practice, reflect, repeat : getting back to basics to teach at-risk students the essential elements...
TRANSCRIPT
Practice, Reflect, Repeat:
Getting Back to Basics to Teach At-Risk Students the
Essential Elements of Persistence
Beth Dittman, Ed.M.Willamette University
Salem, Oregon
Today’s OutcomesToday’s Outcomes
Identify basic behaviors and/or skills that at-risk students often neglect
Identify possible interventions for at-risk students involving daily practice and reflection
Devise a plan using the methods introduced in the session to support at-risk students with whom they work
About your presenter…About your presenter…
Willamette UniversityWillamette UniversitySalem, OregonSalem, Oregon
Transition to College Learning: Transition to College Learning: Who’s it for?Who’s it for?
Transition to College Learning: Transition to College Learning: Why it was createdWhy it was created
Cumulative GPA 2.0
Transition to College Learning: Transition to College Learning: Why it was createdWhy it was created
Transition to College Learning: Transition to College Learning: How it is taughtHow it is taught
Transition to College Learning: Transition to College Learning: How it is taughtHow it is taught
4 times per year7 weeks per section21 hours per section.5 credits (~2 credits)
~ 40 students per semester
Transition to College Learning: Transition to College Learning: How it is taughtHow it is taught
Transition to College Learning: Transition to College Learning: How it is taughtHow it is taught
Nobody rises to low expectations.
Transition to College Learning: Transition to College Learning: Typical Student ChallengesTypical Student Challenges
Transition to College Learning:Transition to College Learning:What is taughtWhat is taught
Transition to College Learning:Transition to College Learning:What is taughtWhat is taught
SQ3R
Iterative Process Concept Map vs. Outline
Make Connections The one who does the work does the learning
Preparation
Transition to College Learning:Transition to College Learning:What is taughtWhat is taught
Transition to College Learning:Transition to College Learning:What is taughtWhat is taught
Transition to College Learning:Transition to College Learning:What is taughtWhat is taught
Transition to College Learning:Transition to College Learning:What is taughtWhat is taught
Transition to College Learning:Transition to College Learning:Best PracticesBest Practices
Thing+ Science behind thing + What you already know about this thing + Best practices for this thing+ Daily practice (x one week)+ Daily reflection (x one week)+ Group reflection at end of the week_________________________________Ah-ha’s and adaptations to move forward with the thing in your own way for personal success
Transition to College Learning:Transition to College Learning:Best PracticesBest Practices
Everything with a side of reflection
What?So What?
Now What?
Transition to College Learning:Transition to College Learning:Best PracticesBest Practices
Incorrect AssumptionsIncorrect Assumptions
Avoidance Lazy
Privilege is at play – both ways
Hard is the POINT
Self directed learning, living, & being
Their biggest take awaysTheir biggest take aways
In their own words…In their own words…
Translation to YOUR PracticeTranslation to YOUR Practice
And now it is time for…
At Risk Student Intervention
Choose Your Own Adventure
See the handout for more details!
Accountability PartnersAccountability Partners
Exchange:NamesEmail addresses and/or phone numbersAn outline of your plans as devised earlier
Collectively decide:When (be specific) you will communicate to check in on your progressWhat questions you will ask when you communicate
Review of TodayReview of Today
Today we talked about: The Course “Transition to College Learning” at Willamette University:
◦ Who it is for◦ Why it was created◦ How it is taught
Best-practices from the course including:◦ Reflection◦ Repetition◦ Attention to basic skills that are often neglected by
students (life hygiene, time management, and study skills)
Questions and AssessmentQuestions and Assessment
What questions can I can answer?
Please complete the assessment of this session and leave it for me!
Resources
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Resources, Continued
Habit RPG. (n.d.). Retrieved February 26, 2015 from https://habitrpg.com/static/front Hamblet, E. (n.d.). Tips to help college students get the semester off to a good start. Retrieved on February 26, 2015 from http://www.ldadvisory.com/tips-start-semester/ Hart Research Associates (2013). It takes more than a major: Employer priorities for college student learning and success. Retrieved February 26, 2015 from the American Association of College and Universities website: http://www.aacu.org/sites/default/files/files/LEAP/2013_EmployerSurvey.pdf IgniterMedia. (2009, September 14). The Marshmallow Test [Video File]. Retrieved from: https://www.youtube.com/watch?v=QX_oy9614HQ Kolb, D. (1984). Experiential learning: Experience as the source of learning and development. Englewood Cliffs, NJ: Prentice-Hall Krumrei-Mancuso, E., Newton, F., Kim, E., & Wilcox, D. (2013). Psychosocial factors predicting first-year college student success. Journal of College Student Development, 54(3), 247-266. Lei, S. A., Rhinehart, P. J., Howard, H. A., & Cho, J. K. (2010). Strategies for improving reading comprehension among college students. Reading Improvement, 47(1), 30-42. Mattern, K., & Shaw, E. (2010). A look beyond cognitive predictors of academic success: Understanding the relationship between academic self-beliefs and outcomes. Journal of College Student Development, 51(6), 665-678. Morisano, D., Hirsh, J, Peterson, J., Pihl, R. & Shore, B. (2010). Setting, elaborating, and reflecting on personal goals improves academic performance. Journal of Applied Psychology 95 (2), 255-264.
Resources, Continued
National Association of Colleges and Employers (2014). Job outlook 2015. Retrieved on February 26, 2015 from naceweb.org
Seligman, M. (2011). Flourish: A visionary new understanding of happiness and well-being. New York, NY: Atria/Simon & Schuster
Silver, H., Strong, R., & Perini, M. (2000). So each may learn: Integrating learning styles and multiple intelligences. Alexandria, VA: ASCD
Streetwisdom Billy. (2010, June 10). How we learn: Synapses and neural pathways [Video File]. Retrieved from: https://www.youtube.com/watch?v=BEwg8TeipfQ
Willamette University. (n.d.). Retrieved on February 26, 2015 from willamette.edu
Williams, J. & McEnerney. (n.d.) Writing in college. Retrieved February 26. 2015 from University of Chicago Writing Program website: http://writing-program.uchicago.edu/resources/collegewriting/high_school_v_college.htm