teach the teacher achievement (unit four)

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Unit Four: Student Achievement Louis Cabuhat, Dean of Education Bryman College TEACHER THE TEACHER

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The literature on attrition suggests that learners who underestimate their ability to succeed in college-level courses become easily disillusioned once failure occurs. The key to avoiding this example of cognitive dissonance (Miller & Tanner, 2011) is to anchor achievement strategies to realistic goal-setting. The literature suggests that students who experience cognitive dissonance are more likely to dropout (Miller & Tanner, 2011). Furthermore, the unpleasurable experience of dropping out of school is manifested emotionally. However, studies show that students who are successful in managing their emotions and relationships and impulse control are more likely to persist to graduation (Allen & Lester, 2012). So, how do you measure achievement?

TRANSCRIPT

Page 1: Teach the teacher achievement  (unit four)

Unit Four: Student Achievement

Louis Cabuhat, Dean of EducationBryman College

TEACHER THE TEACHER

Page 2: Teach the teacher achievement  (unit four)

“If you don’t know where you are going, any road will get you there”

Connecting Your Actions to the Target

IMPROVED OUTCOMES

(Sagor, 2011)

Page 3: Teach the teacher achievement  (unit four)

• Performance Targets (INDIVIDUAL OUTCOMES)Ask yourself, “What are students

expected to gain from our ‘actions”?• Improved motivation √• Improved engagement √• Realistic goal-setting √• Improved achievement √

• Process Targets (TECHNIQUES or STRATEGIES)

• Development of an Early Warning System

Training Targets (Sagor, 2011)

Page 4: Teach the teacher achievement  (unit four)

• Unit One dealt with

• Motivation is driven by emotionAccording to Chickering (2006), “motivation is the key to persistence, moving through successfully, and learning that lasts” (p. 13).

• Unit two dealt with

Learners who are Involved, Interested and Connected are more likely to persist.

engagement

motivationRecap

Page 5: Teach the teacher achievement  (unit four)

• Unit three dealt with

“Learners who are unable to form positive motivational “attitudes” towards goal fulfillment are at greater risk of dropping from program”

goal-settingRecap

(Morrow & Ackermann, 2012)

Page 6: Teach the teacher achievement  (unit four)

Our Early Warning System is taking shape!

Worst Needs Improvement As expected Above Expectations Best

` 1 2 3 4 5

Worst Needs Improvement As expected Above Expectations Best

` 1 2 3 4 5

Rating

Engagement

Participates in group activities

Interacts with classmates

Is a teamplayer

Demonstrates a positive

demenor

Asks questions

Rating

Motivation

Punctual

Brings books/supplies to class

each day

Maintains eye contact

Assists others to learn

Asks for help (as needed) -

Submits assignments on-time

Accepts criticism

Page 7: Teach the teacher achievement  (unit four)

Drafting a Scale: Realistic Goal-Setting

Worst Needs Improvement As expected Above Expectations Best

1 2 3 4 5

Directions:Working in your groups, take a few minutes to discuss what an "as expected" rating (on a scale of 1 - 5) looks like. Remember to anchor your discussion to our

dynamic case: Susan. For example, if Susan were to meet your expectations on goal-setting, what would that look like to you? Using this worksheet, draft one

word adjectives or small sentences to explain what it might look like (to you) if Susan were to set realistic goals. Think - Best case scenario!

Rating

Goal-setting

Page 8: Teach the teacher achievement  (unit four)

Recreating Susan’s FutureDiscussion Board(s):

“Knowing what you know (about her today), what kinds of goals could you suggest so that Susan is

more likely to be successful?”

Susan initiates discussions – A. Cervantes

Susan partners with her classmates – M. Cuevas

Susan makes eye contact and smiles – R. Nunez

Susan attends [class] everyday – A. Magsaysay

Susan is on-time – A. Esparcia

Susan uses a time-management calendar –

F. Boltodano

Page 9: Teach the teacher achievement  (unit four)

Unit Four – Student Achievement and Introduction to Student Development TheoryLearners will be able to:

Define the attributes of an adult learner (today)

Recognize the importance in clarifying a definition of achievement

Influence student development by outlining at least one strategy for considering Chickering’s vectors of development

Relate their past student development to helping others develop

Page 10: Teach the teacher achievement  (unit four)

Post-secondary Enrollment (Who is attending)

• More females than males

• Community College: Higher numbers of Asians and White attendees

• Many college-goers are attending PRIVATE over PUBLIC

• For-profit Colleges: older; female, non-white, independent; first generation

Page 11: Teach the teacher achievement  (unit four)

Definition of an Adult Learner

“The adult education participant is just as often a woman as a man, is typically under forty, has completed high school or more, enjoys an above-average income, works full-time and most often in a white-collar occupation, is married, has children, lives in an urbanized area but more likely in a suburb than large city, and is found in all parts of the country, but more frequently in the West than in other regions.”

(Merriam, Caffarella & Baumgartner, 2007, p. 55)

Page 12: Teach the teacher achievement  (unit four)

Learning is not a spectator sport. Students do not learn much just by sitting in class listening to teachers, memorizing prepackaged assignments, and spitting out answers. They must talk about what they are learning, write about it, relate it to past experiences, apply it to their daily lives. They must make what they learn part of themselves.”         Arthur W. Chickering &

Zelda F. Gamson

Page 13: Teach the teacher achievement  (unit four)

Achievement: Where do you set the bar?

Page 14: Teach the teacher achievement  (unit four)

Achievement Gap:A Need for Concern

• Many students attending community colleges are required to enroll in remedial coursework because of ill-preparation during secondary school (Allen and Lester, 2012).

• “Many students begin their college career with only the vaguest notions of why they have done so (Tinto, 1987 p. 6).

• Routine approaches to achievement are proving unsuccessful (old ways aren’t always best)

• Dropping out was easier than persisting (Miller and Tanner, 2011)

Page 15: Teach the teacher achievement  (unit four)

Question: How do you measure achievement?

Camp One:

Cognitive Assessment

Camp Two:

Psychosocial Assessment

Page 16: Teach the teacher achievement  (unit four)

• Cognitive = Thoughts Lower level cognitive domain:

cite, count, list, name, define Higher level cognitive domain:

select, compare, criticize, evaluate

Where does Susan Fall?

REFRESHER FROM UNIT THREE

Cognitive Theory

Page 17: Teach the teacher achievement  (unit four)

Chickering’s Psycho-Social Theory

• Adult students will change over the course of their experiences at school.

• Student development theory attempts to make “development” an intentional process (Davis, 2012)

• “Adult development theory can form the basis for programs an support services for learners in higher education” (Merriam, Caffarella, & Baumgartner, 2009, p. 436).

Page 18: Teach the teacher achievement  (unit four)

Anchoring Achievement to Student Development

• developing competence

• managing emotions

• moving through autonomy toward independence

• developing mature interpersonal relationships

• establishing identity

• developing purpose

• developing integrity.

Chickering’s Nonlinear Stages of Development

Page 19: Teach the teacher achievement  (unit four)

Student Development Theory Should Answer These Four Questions – According to Knefelkamp, Widick, & Parker

• What intrapersonal & interpersonal changes occur while the student is in college?

• What factors lead to this development?

• What aspects of the college environment encourage or (inhibit) growth?

• What development outcomes should we strive to achieve in college?

As cited by Davis, 2011

Page 20: Teach the teacher achievement  (unit four)

Reread Susan’s CaseSusan is a new student who is attending classes at Bryman College – A for-profit organization. As a new enrollment to the school, Susan repeatedly misses assignment deadlines and submits work late. While in class, her instructor notices that Susan frequently avoids eye contact with others and she excludes herself from group discussions. Now, in her third week of a four week module, it doesn’t look good. Susan has failed her mid-term exam. And now, the teacher is concerned that some of Susan’s behavior is an early indication of what’s about to come – another drop for the college; another failed attempt. So, in an effort to address the problem, the teacher presents what she knows of Susan to colleagues at the college. And, to her surprise, several of the other staff members are dealing with a ‘Susan’ of their own. What’s even more unsettling – the College attrition rate for newly enrolled students is extremely high.

Page 21: Teach the teacher achievement  (unit four)

Return to EduOs.net to continue addressing

Susan’s case anchoring your ideas to Susan’s

psychosocial development.

Page 22: Teach the teacher achievement  (unit four)

Reference ListAllen, I. H., & Lester, S. M. (2012). The impact of a college survival skills course and a success coach on retention and academic performance. Journal of career and technical education, 27(1), 8-14. Retrieved from http://www.eric.ed.gov/PDFS/EJ974495.pdf

Balduf, M. (2009). Underachievement among college students. Journal of advanced academics, 20(2), 274-294. Retrieved from http://www.eric.ed.gov/PDFS/EJ849379.pdf

Bobby, O. (2008). Applying Piaget's theory of cognitive development to mathematics instruction. Retrieved from http://web.ebscohost.com/ehost/pdfviewer/pdfviewer?sid=e7f33571-263d-4dad-82be-68fcaf1e1c4d@sessionmgr11&vid=6&hid=122

Chickering, A. W. (2006, May/June). Every student can learn - if... Retrieved from http://web.ebscohost.com/ehost/pdfviewer/pdfviewer?sid=dd514ab9-a85f-48c3-9d53-3d83ca6df5e0@sessionmgr112&vid=15&hid=122

Page 23: Teach the teacher achievement  (unit four)

Reference List

Chickering, A. W., & Gamson, Z. F. (1987). Good practices using active learning techniques. Retrieved from http://cte.udel.edu/instructional-topics/engaging-students.html

Davis, D. (2012). Introduction to student development

Laskey, M. L., & Hetzel, C. J. (2010, August 30). Self-regulated learning, metacognition, and soft skills: the 21st century leaner. Retrieved from http://www.eric.ed.gov/PDFS/ED511589.pdf

Merriam, S. B., Caffarella, R. S., & Baumgartner, L. M. (2007). Learning in adulthood: A comprehensive guide. (3rd ed.). San Francisco, CA: Jossey-Bass.

Page 24: Teach the teacher achievement  (unit four)

Reference List

Sagor, R. (2011). The action research guidebook: a four-stage process for educators and school teams. (2 ed.). Thousand Oak, California: Corwin.

Sandeen, A., & Barr, M. J. (2007). Critical issues for student affairs: challenges and opportunities. San Francisco, California: Jossey-Bass.

The condition of education 2013. (2013, May). Retrieved from http://www.eric.ed.gov/PDFS/ED542714.pdf

Tinto, V. (1987, November). The principles of effective retention. Fall conference of the Maryland college personnel association. Retrieved from http://www.eric.ed.gov/PDFS/ED301267.pdf