracoorte HS
Wynyard HSParklands HSUlverstone Hs
Sheffield SchoolMontrose Bay HS
St Peter Claver CollegeSt Theresa’s CCSeton CollegeUnity CollegeSt Patrick’s College
Preston Girls SCHampton Park SCNorth Geelong SCCranbourne SCHume Central SC
AMSPP Schools 2013-2014
© Dianne Siemon
Expectations of Specialists:
• Identify participating teachers (two per school), obtain consent from parents where necessary
• Administer SNMY Assessment Options (at least one class per participating teacher)
• Use time release to support marking and planning• Discuss results with project mentor - meet with teaching
team to plan approach and targeted teaching activities, • Regularly meet with teaching team to review progress,
locate/adapt resources• Contribute to Collaborate sessions and share
observations, resources, ideas and activities• Ask questions, use release time purposefully …
© Dianne Siemon
Data Collection:
Data collected July/August and November 2013
• Complete SNMY data sets from just over 1700 students across Years 7 to 10
• Student surveys (attitudes, perceptions of competence, belonging, usefulness, potency and optimism)
• Specialist and Teacher surveys (experience, pedagogical content knowledge, reflections)
• Field notes from school visits
• Artifacts (resources, photos, posters, planning documents)
• Student journals (where available)
• Principal report on funding, in-kind support, perceived value of project and future intentions
© Dianne Siemon
SNMY Assessment Data
Complete (i.e., matched) data sets were obtained from 1732 students, with the majority of students in Year 8
Data sets separated by order of delivery (25 schools did Option 2 first, 3 did Option 1 first)
Students who scored 0 on the second test removed from the matched data set
Raw scores translated to LAF Levels, Effect Size adjusted to one year and regression to mean
Random error checks conducted to confirm accuracy of data entry
Year 7 Year 8 Year 9 Year 10
19% 59% 20% 2%
Table 4 Approximate proportion of students by Year Level
© Dianne Siemon
In a nutshell …
There was an overall improvement in student LAF Levels (based on mean scores converted to LAF Levels) from August to November (see Table 2)
Despite some contrary results, the overall achievement of students across 25 schools grew above an adjusted effect size of 0.4 indicating a medium influence beyond what might otherwise be expected (Hattie, 2012)
Table 5 Changes in LAF Levels for 25 schools completing Option 2 first
Relative change in LAF Levels Number of Schools
Increased by at least one level 14
Stayed the same 9
Declined 2
Total 25
© Dianne Siemon
The overall improvement in student LAF Levels can be seen in Figure 1 below.
Figure 1 Percentage of students at each LAF level, all students, August and November 2013 (n=1532)
© Dianne Siemon
While overall, the median score (in LAF Levels), remained the same on the August and November tests, the spread was far greater for the November results, which is largely explained by the dramatic growth in some schools (see Figure 2 below)
Figure 2 Comparison of median score (in LAF Levels) and spread for all students, August and November 2013 (n=1532)
© Dianne Siemon
One of the recognised factors impacting student achievement is the level of student engagement in the testing process. In November, schools were asked to rate each student by level of engagement using a scale of 1 (low) to 3 (high). While not all schools provided this data – the results are interesting for those that did.
Figure 3 Comparison of achievement by high and low engagement (n=928)
Understanding why…
© Dianne Siemon
Student Surveys
There was no discernable difference between the Likert items (statements rated in the basis of 1 (strongly disagree) to 5 (strongly agree) in the August and November 2013 data (effect sizes very small).
However, there was some evidence of a shift in student perceptions in relation to the more direct questions concerning the five essential feelings included in the November Student survey (n=931 matched pairs) rated on a scale of 1 (strongly disagree) to 10 (strongly agree) (effect sizes small).
Thinking about maths … Aug Nov
I feel I belong in maths classes 5.71 6.8
I feel competent 6.62 6.54
I feel useful 5.61 6.54
I feel I have choices in maths 5.79 6.66
I feel optimistic about maths 5.54 6.37
Table 6 Comparison of mean ratings on BCUPO questions, November 2013 (n=928)
© Dianne Siemon
Student’s perceptions of school mathematics
Analysis of the student responses to the two open-ended questions on the August Student Survey:
• What aspect of maths do you enjoy the most?
• What things about maths do you find most difficult or frustrating?
suggests these are consistent with data from the student interviews conducted in the Middle Years Numeracy Research Project (Siemon, Virgona, & Corneille, 2001).
That is, students desire and value:
• understanding and success,
• caring, respectful teachers,
• quality explanations, and varied teaching methods.
They find algebra, fractions and decimals difficult and they resent being singled out, not receiving assistance when they need it, and off-task, classroom behaviour.
© Dianne Siemon
Drawing TaskThink of a situation when you are learning maths well. Draw it. Then, describe your drawing
Responses to this task were requested in both the August and November Surveys. To date, approximately 60% of the August drawings and 30% of the November drawings have been considered but there are some initial trends (see Table 4)
Table 4 Major features of student drawings, August (n=994) and November 2013 (n=281)
Initial Category % Aug % Nov
Algorithms or text, no reference to self or others 12 7
No response, unclear/irrelevant, sad/frustrated 23 3
Sitting alone in classroom (neutral/happy expression) 15 17
Teacher and self 12 11
Working with other students 15 24
Teacher primary focus in classroom 13 14
Games, manipulatives, real-world 5 13
© Dianne Siemon
Algorithms or text, no reference to self or others
No response, unclear/irrelevant, sad/frustrated
Just confused and angry with the noise and the maths
© Dianne Siemon
Algorithms or text, no reference to self or others
Teacher and self
A young student is getting frustrated on a maths question, but the teacher can see he/she needs help, so the teacher
comes over and helps the stuck child.
© Dianne Siemon
Noise (or lack of it) appears to be an issue
When we work as a group and when it is not quite
When it is quiet and everyone is working
When I’m at home and it’s quiet. No one is being loud and you can think easier. Peace and quiet.
On reflection …
This proved a challenge for some Specialists and teachers for a range of reasons but particularly the perceived pressure to ‘cover the curriculum’ …
Recognition that teachers of mathematics need to acquire much deeper understanding of the underpinning ideas, strategies and representations of school mathematics
BUT some genuine light bulb moments as teachers experience the benefits of targeted teaching …
Targetted teaching informed by quality assessment works
BUT targetted teaching ≠ ability grouping/streaming
Targetted teaching requires environments in which all learners feel competent, they belong, are useful contributors, have some potency/agency and are optimistic – This cannot be accomplished in long-term ability groupings or streaming.
© Dianne Siemon
Adolescent learners:
• Experience profound physical, social, emotional and intellectual changes
• Increasingly focussed on peer relationships
• Becoming more complex, capable thinkers
• Have unique and diverse learning needs
• More inclined to engage in risk taking behaviour
• Tend to respond emotionally
• May misunderstand adult communications and reactions
DEECD (2006). Understanding Year 9 Students: A theoretical perspective and implications for policy and practice. Melbourne
REACHING THEM & TEACHING THEM …
© Dianne Siemon
Adolescent learners learn best when they:
OECD (2002). Understanding the brain: towards a new learning science. Paris: OECD Publications Service
• have high levels of confidence and self-esteem, • are strongly motivated to learn, and• are able to learn in an environment characterised by
‘high challenge coupled with low threat’
© Dianne Siemon
What will it take? Whose responsibility?
Genuine individual choice
A deep understanding of the ‘big ideas’ in mathematics and the relationships between them, and a knowledge of student learning pathways (i.e., research-based learning trajectories)
Opportunities to participate in self-generated, purposeful activity
Access to tools and resources that identify what students know and provide teaching advice in terms of the ‘big ideas’ and learning trajectories
Problem-based, investigative learning
Personal engagement and ownership
Recognise the three Rs: relationships, relationships, relationships …
Five Essential Feelings (Sagor & Cox, 2004)
And a commitment to ongoing, collaborative professional learning© Dianne Siemon
52
Sagor and Cox (2004) have identified five essential feelings they believe are crucial to a young person’s well-being and success at school, referred to as CBUPO:
• the need to feel competent,
• the need to feel they belong,
• the need to feel useful,
• the need to feel potent, and
• the need to feel optimistic” (p.4)
They explain why working on the behaviours and attitudes of discouraged learners alone is insufficient and suggest
the inclusion of an additional dimension, that of role.
* Sagor, R. & Cox, J. (2004). At-risk students: Reaching them and teaching them. Larchmont, NY: Eye on Education
Attitudes
Beliefs
Role
© Dianne Siemon
Feelings of COMPETENCY
Consider:
How would you feel about arriving at work every day if you felt you were an incompetent teacher?
Learning is the work of students – imagine how they feel coming to school each day if they view themselves as incompetent learners?
I: When did you last enjoy maths?
S: In class recently, doing fractions, changing fractions to decimals, it was good because I actually understood it and I felt better. (Matt, Year 6, MYNRP, 2001)
Success is crucial to engagement.© Dianne Siemon
A sense of BELONGING
Consider:
A peculiar trauma of adolescence is the near universal belief that an ‘in group’ exists and, more importantly, that
‘I don’t belong to it’ …
Being denied a feeling of belonging is so significant for adults that we still carry the hurt twenty years later (Sagor
and Cox, 2004, p. 5)
Is it your job to get students to
like you?
© Dianne Siemon
Feelings of USEFULNESS
… our feelings of usefulness will be derived or denied as a direct result of both the quantity and the quality of the interactions we have with others (Sagor & Cox, 2004, p. 129)
In a one-room school, the teacher recognised they could not do it all … so established:- small learning communities, cross-age tutoring,
peer mentoring, co-teaching, apprenticing;- problem-based, investigative learning, where
students plan, organise, monitor and reflect; and- a sense of purpose, self-worth through family and
community involvement© Dianne Siemon
A sense of PERSONAL POTENCY
Ultimately, Glasser tells us that our choices in behaviour are the single most significant way that we have to express our personal power. It is through these choices that we assert who we are and what we want to be known for (Sagor & Cox, 2004, p, 157)
Misplaced attribution - Discouraged learners more likely to see themselves as ‘innocent victims’ with little control over circumstances that result in frustration, stress and/or failure
© Dianne Siemon
OPTIMISM
Students who have continuously received feedback on their competence, belonging, usefulness and potency have good reason to be optimistic … [more likely to] defer immediate gratification…
Likewise, those students who perceive… that they are failing, that they don’t fit in, and that they are not in control of their lives, will likely develop a pessimistic view of their future. They will conclude, “If the future is so bleak, why defer gratification” (Sagor & Cox, 2004, p. 7)
© Dianne Siemon
THE CHALLENGE
How many of our students can say:
I feel successful here
I feel like I belong here, people like me
I feel needed here
I have the power to make things happen here
I expect to be a success in the future
What will it take to achieve this in your school?
© Dianne Siemon