1 / 19

Empowering Students

Empowering Students. Using Key Learning and Transition Skills to Build Persistence in Students. Let’s get acquainted. On the index card, write your name in BIG letters in the middle, then R ight top corner –main role on your campus—academics or student services

wilmet
Télécharger la présentation

Empowering Students

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Empowering Students Using Key Learning and Transition Skills to Build Persistence in Students

  2. Let’s get acquainted • On the index card, write your name in BIG letters in the middle, then • Right top corner –main role on your campus—academics or student services • Left top corner—are you a beach person or a mountain person • Right bottom corner--a Vespa or a bicycle • Left bottom corner—your most fulfilling professional experience

  3. Essential Question • What can we as educators do to motivate and engage our students so that they assume greater ownership of their own learning?

  4. Why is motivation and engagement so important? • Compliance based learning does not lead to high levels of achievement. Dr. David Conley

  5. The Common Core State Standards are at a higher cognitive challenge level than many previous state standard, but… Dr. David Conley Attaining those levels requires greater student engagement in and ownership of learning

  6. Why is motivation and engagement important? • Compliance based learning does not lead to high level achievement. • Motivated students have a goal—they want to learn • Students who have goals will want to attain them, which provides the opportunity to introduce or reinforce key learning skills. Dr. David Conley

  7. (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.”

  8. Be self-aware. Find out your interests, passions, skills, and ambitions. Ownership of Learning • Know what you need to achieve based on self-awareness. Know Yourself • Have the mindset to achieve your goals. Set Goals • Don’t give up, especially when something does not come as easily to you. Be Motivated Persist • Know when you are stuck, then get help. Don’t view this as a weakness. • Know how well you are really doing. Gauge your true skill level. Monitor Performance • Learn how to control the things you can control. Then, control them. Ask for Help Show Self-Efficacy Dr. David Conley

  9. Manage Time Learning to Learn Skills • TakeNotes • StudyforTests • Memorize • Read Strategically • Learn Collaboratively • Use Technology Dr. David Conley

  10. Strategic Reading Purpose of reading/assignment Pre-read skills Review table of contents, section headings, questions at end of book Information on author Reading Cues Highlighting? Circle key words Underline claims Summarize

  11. Note-Taking • Standardize note-taking across discipline or content area. • It’s not taking the notes, it’s how one uses them after they are taken. • Cornell Note-taking (take notes on right side, develop questions on left side, summarize at bottom).

  12. (Furman, Dorfman, Hasson, Davachi, Dudai, 2007) http://www.ncbi.nlm.nih.gov/pmc/articles/PMC1896095/figure/F2/

  13. KEY TRANSITION KNOWLEDGE & SKILLS Postsecondary Awareness Matriculation PostsecondaryCosts Postsecondary Eligibility Admissions Procedures Program Selection Postsecondary Aspiration Postsecondary Norms & Culture Tuition Awareness Financial Aid Awareness Self-Advocacy Role & Identity Career Awareness Resource Acquisition Institutional Advocacy Role Identity Role Conflict Role Models Career Options Career Requirements Career Readiness Dr. David Conley 13

  14. Using Peer Mentors/Tutors During orientation and first week of class Explaining to students about careers in their field (skills, options, etc.) Create multi-campus learning communities Organize a “10:00 Club” to supplement “Chats” Develop club/support group for first generation students

  15. Make college fit the student • Review office hours—do they fit student schedules? • Tell your story—expand college directory • Move to bigger quarters • Hold office hours in the SU/media center, etc. • Use technology for immediate connection

  16. Back Channel http://todaysmeet.com/AHE

  17. At your table… • 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. • Write your ideas on the chart paper. • Select a spokesperson to share the idea with the group.

  18. “…(G)ivepupils 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

  19. My Thanks • Please share your ideas with: • Evie Hiatt • ehiatt60@gmail.com • 512-970-1730

More Related