Post on 07-Nov-2014
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Unit Four: Student Achievement
Louis Cabuhat, Dean of EducationBryman College
TEACHER THE TEACHER
“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)
• 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)
• 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
• 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)
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
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
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
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
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
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)
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
Achievement: Where do you set the bar?
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)
Question: How do you measure achievement?
Camp One:
Cognitive Assessment
Camp Two:
Psychosocial Assessment
• 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
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).
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
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
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.
Return to EduOs.net to continue addressing
Susan’s case anchoring your ideas to Susan’s
psychosocial development.
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
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.
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