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The old adage "Try, try again" suggesting persistence leads to success turns out to be true, according to recent research. In this April 16, 2013 session discussed ideas that will help your students become better learners and more successful in endeavors beyond the classroom.
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Supporting the Development of Persistence,
One Classroom at a Time
Laura BrackenLewis-Clark State [email protected]
Lewis-Clark State College
Four year college with “community college function”Only 5 community colleges in Idaho; nearest 200 mi 60% of our students place into developmental math
Today’s Webinar
Four Polls (background of participants)Current emphasis on persistence, retention, and degree completionClassroom level strategies for improving student persistenceQuestions
Poll What is the success rate, , of students in your
elementary algebra courses, ? (C or better)A. B. C. D. %E.
Previously
Funding depended on enrollment, not retention or degree completion Students who were not making progress towards a degree still could receive financial aidLarge pool of first-generation studentsAdministrators focused on recruitment
Now
State funding partially linked to retention and degree completionTotal state funding support decreasing; percent that students must pay increasingChanges in federal financial aid rulesAdministrators focused on retention and degree completion
Small Scale (Classroom) Strategies
What can be done at the classroom level to increase student persistence?
Without new fundingStill teaching students mathematicsManaging work load
Changing Persistence at Classroom Level
Lack of persistence has multiple causesToday: locus of control
Locus of Control
Dalloway, M. The Relationship Between Locus of Control and Brain Research-Compatible Instructional Strategies: Helping First-Year Community College Students Successfully Transition. Unpublished dissertation, 2011.
High School Locus of Control
Often External Locus of ControlResponsibility for learning given to or taken by parents, teachers, coachesAcademic results attributed to external factors
LuckHaving a bad day (mood)Bad teachingDisabilities (adapted curriculum required)Life circumstances (change in expectations required)
College Math Locus of Control
Internal Locus of ControlStudent responsible for academic performance, time management, obtaining extra helpStudents expected to adapt to teachingStudents expected to learn curriculum despite disabilities (access accommodations only)Student expected to manage life circumstances
Consequences of Mismatch
Research has indicated that an internal locus of control is correlated with academic success and retention in higher education (Bruinsma, 2003; Cassidy & Eachus, 2000; Dollinger, 2000; Gifford et al., 2006; Shell & Husman, 2008)
Dalloway, M. The Relationship Between Locus of Control and Brain Research-Compatible Instructional Strategies: Helping First-Year Community College Students Successfully Transition. Unpublished dissertation, 2011.
Shifting Locus of Control
Education about locus of controlProvide opportunities for success to build confidence in shifting to internal locusDetailed information about expectationsInstruction in academic skills required to be successful in college level math coursesTeach students how to get help
Education about Locus of Control
Help students learn about the concept of locus of control: readings, group activities, class discussion, homework questions
A student has missed a lot of classes. At midterm, she is failing. When her instructor asks her why she has been missing class, she says, “I can’t help it. My roommate stays up late with her friends. I sleep right through my alarm because I’m so tired.”
97. Who does the student believe is responsible for her success or
failure?
98. Describe the actions that this student might take to be successful in this situation.
Shifting Locus of Control
Education about locus of controlProvide opportunities for success to build confidence in shifting to internal locus
Provide Opportunities for Success
Incorporate in-class active learning Opportunities to practice and feel successful without the pressure of gradingOpportunities for individual positive feedback from youPaper/pencil or computer or board work; individual or pairs or small groupBetter to do fewer examples and give students time to workDo not have students do homework
Shifting Locus of Control
Education about locus of controlProvide opportunities for successDetailed information about expectations so that students really understand what they need to do to be successful
Expectations: 7-12, some intro college
No syllabusNo work required outside of classShort answer or multiple choice testsAstonishing amounts of extra credit availableStudents can pass even if test scores are below 50%; few students fail courseCheating is ignored or minimal consequencesSocial promotion expected by community
Expectations: College, especially Math
Accountable to syllabusWork outside of class is essentialShowing work required on homework and testsTests more than 50% of final grade; many students fail courseLimited or no extra creditCheating may have devastating consequencesNo social promotion
Mismatch in Expectations
…students enter postsecondary education with a vague sense that college is different than high school, but without awareness of the specific ways in which it is different (Collier & Morgan, 2008; Cox, 2009).
Karp, M. and Bork, R. Community College Research Center, July 2012
Provide Detailed Information about Expectations
Direct Instruction on Idea/Content of SyllabusShifts locus of control by insisting that students are responsible for knowing class requirementsE-mail and brief group activity Emphasize most misunderstood expectations
No late workMake-up testsAttendance
Document student “acceptance of terms” to emphasize importance
Poll In your developmental classes, do you require
paper/pencil homework and grade at least some of the problems?
A. YesB. No
Provide Detailed Information about Expectations
Teach students about academic dishonestyShifts locus of control by teaching students what is expectedProvide examples of academic dishonestyDiscuss consequences of academic dishonesty
Problem of the Day Name____________________Math 25
1. Where is my office? When are my office hours?
2. What is the purpose of office hours?
3. When is the Math Lab open?
4. Identify the percent that each of these is worth in your semester grade.Tests _____ Homework _____ Participation ____ Final ____ SQ ____
5. Is copying someone else’s homework cheating?
6. Is copying an answer from the back of the book cheating?
7. What are the consequences for cheating?
8. What should you do if an extraordinary circumstance prevents you from taking a test?
Shifting Locus of Control
Education about locus of controlProvide opportunities for success to build confidence in shifting to internal locusDetailed information about expectationsInstruction in academic skills required to be successful in college level math courses
Instruction in Academic Skills
Teach students how to use objectives to organize content
Shifts locus of control by providing way for students to feel that content is manageable Helps students prioritize studying for tests
Check list of objectivesComplete or create practice tests based on lists of objectives
Class Snapshot
Instruction in Academic Skills
Teach students how to find their own mistakesShifts locus of control from erasing and starting over (no control) or from asking instructor or tutor to find mistake (external control)Reduces frustration; improves attention to detailHomework or in-class
Poll Do your students bring their textbook to class
most of the time?A. YesB. No
Instruction in Academic Skills
Teach students how to use a textbookShifts locus of control by giving student confidence in self-helpShow organization
Answers Link objectives, examples, practice problems, exercisesBolding and color
Use book during instructionAdvantage of using textbook examples (smart pens)Color matching
Instruction in Academic Skills
Teach students to learn from graded testsShifts locus of control by insisting that students use tests as formative assessmentsCorrelate errors and objectivesCorrelate errors and prerequisite skillsReflect on test-taking strategiesReflect on math anxiety
Shifting Locus of Control
Education about locus of controlProvide opportunities for success to build confidence in shifting to internal locusDetailed information about expectationsDirect instruction in academic skills required to be successful in college level math coursesTeach students how to get help
Teach Students How to Get Help
Identify resources for extra helpIdentify campus resources; student favoritesBookmarksDiscuss issues with help from friends, web sites, and significant othersDiscuss how to learn from tutorsMake appointments to meet students in the tutoring center
Poll Does your tutoring center provide effective
tutoring that is consistent with your teaching? Yes No
Teach Students How to Get Help
Help from YouOffice hoursBuild supportive relationship
Pre-first day e-mailsFirst day activitiesPersona of patience (without forbearance); no scolding or comments that students perceived as shaming
Problem of the Day Name ____________________Math 25 Wed Jan 23
1. Tell me one thing about yourself.
2. Tell me something that you do well.
3. Tell me something that you do not do well.
4. Briefly describe your experiences in learning math.
Improving Persistence
Why not depend on student success courses?Not specific to mathematics and not taught by mathematics instructorsCurriculum is often broad; no opportunity for practice or feedbackMay not address locus of control
Shifting Locus of Control
Education about locus of controlProvide opportunities for success to build confidence in shifting to internal locusDetailed information about expectationsDirect instruction in academic skills required to be successful in college level math coursesTeach students how to get help
Improving Persistence: One Classroom at a Time
Questions?