Helping Students Have A Greater Relationship With Success Female 18 yrs old Hispanic Male 17 yrs old Hispanic Both parents completed college Lives on campus Parents supporting her financially ID: 590764
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Slide1
Coaching grit
Helping Students Have A Greater Relationship With SuccessSlide2
Female
18
yrs
oldHispanic
Male17 yrs oldHispanic
Both parents completed collegeLives on campusParents supporting her financially
No close relative is college gradLives at home and supports motherOn scholarship & works part-time on campus
Who will succeed in graduating from college?
English is first language
Spanish is first language
HS GPA 3.8
HS GPA 4.0
Middle class family
Grew up in povertySlide3
What is behind a students’ ability to succeed?
Researchers are now focusing on NONCOGNITIVE factors, or part of the
patterns of thought, feelings and behaviors
that a student has about their ability. These are outside of the “content” part of learning.Some non-cognitive factors may be more important than cognitive factors in students’ ability to engage in college. Self-esteem—initial feeling of belonging and engaging in activitiesGrit (ability to push through obstacles)- sustained effort and ability to solve problemsAbility to prioritize and meet deadlines Delay gratification and rewards until laterAwareness of strengths and weaknesses
Escala Educational Services LLC All Rights ReservedSlide4
Non-cognitive assessments are gaining traction due to their correlation to first year student retention
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Why Noncognitive Factors
Matter in HSIs
For first-generation and minority students, college engagement and effort in purposeful activities can have a ‘compensatory effect,’ overriding risk factors minority students face such as financial pressures and lack of academic preparation due to an inadequate K-12 education.
Kuh
, G.D., et al. (2008) Unmasking the Effects of Student Engagement on First-Year College Grades and Persistence. Journal of Higher Education. 79 (5), 540–563.Slide6
Scripts are internal forces composed of…
Emotional Patterns
Core
Beliefs
Behavior PatternsThought Patterns
Copyright © 2014 Cengage Learning. All rights reserved.Slide7
Self
Talk
: The Inner Critic
The Inner Critic is the internal voice that judges us as inadequate, blames us for whatever is wrong in life, and can find fault with anything about us.
Copyright © 2014 Cengage Learning. All rights reserved.Slide8
Self Talk: The Inner Defender
The Inner Defender judges, blames, complains, accuses, criticizes and condemns others.
Copyright © 2014 Cengage Learning. All rights reserved.Slide9
Self Talk: Inner Guide
The Inner Guide seeks to make the best of any situation and knows that judgments do not improve difficult situations
.
Copyright © 2014 Cengage Learning. All rights reserved.Slide10
Victim Mindset
Believing that external forces determine the outcomes and experiences of their lives.
Use Victim language, rejecting personal responsibility by blaming, complaining, and excusing.
Make decisions carelessly, letting the future happen by chance rather than by choice.Victim Language
Focuses on weaknessesMakes excusesComplainsCompares oneself unfavorably to othersBlamesSees problems as permanentRepeats ineffective behaviorsTries
Predicts defeat and give upCopyright © 2014 Cengage Learning. All rights reserved.Slide11
Creator Language
Focuses on how to improve
Seeks solutions
Turns complaints into requestsSeeks help from those more skilledAccepts responsibilityTreats problems as temporary
Does something newDoesThinks positively and looks for a better choiceCreator MindsetBelieving that their choices create the outcomes and experiences of their lives
.Master Creator language, accepting personal responsibility for their results.Make Wise decisions, consciously designing the future they want.Slide12
Ways WE CAN coach “creator mindset” and tackle common problems THAT occur with “Victim” mindset
Suggest a VERY specific study strategy, and model it in class so they don’t procrastinate (which is not laziness, but just not knowing how to study!)
Say “Lets talk about this” and really engage and listen
Sit with student and go over with them how to read the text Give a re-do testGive a scaffold for the first exam: flash cards, study sheets, other summary of knowledge so they process the info one time as a study
Talk individually to students who are not participating, and point out the requirement, especially if they are being disruptiveTell shy students that you are also vulnerable as a teacher, and that they can do it too….share personal story of how hard it can be to express views in whole classTell students the problems are temporaryHelp students rewrite essays/redo work by providing specific feedback, “not try harder”Slide13
Mastering
Creator Language
Copyright © 2014 Cengage Learning. All rights reserved.Slide14
Fixed and Growth Mindset
Fixed Mindset
Learners
Believe that people are born with a fixed amount of ability and talent. Growth Mindset Learners Believe that intelligence is like a muscle - it gets stronger the more you use it. Slide15
Think of your brain as a muscle. Neuroplasticity is the ability of your brain to use new experiences to revise old neural networks and create new ones.
Set learning goals…as well as performance goals. Performance goals provide you with
measurable accomplishments (like grades), whereas learning goals offer knowledge and skills you can use for the rest of your life.Seek feedback. Feedback is essential to learning. You Inner Defender may see feedback as a threat, but you Inner Guide will see feedback as vital for success.Change course when needed. Victims stay stuck. Creators learn, change and grow. How to Develop a Growth MindsetSlide16
Female
18
yrs
oldHispanic
Male17 yrs oldHispanic
Both parents completed collegeLives on campusParents supporting her financially
No close relative is college gradLives at home and supports motherOn scholarship & works part-time on campus
One more thing…
English is first language
Spanish is first language
HS GPA 3.8
HS GPA 4.0
Was told she was “naturally smart” in high school
Was told he was a “hard
worker”in
high schoolSlide17
A tale of two freshmenSlide18
Freshman 1-
Andrés
Strong Noncognitive Preparation
Mentoring-- by K-12 teachers produced specific study skills that worked for him throughout schoolGanas (desire) due to head of household status, growing up in povertyKnew that more effort = better grades (had “growth mindset”) from being told he was a hard workerCollege Outcome? Graduated with Electrical Engineering and Mathematics double major in 4 years, went on to Ph.D. in EEGPA 4.0 Slide19
Freshman 2-
Melissa
Poor Noncognitive Preparation
Suffered from stereotype threat within a hyper-competitive environment fostered by both students and institution
Lacked specific study skills that worked when rigor increased
Believed only in innate ability—if failed a test, must have been stupid, not that different types of effort would have helped
College Outcome?Withdrew from college her junior year due to academic probation (but finished later on in Chemistry)
Final college GPA 2.7Slide20
How Can You Cultivate Grit and Other
Noncognitives
?
Escala Educational Services All Rights Reserved Fall 2015