nesa presentation resilience

Download NESA Presentation Resilience

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This is a powerpoint presentation put together by my colleagues and I, to present our professional development learnings after a NESA Conference in Oman.

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  • 1. Fall Down 7 Times Get Up 8 Teaching Kids Resilience and How to Succeed Originally Presented at NESA Conference by Debbie Silver

2. Performance accomplishments Emotional arousal Vicarious learning Verbal persuasion Perceived Self-efficacy Persistence Performance Choice Banduras Model of Perceived Self-Efficacy (Betz, 1992, p. 23) 3. Need for achievement 4. The Marshmallow Test 5. Control Group: Thank you for your e-mail. You have been awarded the bonus point. Self-Efficacy Group: Dear _____, I received your e-mail message and have awarded you the extra-credit point. Also let me take a moment and say thanks for doing such a great job on critical thinking assignment and for your thoughtful participation in class! You have exhibited good analytic skills, and you have shown that you understand and can apply the material. Again, I would like to encourage you to study hard and work to improve your test score. I am sure you can do it! Good luck. Remember, dont hesitate to contact me if you have any questions 6. Performance Focused/Fixed Mind-Set Fixed mind-set: Intelligence = Fixed trait. Performance Goals: Outcome = f (Ability). Convey/Transmit through: Culture stories, sayings, media, role models.. Praise for intelligence: You must be very smart. Heighten social comparison. Normal reference, valuing achievement Establish competitive academic standards. Focus on performance instead of mastery. 7. Motivational Factors 1. Attention 2. Relevance 3. Reward & Reinforcement 4. Competence 8. Strong Empirical Support Robbins et al. (2004). Meta-Analysis. Best predictors for GPA = Academic Self-efficacy X Achievement motivation. (Study skills contribute to college outcome more than SES, high school GPA). Brown et al. (2008). Meta-Analysis. f (Self-efficacy) = Academic performance and persistence. 9. The Scenario There is a 10 year old girl who just joined gymnastics a few months ago. She is very talented and all the adults in her life are telling her that she will win in a gymnastics competition. She goes first, and gets a high score, but as other girls go up it is clear that many girls are better than her. In the end she does not get first, second or third place. She does not place at all. She asks you, Why didnt I place? How do you respond (Choose one of the five options on the next page.) 10. Do you say to her? A) Well mommy/teacher thought you were the best. B) You were robbed. Well go find another activity where you will be the best. C) Gymnastics is not important in life anyways. D) Practice hard and you will surely win next time. E) You didnt deserve to win. 11. What we need to teach our students 12. Dont allow for excuses! Teach students what they have power over. 13. No excuses! 14. Talent is a small part of the equation (only a starting point) Anyone can get better at anything with practice. 15. But teaching is not just the responsibility of one person. 16. Students should Seek feedback Focus on where they need help Make goals with feedback from teacher Give feedback to themselves or other students Realize they dont have to be the best to succeed Students should have informal scales to assess effort 17. Teachers can or should consider or do 18. What is best practice? Give wait time Make sure students are raising hands and are not blurting out so other students get time to think Give verbal prompts or clues for students who are lower or dont know Differentiation Zone of Proximal Development take to the edge of what they know and push them further Honor different ways of learning and being Deliberate practice one objective, to improve Repetition matters Ask students what they did better today vs yesterday 19. Push students forward Dont give them a way out Take kids to the edge and keep raising the bar If you did it once, you can do it again. 20. All children have gifts and intelligences. Do your best to find them. Its not about how smart you are, but how are you smart 21. Descriptive Feedback Is so important What are you trying to do and how could you best achieve that goal? Students need a growth mindset, metacognitive skills to know what they are doing well and what they need to work on and know when they are improving Incremental feedback I wonder where you could go from here. Honest feedback reflect on where they are going Be honest with where they need to go to reach their goal 22. Feedback - Things you can say to students when they are looking for an affirmation What would you like me to notice about your work? What was challenging for you? What did you push yourself to do differently? Tell me how you came up with this. 23. Teachers can praise, but what do we praise? Praise the EFFORT rather than how smart the student is as this often leads to greater desire to try new challenges 24. Alternatives to saying good job Say Nothing Say What you Saw Talk less, ask more 25. Magic Words For Now Yet / Not Yet You Failed Better Help Me Understand Appropriate 26. Rewards and Consequences Give the minimum amount of rewards necessary for students to perform/do their work and strengthen behaviour Reward students AFTER they do their work and dont bribe them Catch students being good Have rules, consequences and rewards Rewards should be success or performance contingent not task contingent (dont say if you do x you will receive y) If success contingent it can be based on improvement Dont judge the student, judge the behaviour 27. Classroom Management and Planning tips If a task is seen as boring validate their feelings, allow learners to complete the task as they see fit Non-example/example and think alouds (Robert Marzano) as ways to get students to analyze thinking and see how they can improve For impulsive students use different strategies to help them manage their behaviour such as making them aware, roleplay, community circle, token system, cueing, give jobs Set up groups for certain tasks model appropriate behaviour, give jobs, put a strong reader in each group 28. Students must be able to persevere and develop grit 29. Dreams dont work unless you do. 30. Remember Students are candles to be lit not something to be filled. 31. The Scenario There is a 10 year old girl who just joined gymnastics a few months ago. She is very talented and all the adults in her life are telling her that she will win in a gymnastics competition. She goes first, and gets a high score, but as other girls go up it is clear that many girls are better than her. In the end she does not get first, second or third place. She does not place at all. She asks you, Why didnt I place? How do you respond (Choose one of the four options on the next page.) 32. Do you say to her? A) Well mommy/teacher thought you were the best. B) You were robbed. Well go find another activity where you will be the best. C) Gymnastics is not important in life anyways. D) Practice hard and you will surely win next time. E) You didnt deserve to win. 33. Resources by Debbie Silver http://www.debbiesilver.com/ 34. Resources by Other Authors What Motivates Us by Daniel Pink Outliers by Malcom Gladwell Talent is Overrated by George Calvin How Children Succeed by Paul Tough Mindset: How You Can Fulfill Your Potential by Carol Dweck 35. Theres no reason to make excuses. Find a way!