Productive Persistence Motivating and Engaging All Students David Scott Yeager In collaboration...
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Transcript of Productive Persistence Motivating and Engaging All Students David Scott Yeager In collaboration...
Productive Persistence Motivating and Engaging All Students
David Scott Yeager
In collaboration with:
Jane Muhich, Nicole Gray, Lawrence Morales, and Roberta Brown
Fixed Mindset: “Being a 'math person' or not is something about you that you really can't change. Some people are good at math and other people aren't."
2
Productive Persistence:
Tenacity + Good Strategies
3
Productive Persistence:Scope of Work
4
Practical Theory
Practical Theory
Practical MeasuresPractical Measures
ImprovableActivities / Materials
ImprovableActivities / Materials
• Centered on aproblem of practice
• Co-developed with practitioners and students
• Tested with academicexperts
• Brief and practical• Face-valid for
practitioners• Recognizable to
researchers• Designed to inform
improvements
• Initial set of activities• Systems for collecting
data• Strategies for
improvement• Tests that inform practice
and academic theories
• Interviews with students:– Students attending Foothill
college.
– Arleen Arnsparger, from the CCCSE.
• Tests of the model:– Uri Treisman
– Arleen Arnsparger,
– Lawrence Morales,
– Jane Muhich
– Rose Asera
– Mary Ann Firpo
• Coaching:– Lindsay Martin, IHI
Creating a Practical Theory and Measures of Productive Persistence
Development Procedure
1. 90-day cycle to create a list of all potential drivers to measure (result: 182 drivers)
2. Reduce, using theory and interviews (result: 10 secondary drivers)
3. Collect every measure of each of the drivers (result: 828 survey items)
4. Reduce and re-write, using best-practices survey design (result: 26 items, median response 3 min)
5. Pilot: cognitive pretests and with respondents
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Successfully Completing
Developmental Math
Successfully Completing
Developmental Math
Course material not seen as
interesting or useful
Course material not seen as
interesting or useful
Students don’t see themselves
as math learners
Students don’t see themselves
as math learners
Students need skills and habits
required for college success
Students need skills and habits
required for college success
Students have weak ties to
peers, faculty and course of
study
Students have weak ties to
peers, faculty and course of
study
Students do not react well to academic setbacks
(e.g., “I’m just not good at math; teacher is biased; I got lucky”)
Students do not react well to academic setbacks
(e.g., “I’m just not good at math; teacher is biased; I got lucky”)
Students lack “the basics” of how to be a college studentStudents lack “the basics” of how to be a college student
Students have math anxietyStudents have math anxiety
Course content is not seen as interesting / relevant
Course content is not seen as interesting / relevant
Students lack intrinsic & freely-chosen reasons for learning
Students lack intrinsic & freely-chosen reasons for learning
Students are aware of negative academic stereotypes
Students are aware of negative academic stereotypes
Primary Drivers of the Problem (things that keep us from meeting the aim)
Secondary Drivers
Students lack long-term goalsStudents lack long-term goals
Few social ties to facultyFew social ties to faculty
Few social ties to peersFew social ties to peers
Losing students at transitions
Losing students at transitions
Need a shortened, pre-enrolled, year-long mathematics pathwayNeed a shortened, pre-enrolled, year-long mathematics pathway
Some faculty lack
skills/beliefs to promote
engagement
Some faculty lack
skills/beliefs to promote
engagement
Faculty’s mindsets about student’s potential
Faculty’s mindsets about student’s potential
Faculty’s beliefs about their roleFaculty’s beliefs about their role
Faculty’s engagement skills Faculty’s engagement skills
[Not measured]
[Not measured]
Measured in Extended
Background Survey
Math Performance
Math Performance
Course material not seen as
interesting or useful
Course material not seen as
interesting or useful
Students don’t see themselves
as math learners
Students don’t see themselves
as math learners
Students need skills and habits
required for college success
Students need skills and habits
required for college success
Students have weak ties to
peers, faculty and course of
study
Students have weak ties to
peers, faculty and course of
study
Students do not react well to academic setbacks
(e.g., “I’m just not good at math; teacher is biased; I got lucky”)
Students do not react well to academic setbacks
(e.g., “I’m just not good at math; teacher is biased; I got lucky”)
Students lack “the basics” of how to be a college studentStudents lack “the basics” of how to be a college student
Students have math anxietyStudents have math anxiety
Course content is not seen as interesting / relevant
Course content is not seen as interesting / relevant
Students lack intrinsic & freely-chosen reasons for learning
Students lack intrinsic & freely-chosen reasons for learning
Students are aware of negative academic stereotypes
Students are aware of negative academic stereotypes
Primary Drivers of the Problem (things that keep us from meeting the aim)
Secondary Drivers
Students lack long-term goalsStudents lack long-term goals
Few social ties to facultyFew social ties to faculty
Few social ties to peersFew social ties to peers
-.32 SD
-.64 SD
-.65 SD
-1.16 SD
-.68 SD 35% of the variance
accounted for
n.s.
n.s.
n.s.
n.s.
Independent Effects
Survey Pilot
Math GradesMath Grades
Course material not seen as
interesting or useful
Course material not seen as
interesting or useful
Students don’t see themselves
as math learners
Students don’t see themselves
as math learners
Students need skills and habits
required for college success
Students need skills and habits
required for college success
Students have weak ties to
peers, faculty and course of
study
Students have weak ties to
peers, faculty and course of
study
Students do not react well to academic setbacks
(e.g., “I’m just not good at math; teacher is biased; I got lucky”)
Students do not react well to academic setbacks
(e.g., “I’m just not good at math; teacher is biased; I got lucky”)
Students lack “the basics” of how to be a college studentStudents lack “the basics” of how to be a college student
Students have math anxietyStudents have math anxiety
Course content is not seen as interesting / relevant
Course content is not seen as interesting / relevant
Students lack intrinsic & freely-chosen reasons for learning
Students lack intrinsic & freely-chosen reasons for learning
Students are aware of negative academic stereotypes
Students are aware of negative academic stereotypes
Primary Drivers of the Problem (things that keep us from meeting the aim)
Secondary Drivers
Students lack long-term goalsStudents lack long-term goals
Few social ties to facultyFew social ties to faculty
Few social ties to peersFew social ties to peers
-15%
-7%
-15%
-5%
-23%
41% of the variance
accounted for
-5%
n.s.
n.s.
Independent Effects
-10%
Survey Pilot
10
“Starting Strong:”A Focus on the First 3-4
Weeks
“Starter Package” Elements • Students’ Mindsets:
– Growth Mindset + Values Affirmation writing activity– Setting the stage for productive struggle– Why study statistics?/Why study mathematics?
• Social Connections– Contract activity– Group work (already completed)
• “College knowledge”– Self-regulated learning
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Student mindsets undermine motivation
Few or no connections
Students’ limited “college knowledge”
Expectations
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Miyake et al., Science, College PhysicsStudent mindsets
undermine motivation
*
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Mindsets: Co-Development and Pilot
Student mindsets undermine motivation
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Student mindsets undermine motivation
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Valencia College, Beginning AlgebraStudent mindsets
undermine motivation
*
• “As soon as I leave class, I go to the lab. When I leave the lab I go home and do more work. Even in the car, I am studying. Just doing work, doing work, doing work. All day long I am studying … and that was helping me fail my tests.
After I read that article it clicked for me. I changed my study habits. Instead of just doing work throughout all my other activities, I started studying for shorter periods of time. And actually studying, not just working the same problems over again. I tried that for the test and I did so much better!”
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Interviews With Treatment Group: “What did you learn from the exercise?”
Student mindsets undermine motivation
Improvement Plan• Improvement of existing starter
package elements– Faculty 2-minute surveys– Student 2-minute surveys– MyStatway behaviors
• Development of additional elements– Piloting this fall in QW colleges and other colleges
• Alpha Labs: Research into new ideas – Student surveys– MyStatway student performance
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