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Supporting Students’ Academic Success What is within our locus of control?. Kay M. Sagmiller , Ph. D. What influences students’ learning?. As professors, some things are simply not within our locus of control… Sleep deprivation Distractions Effort.

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supporting students academic success what is within our locus of control

Supporting Students’ Academic Success What is within our locus of control?

Kay M. Sagmiller, Ph. D

what influences students learning
What influences students’ learning?

As professors, some things are simply not within our locus

of control…

Sleep deprivation

Distractions

Effort

factors within faculty s locus of control
Factors Within Faculty’s Locus of Control

Course Design

Assessment of student learning

Implementation

design matters alignment
Design Matters: Alignment

Curriculum

Null

Implied

Explicit

Planned

Unplanned

Taught

Untaught

Learned

Unlearned

Assessed

Unassessed

slide5

Course Design…

Where does this course

fit in the curriculum?

Which program

outcomes are central to this course?

slide6

Course Design…

At the end of this course…

what must my students know…

and be able

to do?

How can I find out if they learned what

I intended?

slide7

Course Design…

What type of thinking

will this course require of students?

What

questions are

at the core of this course?

What models, analogies

and examples will

help to illustrate key

points?

What will be difficult for my students to learn?

course design
Course Design…

Align course outcomes to program outcomes

Sequence knowledge and skills development

Plan assessments

slide9

Assessment

Student work

is the window into the student’s thinking and learning

understanding develops over time
Understanding develops over time

Performance Tasks: multi-stage projects

Extended thinking

Academic prompts:

Open-ended questions or problems requiring analysis

Tests and Quizzes:

Factual content,

Discreet skills

designing summative tasks
Designing summative tasks

Goal

Role

Audience

Situation

Product, performance and purpose

Standards and Criteria for success

slide12

Your presentation needs to…

Your work will be judged by…

Your presentation must meet the following standards

You are an associate professor proposing a new model of teacher evaluation to the promotion and tenure committee. Your task is to convince your colleagues student evaluations are insufficient data for P & T purposes. Prepare a 10 minute presentation that defends your argument and proposes a more robust and reliable data source for the evaluation of teaching.

implementation
Implementation

Set

Serve

Evaluate

content
Content

Organize

Construct Meaning

Store

enhancing the retention of content
Enhancing the Retention of Content

Provide advance organizers

Present information graphically, pictorially

Review key ideas and concepts

Use storytelling, analogies, metaphors

Require students to discuss content

plan short wake and engage moments
Plan short “Wake and Engage” moments

Think, pair, share

Compare your notes to your neighbors and clarify any misconceptions

Summarize the lecture since our last break and share it with your neighbor

Review your notes and highlight the following main points

skills
Skills

Construct

Model

Shape

Internalize

supporting skill development
Supporting Skill Development

Demonstrate while thinking aloud

Scaffold practice

Point out common errors, give feedback

Analyze exemplary models

Ask student to explain what they are doing and why

assessing skills
Assessing Skills

Performance

Performance

Performance

Performance

Performance

Performance

Performance

self perception influences l earning
Self-perception influences Learning

Am I smart?

Open minded?

Do I Push the limits of my knowledge?

Do I seek clarity in my work?

Do I value feedback?

Am I sensitive to the feelings of others?

address students attitudes and perceptions
Address students’ attitudes and perceptions…
  • The Classroom Climate
          • Acceptance by the teacher
          • Acceptance by peers
          • Comfort and order of the classroom
          • Classroom Tasks
          • Value
          • Ability
          • Clarity
day one getting off on the right foot
Day One: Getting off on the right foot

Be friendly, welcoming

Address preconceived ideas about the course and your teaching

Encourage students to study together

Clearly communicate academic expectations: Value, ability and clarity

factors within faculty s locus of control1
Factors Within Faculty’s Locus of Control

Course Design

Student Assessment

Implementation