tapping student effort: increasing student achievement saturday, november 21, 2009

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TAPPING STUDENT EFFORT: Increasing Student Achievement Saturday, November 21, 2009

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Page 1: TAPPING STUDENT EFFORT: Increasing Student Achievement Saturday, November 21, 2009

TAPPING STUDENT EFFORT: Increasing Student Achievement

Saturday, November 21, 2009

Page 2: TAPPING STUDENT EFFORT: Increasing Student Achievement Saturday, November 21, 2009

Stephen G. BarkleyExecutive Vice PresidentPerformance Learning Systems6227 Lower Mountain RoadNew Hope, PA 18938888.424.9700sbarkley@plsweb.comwww.blogs.plsweb.comwww.plsweb.comstevebarkley@twitter.com

Page 3: TAPPING STUDENT EFFORT: Increasing Student Achievement Saturday, November 21, 2009

#1 WHAT ARE THE CHANGES IN STUDENT BEHAVIOR,

PERFORMANCE, CHOICE, EFFORT, ETC. THAT YOU BELIEVE ARE PRECURSORS TO THE IMPROVEMENT IN STUDENT LEARNING THAT YOU SEEK?

STUDENT CHANGES

Page 4: TAPPING STUDENT EFFORT: Increasing Student Achievement Saturday, November 21, 2009

What do you see in students that you place at each spot on this continuum?

Fear Attention Comfort Bored

Perception/Induction

Page 5: TAPPING STUDENT EFFORT: Increasing Student Achievement Saturday, November 21, 2009

What is your view of ABILITY? Fixed or Growth

The growth mindset is based on the belief that your basic qualities are things you can cultivate through your efforts. Although people may differ in every which way--- in their initial talents and aptitudes, interest or temperaments--- everyone can change and grow through application and experience.

Mindset………The New Psychology of Success Carol Dweck 2006

Page 6: TAPPING STUDENT EFFORT: Increasing Student Achievement Saturday, November 21, 2009

A TIME THAT YOU HAVE BEEN SUCCESSFUL

• ABILITY• EFFORT• DEGREE OF DIFFICULTY• LUCK

Page 7: TAPPING STUDENT EFFORT: Increasing Student Achievement Saturday, November 21, 2009
Page 8: TAPPING STUDENT EFFORT: Increasing Student Achievement Saturday, November 21, 2009

Providing Pictures of Success

• Future Plans• Updraft/Downdraft• Goal Setting

Page 9: TAPPING STUDENT EFFORT: Increasing Student Achievement Saturday, November 21, 2009

Teaching Effort

TimePersistence---PracticePatienceRepetition of Success

Page 10: TAPPING STUDENT EFFORT: Increasing Student Achievement Saturday, November 21, 2009

Getting Started

Payoff

Cost

Page 11: TAPPING STUDENT EFFORT: Increasing Student Achievement Saturday, November 21, 2009

Differentiation to Create Motivation

Students differ in their reasons to work hard….. put in effort

• Survival• Belonging• Power• Freedom• Fun

Page 12: TAPPING STUDENT EFFORT: Increasing Student Achievement Saturday, November 21, 2009

Differentiation to Create Manageable Tasks

Students need to trust teacher …… effort will pay off

Totally SafeSafety NetPush Off Cliff

Page 13: TAPPING STUDENT EFFORT: Increasing Student Achievement Saturday, November 21, 2009

Differentiate for Learning Styles

Page 14: TAPPING STUDENT EFFORT: Increasing Student Achievement Saturday, November 21, 2009

Quick-Pick Interpretation ofQuick-Pick Interpretation ofThe Kaleidoscope ProfileThe Kaleidoscope Profile®®

ResultsResults

SENSORY STYLES

Kinesthetic:

Works bestwhen able tomove and dothings withlarge muscles.

Tactual:

Works bestwhen able tofeel throughsmall musclesand personalrelationships.

Visual:

Works bestwhen able tosee, watch,read, andview.

Auditory:

Works bestwhen able tohear, speak,discuss, andthink outloud.

Page 15: TAPPING STUDENT EFFORT: Increasing Student Achievement Saturday, November 21, 2009

AS

AGCG

CS

Organizational

Continuum

Perceptual Continuum

ConcreteSequential

part by part proceduresstep by step directions

real world things

AbstractSequentialdiscuss, readcompute numbers sequentiallyand analyze verballydo things in their head

ConcreteGlobaltrial/error

real world in randomdiscovery method of learning

AbstractGlobaldiscuss ideas, concepts,pattern, associationsplay with wordscreate metaphors

Page 16: TAPPING STUDENT EFFORT: Increasing Student Achievement Saturday, November 21, 2009

Quick-Pick Interpretation ofQuick-Pick Interpretation ofThe Kaleidoscope ProfileThe Kaleidoscope Profile®®

ResultsResults

TEMPERAMENT STYLES

IntuitiveFeeler:

Valuesintegrity,relationshipsand personaland emotionalissues.

IntuitiveThinker:

Valuescompetence,rationalreasoning,andintellectualcomplexities.

SensingJudger:

Valuesauthority,organization,predictability,andusefulness.

SensingPerceiver:

Values action,excitement,style,competition,andimmediateresponses.

Page 17: TAPPING STUDENT EFFORT: Increasing Student Achievement Saturday, November 21, 2009

Differentiate for the At Risk Learner

• Kinesthetic• Concrete Global• Sensing Perceiver

Page 18: TAPPING STUDENT EFFORT: Increasing Student Achievement Saturday, November 21, 2009

Live Event Learning

Page 19: TAPPING STUDENT EFFORT: Increasing Student Achievement Saturday, November 21, 2009

Differentiate Through Choice

• What ways can you build choice into student assignments that empower students and connect their effort to a payoff? How can you combine responsibility with choice?