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Johnnie Terry, Philosophy Professor, Sierra College Anne Argyriou, Basic Skills Committee, De Anza College ASCCC Student Success Institute: Basic Skills.

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Presentation on theme: "Johnnie Terry, Philosophy Professor, Sierra College Anne Argyriou, Basic Skills Committee, De Anza College ASCCC Student Success Institute: Basic Skills."— Presentation transcript:

1 Johnnie Terry, Philosophy Professor, Sierra College Anne Argyriou, Basic Skills Committee, De Anza College ASCCC Student Success Institute: Basic Skills Across the Curriculum February 25, 2011

2 Introductions Who are we??? Why are we presenting on this topic???

3 Moment of connection Who was involved? Topic? How did people connect? Why? Reflect What factors may have contributed to that connection? How do you think that connection affected everyone involved (any change)? Brainstorm

4 What would these connections look like? What would the effects of these connections be? Connections: Student-Teacher, Student-Student FirstWhy? ThenHow? Connections & the Classroom

5 Establish a social identity Positive, academic self Create one to replace any negative academic identity Strengthen existing identity (neutral or insecure) Social identity crucial for learning to occur Individually Collaboratively Why do connections work?

6 Social Identity Before Nothing I can do… Im just a bad writer. My grade will never change, so why put in effort? After I just need to do x, y, z! This is difficult, but I think Im getting better. I just need to work harder so my grade will increase…

7 Attribution: to establish reason(s) to explain why something happened (assign a cause). Specifically applies to lay people (non-psychologists) Weiner: Three main axes underlie attributions Locus (internalexternal) Stability (variantinvariant) Control (influenceno influence) Attribution Theory

8 Review the Social Identity slide (no. 6) Can you identify the axis for each statement? Identify: Axes of Attribution

9 Identity Learning How does social identity affect how we learn? How do we change from the Before to the After?

10 Teachers Reasons why assignment not successful Show steps necessary to learn How to achieve those steps Can you identify the three axes? Students (peers) How do students affect a students identity? Modeling, direct instruction, verbal reassurance What changes identity?

11 Learning is individually constructed (Piaget) We create schema of the world Conflict is the catalyst to create or shape schema Schema are assimilated or accommodated Stages: Sensori-motor, Pre-op., Concrete-op., Formal-op. Social-cultural constructivism (Vygotsky) Construction occurs during interaction with others Interaction Internalization (how experts perform task) Zone of Proximal Development: the level at which a student can succeed only with assistance Independence ZPD Potential Learn through others?

12 How does this constructed learning work? Scaffolding (Bruner) Narrowing the possible choices to accomplish a task so the student can concentrate on the skill itself, rather than deciding what to do… Highly Structured No Structure (as student progresses) Create an external consciousness that student gradually absorbs to spontaneously use later (internal) Source for Slide: Mercer, Neil and Staar Kleinemann, Judith, Lecture notes, Feb. 7, 2007 Construction: Nuts and Bolts

13 Learn Identity How does socially constructed learning transform a student from Before to After?

14 Definition: beliefs a person holds about capabilities, but may not accurately reflect actual capabilities… Do I belong here? Can I do this? Will I be successful at it? Source: Webb, Jane, Lecture notes, Jan. 22, 2007 Without a strong self-efficacy, difficult to accurately assess ones own abilities and accomplishments, particularly what one lacks or needs to develop. Desire to continue, and change, in face of difficulty. Source: Dweck Self-Efficacy

15 Mindset (Dweck) Fixed Nothing I can do… Im just a bad writer. My grade will never change, so why put in effort? Growth I just need to do x, y, z! This is difficult, but I think Im getting better. I just need to work harder so my grade will increase…

16 Facilitating Connections

17 Listing office hours is not enough. Build connection into course (see handout): So that I can get to know who you are and associate a personality with your name, you can receive five points extra-credit toward your first exam score by calling me during my office hours tomorrow, Thursday, February 3, 2011, from 12:40-2:00. When you call me during my office hours, I'll be subjecting you to a quirky and weird set of survey questions. I'm using these survey questions to "mine for quirkiness." If I find something quirky about you, it will help me to remember who you are. The questions are non-offensive but if you'd prefer, you may always say "pass. Faculty/Student Connections

18 Listing office hours is not enough Survey Questions 1. Where did you go to high school? City/State/Country? 2. What was your favorite class in high school or what has been your favorite class thus far in college? 3. Pets? Children? Both? Neither? 4. Are you a first, last or middle child? 5. When you arent in school or completing school work, what do you like to be doing? Faculty/Student Connections

19 What is the goal? Forming groups to use throughout the semester. Fruits: Candy Bars: Vegetables: Animals: Student/Student Connections

20 What is the goal? Ice-breakersFirst day(s) of class: What signals do we send? Post cards for math anxiety. What grade can you expect for this class? Your favorites? Student/Student Connections

21 What is the goal? Not just once. Evaluating personal ads for Philosophy of Women in Western Cultures Group problem solving for Symbolic Logic Student/Student Connections

22 What is the goal? Not just once. Archaeological Expedition: Mythology Stations around the room Your favorites? Student/Student Connections

23 Questions? Comments? What surprised you? Interested you? Please contact us if you need more info., ideas, etc. Johnnie Terry Anne Argyriou – Thank you for attending Conclusion

24 Barkley, Elizabeth F. Student Engagement Techniques: A Handbook for College Faculty. San Francisco: Jossey-Bass, Barkley, Elizabeth F. Collaborative Learning Techniques: A Handbook for College Faculty. San Francisco: Jossey-Bass, Fink, L. Dee. Creating Significant Learning Experiences: An Integrated Approach to Designing College Courses, San Francisco: Jossey-Bass, Gabriel, Kathleen. Teaching Unprepared Students: Strategies for Promoting Success and Retention in Higher Education. Sterling: Stylus Publishing, Kuh, George. Student Success in College: Creating Conditions that Matter. San Francisco: Jossey-Bass, Johnnies References

25 Dweck, Carol S. (2006) Mindset: The new psychology of success. New York: Ballantine Books. Fincham, Frank and Hewstone, Miles. (2003) Attribution Theory and Research: from basic to applied, in M. Hewstone, and W. Stroebe, (Eds) Introduction to Social Psychology (3 rd edition) (Chapter 7). Oxford, UK: Blackwell. Vygotsky, Lev. S. and Kozulin, A. (ed.) (1986) Thought and Language. Boston: MIT Press. Weiner, B. (1986) An attributional theory of motivation and emotion. New York: Springer Verlag. Woolfolk, Anita. (2001) Educational psychology (8 th edition). Boston: Allyn and Bacon. Lecture Notes from Courses in MPhil Psychology and Education, University of Cambridge. Annes References


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