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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?. 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?

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  1. Supporting Students’ Academic Success What is within our locus of control? Kay M. Sagmiller, Ph. D

  2. What influences students’ learning? As professors, some things are simply not within our locus of control… Sleep deprivation Distractions Effort

  3. Factors Within Faculty’s Locus of Control Course Design Assessment of student learning Implementation

  4. Design Matters: Alignment Curriculum Null Implied Explicit Planned Unplanned Taught Untaught Learned Unlearned Assessed Unassessed

  5. Course Design… Where does this course fit in the curriculum? Which program outcomes are central to this course?

  6. 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?

  7. 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?

  8. Course Design… Align course outcomes to program outcomes Sequence knowledge and skills development Plan assessments

  9. Assessment Student work is the window into the student’s thinking and learning

  10. 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

  11. Designing summative tasks Goal Role Audience Situation Product, performance and purpose Standards and Criteria for success

  12. 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.

  13. Implementation Set Serve Evaluate

  14. Content Organize Construct Meaning Store

  15. Humans link new information to their existing schema

  16. 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

  17. Working memory is 20 minutes

  18. 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

  19. Skills Construct Model Shape Internalize

  20. 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

  21. Assessing Skills Performance Performance Performance Performance Performance Performance Performance

  22. Emotions and the Senses Influence Memory Storage

  23. 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?

  24. 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

  25. 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

  26. Factors Within Faculty’s Locus of Control Course Design Student Assessment Implementation

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