“Tell me and I forget, teach me and I remember,involve me and I learn-”
Benjamin Franklin
Reflect
What do I know about this topic?
What do I want to know at the end?
What did I learn?
Rationale
Champions of Diversity
Program that offers eligible high school seniorsscholarships begin their first year in college.
Students are first person in their family to graduate fromhigh school, first generation college students and over85% of students are of Latino background
Is it enough to motivate students with scholarships?
How can we motivate students to begin college andsucceed in it?
Statistics
According to Tuckman and Kennedy, 2011 “TeachingLearning Strategies to Increase Success in First -TermCollege Students,” 55% of students choose communitycolleges because of their low cost, accessibility andbroad course offerings, however, about 50% remain inschool after one year.
Champions of Diversity has a Fall to Spring retentionof 82.7%, while Fall to Fall retention rates averaged57.6%
Identifying strategies
When we are identifying strategies, we are thinking about
What are the best forms to motivate students to remain inschool and be successful in their classes?
What can we do to help students succeed and keep themmotivated.
Thoughts….
Classroom Support
The role of the teacher
Academic support
Advising
Tutoring
Financial assistance
Extra-curricular activities
Brookfield: The core assumptionsof Skillful teaching Chapter 2
“Skillful teaching is whatever helps students learn,”
“Skillful teachers adopt a reflective stance towardstheir practice,”
“ Constant awareness from educator on how studentsare experiencing their learning,”
(Brookfield, 2011, pg. 17).
As educators:
We can influence student motivation and success in our classrooms ifwe reflect on Brookfield’s core assumptions for skillful teaching.
As educators we must do whatever it takes to deliver the informationin a form where students will learn, not only to pass a test, but to givethem the skills to apply it in future classes so that they can besuccessful.
Learning can be seen as an analogy of a snowball. All students beginin an introductory level course, which is often followed by a sequenceof other courses, when learning begins from the introductory class,the foundation of the skills necessary to be successful in other classesare engraved in that foundation.
If learning doesn’t occur from the start, the likelihood that thestudent will succeed in the rest of courses in that sequence isminimal.
As educators:
Taking a reflective stance on our own teaching.
What are we doing to create a learning environment inwhich students will succeed?
We can create a “Natural Critical Learning Environment”
“What the Best College Teachers do,” Bain, 2004
Explains that creating this type of learning environmentgives,
Control to the student for their own learning
Students experience collaboration
Tasks that will have the student rethink assumptions and
challenge ideas.
As educators:
Being aware of how our teaching is reflective onstudent learning,
Reflect on our own learning style and see how that isbeing reflective in the form we are teaching.
Take into consideration students learning styles,
Visual
Auditory
Hands on
Implement in our courses a little of all three.
The Strategies for AchievementApproach (Tuckman and Kennedy,2011).
TABLE 1
Strategies and Substrategies in the Strategies-for-Achievement Approach
Strategy Substrategy
Take reasonable risk • Set goals
• Break tasks down into bite-sized pieces
Take Responsibility for your outcomes• Focus your thoughts on self and effort as
causal explanations
• Plan
Search the environment for• Ask questions
Information
• Use visualization
Use feedback • Self-monitor
___________________________________ • Self-instruct________________________
(McClelland, 1979, Tuckman, 2002, 2003; Tuckman, Abry, & Smith, 2008)
Helping students succeed
Tuckman and Kennedy, 2011
The strategies listed enable students to produce skillsthat will help them… “with overcoming procrastination,building confidence, becoming more responsible,managing their daily responsibilities at home andschool, and learning from lectures, texts, preparing fortests,” (Tuckman & Kennedy, 2011,pg. 483).
Take Responsibility for youroutcomes
Getting students to take responsibility for their ownlearning.
“faculty aim to create environments where without orfewer rules and requirements students do what theyneed to learn effectively and develop themselves furtheras learners,” (Weiner, 2002, pg.98).
Search the Environment forInformation
How do students use the environment to learn?
Different cognitive processes may be used for studentsto be successful in learning,
“visualizing problem solving techniques
Question-asking approach to have students extract meaningfrom context
Learning from text by outlining” (Wolters and Benzon, 2013)
Motivation Strategies
Wolters and Benzon, (2013)“Assessing and PredictingStudents Use For The Self-Regulation of Motivation”
Three aspects of self-regulation for motivation
Knowledge of motivation
Monitoring of motivation
Control of motivation
Knowledge of Motivation
What helps students become self motivated towards theirclassroom assignments, tasks, or goals?
“Knowledge of motivation includes student’s beliefs of the topics,domains, or tasks they find interesting, enjoyable or intrinsicallymotivating,” (Wolters and Benzon, 2013,pg. 200).
Are the topics taught in class able to motivate students to learn.
Class description
Demographics of the class
Subject topics
Tools use to teach the class and use by the students
Monitoring Motivation
Monitoring students level of motivation
“ Students management of motivation is dependent ontheir awareness and ability to observe and gatherfeedback on their ongoing motivation towards anacademic activity,” (Wolters & Benzon, 2013 pg. 200).
Control of Motivation
“ The action to intervene and control one’s ownmotivation, effort and persistence,” (Wolters &Benzon, 2013, pg. 200).
Wolters & Benzon (2013) states that there arenumerous strategies employed by students formotivation,
The strategies are based on beliefs regardingachievement goals, self-efficacy, task value, and interestin tasks.
What did I learn?
References
Bain, K. 2004. What the best college teachers do. Cambridge,Massachusetts: Harvard University Press
Brookfield, S. D. 2011. The skillful teacher on technique, trust,and responsiveness in the classroom, 2nd Edition. SanFrancisco: Jossey Bass.
Tuckman, B. W., and Kennedy, G. J. 2011. Teaching learningstrategies to increase success of first-term college students.The Journal of Experiential Education, 79, 478-504. DOI:10.1080/00220973.2010.512318
Weiner, M. 2002. Learner-Centered teaching, 1st Edition. SanFrancisco: Jossey Bass.
Wolters, C. A., and Benzon, M. B. 2013. Assesing and predictingcollege students use of strategies for self-regulation ofmotivation. The Journal of Experiential Education, 81 (2),199-221. DOI: 10.1080/00220973.2012.699901