tapping student effort: increasing student achievement saturday, november 21, 2009
TRANSCRIPT
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
#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
What do you see in students that you place at each spot on this continuum?
Fear Attention Comfort Bored
Perception/Induction
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
A TIME THAT YOU HAVE BEEN SUCCESSFUL
• ABILITY• EFFORT• DEGREE OF DIFFICULTY• LUCK
Providing Pictures of Success
• Future Plans• Updraft/Downdraft• Goal Setting
Teaching Effort
TimePersistence---PracticePatienceRepetition of Success
Getting Started
Payoff
Cost
Differentiation to Create Motivation
Students differ in their reasons to work hard….. put in effort
• Survival• Belonging• Power• Freedom• Fun
Differentiation to Create Manageable Tasks
Students need to trust teacher …… effort will pay off
Totally SafeSafety NetPush Off Cliff
Differentiate for Learning Styles
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.
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
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.
Differentiate for the At Risk Learner
• Kinesthetic• Concrete Global• Sensing Perceiver
Live Event Learning
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?