Presentation on theme: "Empowering Students Using Key Learning and Transition Skills to Build Persistence in Students."— Presentation transcript:
Empowering Students Using Key Learning and Transition Skills to Build Persistence in Students
Let’s get acquainted O On the index card, write your name in BIG letters in the middle, then O Right top corner –main role on your campus—academics or student services O Left top corner—are you a beach person or a mountain person O Right bottom corner--a Vespa or a bicycle O Left bottom corner—your most fulfilling professional experience
Essential Question O What can we as educators do to motivate and engage our students so that they assume greater ownership of their own learning?
Why is motivation and engagement so important ? O Compliance based learning does not lead to high levels of achievement. Dr. David Conley
Attaining those levels requires greater student engagement in and ownership of learning The Common Core State Standards are at a higher cognitive challenge level than many previous state standard, but…
Why is motivation and engagement important? O Compliance based learning does not lead to high level achievement. O Motivated students have a goal— they want to learn O Students who have goals will want to attain them, which provides the opportunity to introduce or reinforce key learning skills. Dr. David Conley
(AAC&U, 2012) “Critical thinking is a habit of mind characterized by the comprehensive exploration of issues, ideas, artifacts, and events before accepting or formulating an opinion or conclusion.”
Be self-aware. Find out your interests, passions, skills, and ambitions. Know what you need to achieve based on self-awareness. Have the mindset to achieve your goals. Don’t give up, especially when something does not come as easily to you. Know how well you are really doing. G auge your true skill level. Know when you are stuck, then get help. Don’t view this as a weakness. Learn how to control the things you can control. Then, control them. Know Yourself Set Goals Be Motivated Persist Monitor Performance Ask for Help Show Self-Efficacy Ownership of Learning Dr. David Conley
Manage Time Take Notes Study for Tests Memorize Read Strategically Learn Collaboratively Use Technology LEARNING TO LEARN SKILLS Dr. David Conley
Strategic Reading O Purpose of reading/assignment O Pre-read skills O Review table of contents, section headings, questions at end of book O Information on author O Reading Cues O Highlighting? O Circle key words O Underline claims O Summarize
Note-Taking O Standardize note-taking across discipline or content area. O It’s not taking the notes, it’s how one uses them after they are taken. O Cornell Note-taking (take notes on right side, develop questions on left side, summarize at bottom).
Postsecondary Aspiration Postsecondary Norms & Culture Postsecondary Awareness Tuition Awareness Financial Aid Awareness Postsecondary Costs Postsecondary Eligibility Admissions Procedures Program Selection Matriculation Career Options Career Requirements Career Readiness Career Awareness Role Identity Role Conflict Role Models Role & Identity Resource Acquisition Institutional Advocacy Self-Advocacy KEY TRANSITION KNOWLEDGE & SKILLS 13 Dr. David Conley
Using Peer Mentors/Tutors O During orientation and first week of class O Explaining to students about careers in their field (skills, options, etc.) O Create multi-campus learning communities O Organize a “10:00 Club” to supplement “Chats” O Develop club/support group for first generation students
Make college fit the student O Review office hours—do they fit student schedules? O Tell your story—expand college directory O Move to bigger quarters O Hold office hours in the SU/media center, etc. O Use technology for immediate connection
At your table… O Discuss one action you could take at the high school and one action at the college that would engage students and support their taking responsibility for their own learning. O Write your ideas on the chart paper. O Select a spokesperson to share the idea with the group.
“…(G)ive pupils something to do, not something to learn; and if the doing is of such a nature as to demand thinking, or the intentional noting of connections; learning naturally results. John Dewey, Democracy and Education
My Thanks O Please share your ideas with: O Evie Hiatt O email@example.com O 512-970-1730
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