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Fostering Habits of Mind in Today’s Students

This project aims to foster habits of mind in college students to support their academic success. It involves a tri-campus collaboration, faculty training, and the use of teaching strategies that promote inclusive learning communities and transfer of learning. The project is supported by a $500,000 grant from the Lumina Foundation.

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Fostering Habits of Mind in Today’s Students

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  1. Fostering Habits of Mind in Today’s Students Jennifer Fletcher, Lydia Graecyn, Adela Najarro, Tina Sander

  2. $500,000 HSI Models of Success grant from the Lumina Foundation • Three-year, tri-campus collaboration (CSUMB, Hartnell, and Cabrillo) • 30 math and writing faculty (10 from each campus) • 2 5-day summer institutes and a regional conference Project Background

  3. Remember back: When you were a new college student, what secrets to academic success were not clearly visible? Why Habits of Mind Matter

  4. What Are Habits of Mind? • Habits of Mind as Learned Behaviors • A Habit by Any Other Name . . . Why Habits of Mind Matter

  5. Remember back: When you were a new college student, what secrets to academic success were not clearly visible? • With the person next to you, discuss your response to this question. • Two minutes. Go! Pair Share

  6. Book Structure & Framework: • Using an assets-based approach to teaching and learning • Supporting and engaging students • Creating inclusive learning communities • Building confidence and self-efficacy • Promoting transfer of learning • Teacher networks and cross-disciplinary collaboration Key Factors of College Success

  7. Olga student pic • Reflecting Home Culture • Building a Supportive Community in the Classroom • Boredom Busters • A Different You • Group Projects: Turning Students into Teachers • Using the Habits of Mind as a Reflective Tool Putting Principles into Practice

  8. Activity: various games and assignments that build community and establish a student-centered classroom • Learning Outcomes: self-awareness, self-management, and the ability to collaborate and work with others • Habits of Mind: engagement, motivation, and persistence • Sample Activities • Truths & Lies • Group Resume • Sides—New or Experienced Students • Classmate Bingo “Building Supportive Community in the Classroom”

  9. While my three-year old daughter does tricks on her pedal bike, my one-year old son is figuring out how to ride a balance bike. • Because I like working on house projects, my home has some neat personal touches. • Although I am an English Instructor, English is not my first language. • I have traveled to Mexico, Honduras, Egypt, Thailand, and Ecuador because I love learning about the word. 3 Truths & 1 Lie

  10. Write 2-3 sentences about yourself. • At least one needs to be a lie. • Get into groups of 3. • Take turns sharing your sentences. • Guess which one is a lie. Your Turn

  11. Activity: writing advice for the next semester • Learning Outcomes: self-awareness, self-management, and critical thinking • Habits of Mind: transfer of learning and persistence Whether it is a community college pre-transfer class or a senior seminar, students learn something aside from mastering course objectives in the classroom. “Words of Advice” Jennifer McGuire Exemplar

  12. Depending on their life circumstance, students bring unique assets to their educational experience while developing and fortifying habits of mind that generate success. • These habits of mind can be shared with others in the class, with future classes, and are what students take with them as they proceed in their educational journey. • Their success at the end of the semester is a testament to persistence, and students can help each other learn what it takes to make it through. “Words of Advice”

  13. The reaction from students is in their writing. Here are a few common gems: • “Ask questions! The teacher is here to help. If you don’t know something, let them know!” • “Get support from your friends. Having my friend in class with me made me want to go to class, and helped when we do homework together.” • “Don’t take class with friends since it can be distracting if • you’re like me. Plus you make friends with the other people in class and that’s another thing college is good for.” • “Do your homework. Keep caught up.” • “Don’t party the night before a morning class.” Actual Student Advice

  14. For our most vulnerable students, the cultivation of habits of mind must be more than merely incidental. • A critical part of success is learning to dig deep and have faith in ourselves and the process when the stage of learning or living we're experiencing isn't so joyful. • We need to prioritize the long view of learning. What We’ve Learned . . .

  15. AAC&U (Association of American Colleges and Universities). College Learning for the New Global Century: A Report from the National Leadership Council for Liberal Education & America’s Promise. Washington, DC:AAC&U, 2007. Print. Blau, S. “Performative Literacy: The Habits of Mind of Highly Literate Readers.” Voices from the Middle 10.3 (2003): 18–22. Print. Conley, David T. Redefining College Readiness. Vol. 3. Eugene: Educational Policy Improvement Center, 2007. Print. Costa, A. L., and B. Kallick. Preface. Habits of Mind across the Curriculum: Practical and Creative Strategies for Teachers. Ed. A. L. Costa and B. Kallick.Alexandria: ASCD, 2009. ix–xiv. Print. CWPA, NCTE, and NWP (Council of Writing Program Administrators, National Council of Teachers of English, and National Writing Project). Framework for Success in Postsecondary Writing. Berkeley: National Writing Project, 2011. Print. Goldenberg, E. P. “ ‘Habits of Mind’ as an Organizer for the Curriculum.” Journal of Education 178.1 (1996): 13–34. Print. Graff, G. Clueless in Academe: How Schooling Obscures the Life of the Mind. New Haven: Yale University Press, 2003. Print. Hazard, Laurie. “Cultivating the Habits of Mind for Student Success andAchievement.” Research & Teaching in Developmental Education 29.2(2013): 45–48. Web. ICAS (Intersegmental Committee of Academic Senates). Academic Literacy: A Statement of Competencies Expected of Students Entering California’s Public Colleges and Universities. Sacramento: ICAS, 2002. Print. National Research Council. Education for Life and Work: Developing Transferrable Knowledge and Skills in the 21st Century. Washington, DC: NationalAcademy Press, 2012. Print. NGACBP & CCSO (National Governors Association Center for Best Practices and Council of Chief State School Officers). Common Core StateStandards for English Language Arts & Literacy in History/Social Studies,Science, and Technological Subjects. Washington, DC: NGACBP & CCSO, 2010. Web. Pintrich, Paul R., and Dale H. Schunk. Motivation in Education: Theory, Research, and Applications. 2nd ed. Upper Saddle River: Merrill Prentice Hall, 2002. Print. Schreiner, Laurie A. “The ‘Thriving Quotient’: A New Vision for Student Success.” About Campus 15.2 (2010): 2–10. Web. Works Cited

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