Key Learner Characteristics that Produce Academic Success
Transcript of Key Learner Characteristics that Produce Academic Success
(Th ursday, June 25: Aft ernoon Session) Process Education Conference 2015 41
Key Learner Characteristics that Produce Academic SuccessDaniel Apple, Wendy Duncan, and Wade Ellis (Working Draft - 06/01/15)
Abstract
Colleges continue to struggle to increase student success. Th is paper, through meta-analysis of research that identifi es factors that signifi cantly increase student success, presents a model of a quality collegiate learner: a student who would be successful in any undergraduate program. In integrating 20 years of empirical research concerning “Learning-to-learn” with the student success research, we develop strong support for 50 learner characteristics that enhance success. Th ese are organized into seven performance categories: learning processes, productive academic behaviors, growth mindset, academic mindset, learning strategies, aff ective learning skills and social learning skills. Each of these characteristics has a signifi cant impact on student success and has been shown to be malleable. Our empirical research illustrates that the Learning-to-learn Camp produces signifi cant improvement in each of these 50 success factors.
Introduction
Ample research exists regarding students’ failure to progress in and/or graduate from high school and college (Horton, 2015) and the challenges confronting secondary and post-secondary educational institutions as they strive to increase their completion rates (Kuh, 2006). Th e volume of research in this area has increased signifi cantly over the last couple of decades as pressures mounts through policy changes such as the drive towards performance based funding.
Learning-to-learn Camps provide hope for successfully addressing these completion rate challenges. Over 20 years, Pacifi c Crest and the members of the Process Education Academy have improved, refi ned and contextualized these camps to eff ectively improve student learning performance and skills and the non-cognitive skills as documented in student growth papers written during the camps (Apple, 2015). Table one, Profi le of a Quality Collegiate Learner (PQCL), present the success factors arranged according the aforementioned performance categories. It presents characteristics that signifi cantly increases students’ probability of academic success as measured by graduation rate and GPA and is validated by the research literature and our empirical studies.
Th e PQCL has 50 dimensions of learner performance, with performance criteria describing expectations for the learner. Th ere are seven other performance areas tables that provide references to specifi c research studies and students' descriptions of the transformational learning produced by the Learning-to-learn Camps. Th is set of tables is a powerful illustration of the transformational learning produced by the Learning-to-learn Camps.
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Table 1 Profi le of a Quality Collegiate Learner
Master Learner: Uses the Learning Process Methodology to construct transferable knowledge through thinking critically and generalizing
Reads: Links the reading process to the learning process to produce understanding and meaning through thoughtful inquiry
Writes: Consistently uses writing to help think, clarify and document ideas, plans, thoughts, and refl ections of learning
Th inks Critically: Asks critical questions, analyzes information, and synthesizes meaning to elevate understanding and clarity
Solves Problems: Identifi es and defi nes problems with key issues and assumptions and produces validated solutions that are generalized
Processes Information: Engages all senses to access information quickly and distinguishes relevant from irrelevant information and its level of quality
Refl ects: Takes time to produce higher level of learning, understanding of self, and reasons behind actions and decisions
Engaged: Brings 100% of energy and involvement to each learning activity every dayFocused: Applies all mental eff orts to the tasks at hand and fi lters out all distractionsPrepared: Understands expectations, has a plan for learning, has completed all preparatory
workOrganized: Knows when, where, and what needs to be done in a timely and systematic waySelf-grower: Wants to grow from every experience - sets growth goals, self-challenges, self-
assesses, self-mentors and mentors othersCommitted to Success: Does all that is necessary to reach the milestones towards stated goalsSelf-assess: Sets criteria for each performance, makes key observations, refl ects on and analyzes
these observations, behaviors, and actions, and consistently makes improvements without being prompted by others.
Positive: Energetic, passionate and invested in life by seeing the value, opportunity, and beauty in each new situation and person
Self-starter: Take the initiative to begin each new experience quickly with a plan to maximize the opportunities and learning
Open to Feedback: Wants to improve future performance by seeking out feedback from whatever channel they can and turn this feedback into assessment
Open-minded: Receptive to diverse views, perspectives, and paradigm-shaking ideas, suspends judgment
Self-challenges: Pushes themselves outside their comfort zone, thus increasing failure and growth opportunities
Clarifi es Expectations: Knows what others want delivered by which dates and can establish standards of quality by writing performance criteria
Inquisitive: Constantly seeks new knowledge in multiple forms and from many disciplines by asking lots of interesting questions
Self-effi cacious: Has a strong belief in who they are, who they can become, and their ability to be successful in everything they attempt
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Self-motivated: Has passion and desire to explore new information, concepts, and challenges in areas of interest
Self-confi dent: Approaches each new task with self-assurance that any new challenge can be mastered
Life Vision: Evolves a vision for life based upon an analysis of the past, present, and future that includes life goals, and a well constructed plan for achieving these accomplishments
Goal Setting: Sets clear goals and supporting objectives, maintains a constant focus on producing results aligned with these goals
Learner Ownership: Takes full responsibility before, during, and aft er each learning experience for constructing the expected knowledge by their own means
Use Resources Eff ectively: Explores all aspects of the college and each course to inventory each resource, its potential use, and how to eff ectively use that resource given a useful situation
Validates: Affi rms their own understanding and growth with certaintyMetacognition: Understands the implications of their behaviors and actions on others and adapt
appropriately for each changing situation.Plans: Before action, stops and thinks of how to do something eff ectively and lays out a
structure to produce the quality work desiredPersists: Uses failure as a frequent and productive road to successManages Frustration: Puts things into perspective so current context doesn't overwhelm current
performanceManages Time: Allocates time for the most important tasks and then eff ectively uses that timePrioritizes: Eff ectively balances life by putting fi rst things fi rst while taking care of selfSelf-disciplined: Has self-control to do what is needed to be done even though other things are more
enjoyable and excitingTakes Risks: Does publicly something that has a great potential impact but where outcomes are
not known and failure is very possibleLeverage Failures: Realizes the growth potential coming from each failure through action plansAsking for Help: Perseveres through diffi cult tasks by making good decisions about when to seek helpWorks Hard: Diligent, works long hours and uses parallel processing to increase work produced
per hour of timeAdapts: Keeps changing and responding to new contextTeam Catalyst: Brings a positive attitude, like supporting and helping others, congratulates others,
fi lls in gaps in a cohesive manner, and is empathetic when others are having diffi culties with their performances or personal lives
Collaborative: Partners with others, performs their roles eff ectively, asks for help when it is needed, and supplies assistance to others.
Responsible: Conscientious and can be counted on to produce quality work in an ethical way that exceeds expectations within the allocated time and resources
Assertive: Contributes proactively within a community and a team to add value and not be marginalized
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Connected: Has many friends, communities, and activities that infl uence growth and development of self and others
Communicator: Is eff ective in interactive conversation in informal and formal settings that includes articulating new ideas
Seeks Diversity: Understands and appreciates the values, diff erences, and perspectives of others and suspends judgment of others
Speaks Publicly: Assesses audience, prepares a clear meaningful message and articulates with impact to change minds
Wellness: Maintains balance by taking care of self, sleeping eff ectively, exercising, eating well and engaging in social activities
Profi le of a Collegiate Graduate
Accreditation agencies, regional and professional, have been raising the public’s expectations that educational programs demonstrate outcomes that enhance graduate success in their professional and personal lives. As can be seen in the PQCL, almost every learner characteristic listed there is a trait that businesses, government, education, non-profi ts, and graduate schools demand. It is our contention that an initial emphasis on Learning-to-learn would help all institutions of learning achieve the outcomes that these stakeholders desire.Th is paper is a cornerstone in the series of Learning-to-Learn research papers. It describes the transformation of an at-risk learner into the student that every college and faculty member would like to work with and who will be successful at their institution. Th is Quality Collegiate Learner has the capability of being successful in any academic challenge - high school, undergraduate college, professional programs, or pursuing advanced graduate degrees. Success factors are learnable. Th us, their identifi cation is the fi rst step in enabling colleges to establish programming that supports their development. It is our experience that even in the face of numerous signifi cant personal issues, for examples those faced by many students at open access colleges, every individual can be empowered to overcome them and become successful.
Defi nition of Academic Success
Th e most common dependent variables representing student success identifi ed in the literature are 1st year retention, graduation rates, and GPA. Farrington et al. (2012) present a strong argument based on the results of 7 major studies that past GPA is the strongest predictor of future academic success.
Success Factors
A success factor is a defi nable learner characteristic that has been shown to contribute signifi cantly to academic success. Th e PQCL was fi rst developed from our empirical studies that analyzed the student self-growth papers from a variety of Learning-to-learn Camps. Th e students identifi ed growth areas that were meaningful to them in relationship to future performance. We then took this model and compared these learner characteristics to those identifi ed in a large meta-analysis of many diff erent studies of student success conducted by Farrington et al. (2012). In fact, this research alone identifi ed half of the success factors discussed in this manuscript: study skills, attendance, work habits, time management, help-seeking behaviors, metacognitive strategies, and social and academic problem-solving skills that allow students to successfully manage new environments and meet new academic and social demands (Conley, 2007; Farkas, 2003; Paris & Winograd, 1990). Other studies have added additional critical success factors, including students’ attitudes about learning, their beliefs about their own intelligence, their self-control and persistence, and the quality of their relationships with peers and
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adults (Ames & Archer, 1988; Bandura, 1997; Bandura & Schunk, 1981; Keith, Keith, Troutman, Bickley, Trivette, & Singh, 1993; Pintrich, 2000; Schunk & Hanson, 1985; Wentzel, 1991; Zimmerman, 1990). An integration of the results of these studies with our own work led to the PQCL, where each success factor is empirically defensible, most oft en by multiple studies. A cursory search of the web revealed numerous sites promoting means to increase college students’ success. We found more than 40 of the PQCL learner characteristics (Table 2) in just 13 sites (Table 3).
Table 2 Success Factors Identifi ed on “College Success” Websites
Report 1 2 3 4 5 6 7 8 9 10 11 12 13 TEngage X X X X X X X X X X 10Connect X X X X X X X X 8Organized X X X X X X X 7Prioritize X X X X X X 6Clarify Expectations X X X X X 5Leverage failure X X X X X 5Life vision X X X X X 5Manage Time X X X X X 5Plan X X X X X 5Focus (Concentrate) X X X X X 5Ask for help X X X X 4Inquiry X X X X 4Using resources effectively X X X X 4Writing for Learning X X X X 4Wellness X X X X 4Goal setting X X X 3Maintain balance (wellness) X X X 3Manage Frustration X X X 3Positive X X X 3Self-discipline X X X 3Support group X X X 3Accept feedback X X 2Assertive X X 2Collaborate X X 2Critical thinker X X 2Empathetic X X 2Intern/work X X 2Persistence X X 2Personal Finance Management X X 2Prepared X X 2Reads X X 2Respectful X X 2Self-assess X X 2Self-challenge X X 2Self-starting X X 2Set High expectations X X 2Communicate X 1Decision Making X 1Learner Ownership X 1Open minded X 1Self-Confi dent X 1Self-effi cacy X 1Self-growth X 1Servant leadership X 1Take risks X 1
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Table 3 Websites Dedicated to Preparing College Students for Success
# Name of Site URL Sponsoring Agency1 Secrets of the Most Successful
College Studentshttp://ideas.time.com/2013/03/13/secrets-of-the-most-successful-college-students/
Time Magazine
2 Six Habits of Successful College Students
http://www.foxbusiness.com/personal-fi nance/2013/01/07/six-habits-successful-college-students/
Fox Business
3 How to Be a Successful College Student
http://www.wikihow.com/Be-a-Successful-College-Student Wikihow.com
4 Top 10 Secrets of College Success
http://www.usnews.com/education/blogs/professors-guide USNews
5 Making the Grade: Tips on Being a Successful Student
https://www.scholarshipexperts.com/resources/campus-life/how-to-be-a-successful-student-in-college#.VVzbh7t_mM8
ScholarshipExperts.com
6 The 15 Habits of Top College Students
http://www.washcoll.edu/live/fi les/3704-the-15-habits-of-top-college-students.pdf
USNews
7 The Perfect 10: 10 Easy and Essential Tips for Students Entering College
http://www.college.emory.edu/home/assets/documents/learning/EssentialTipsFreshmen.pdf
Emory College
8 Study Skill Workshop #1: Habits of Successful College Students
http://www.lbcc.edu/LAR/documents/SS%20video%201%20Habits%20Suc%20Students.pdf
Long Beach CC
9 10 Ways to Be a Successful 1st Year College Student
https://www.niagara.edu/assets/listpage/10-Ways-to-Be-a-Successful-1st-Year-Student.pdf
Niagara University
10 Student Guide to Creating a Successful College Experience
http://www.purdue.edu/checklist/BGR/ Gallup-Purdue Index (GPI)
11 The 14 habits of top college students
https://www.universityparent.com/topics/academics/the-14-habits-of-top-college-students/
University Parent
12 A Professor's Pointers for Success in College: 21 Easy-to-Follow Tips
http://www.huffi ngtonpost.com/ann-marie-gardinier-halstead/a-professors-pointers-for_b_5654706.html
Huffi ngton Post
13 Success in College Guide https://mappingyourfuture.org/successincollege/ Mapping Your Future
Alternatively, meta-analyses of decades of research surrounding the Big-Five personality model and its relationship to success identifi ed of these 32 learner characteristics (Barrick & Mount, 1991; Komeraju et al, 2011).
Th ere are additional learner characteristics that both students and Learning-to-learn Camp facilitators documented as important but were not included in the PQCL because we were not able to justify them with published research. Th ese included: 1) a strong Identity as a learner ; 2) being empathetic/respectful; 3) having developed a strong support system; 4) personal fi nancial management; 5) being ethical; 6) listens actively; 7) makes good decisions; 8) professional; 9) generalizes; 10) uses methodologies; and 11) servant leadership.
Transforming Risk Factors into Success Factors
Pacifi c Crest has demonstrated the transformational power of the Learning-to-learn Camps (Apple, 2015). Farrington’s work (2012) also supports the contention that quality, short-term interventions that target students’ psycho-social beliefs—for example students’ beliefs about their intelligence, social belonging, or the relationship between their performance and future goals—have a substantial and
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sustained positive infl uence on school performance (e.g., Blackwell et al., 2007; Good, Aronson, & Inzlicht, 2003; Oyserman, Terry, & Bybee, 2002; Walton & Cohen, 2007).
Two widely cited psychologists, Duckworth and Seligman (2005), suggest that academic performance depends in large part on students’ self control or “conscientiousness”, concluding that “a major reason for students falling short of their intellectual potential [is] their failure to exercise self-discipline” (p. 939). Th ey claim that measures of self-discipline are far more predictive of positive academic outcomes than are measures of IQ. In her seminal work on academic mindsets, Carol Dweck and her colleagues (2011) cite “academic tenacity” and educational interventions that target it, as having a transformative eff ect on students’ experience and achievement in school, improving core academic outcomes such as GPA and test scores months and even years later.
Classifi cation of Learner Success Factors
Th ere are several diff erent and useful ways that the success factors can be classifi ed. For example, using the “Big Five” personality mode (Table 4), the most commonly used system in personality studies, the factors can be organized as follows.
Table 4 Big Five Model
Conscientiousness Extraversion Openness to Experience
Neuroticism(Lack of)
Agreeableness
OrganizedPlansResponsibleWorks hard ValidatesPreparedSelf-disciplinedCommitted to Success
Being PositiveSpeaks PubliclySelf-starterAssertiveCommunicatorConnected
Seeks diversityRefl ectionInquisitiveLife visionMeta-cognitionFocusedEngagedInformation ProcessorCritical Thinker
Self-effi cacy (doubt)Confi dent (Anxious)Focused (scatterbrained)Managing Frustration (helpless)Taking RisksLeveraging Failures (Give up)
ProfessionalCollaborative
However, personality is viewed to be a fairly stable trait, and we believe that the success factors can be changed – thus empowering improved academic performance. As a result, we have chosen to organize the success factors according to a framework modifi ed from that proposed by Farrington et al (2012) and with a pedagogical orientation (Table 5). Th us their “Social Skills” becomes Social Learning Skills and “Perseverance” becomes Aff ective Learning Skills (including “Grit”). We retained the remaining categories: Academic Mindset, Learning Strategies, and Academic Behaviors and added two additional categories: Learning Processes and Growth Mindset.
Table 5 Learner Performance Areas
Learner Performance Area Description of Performance AreaLearning Processes A set of very valuable, explicit, step-wise learning processes that every quality
learner should continually improve.Productive Academic Behaviors
Expected behaviors that faculty/teachers have of students and when not exercised lead to non-academic success.
Growth Mindset Belief that learning performance is not fi xed but can be improved signifi cantly.Academic Mindset Successful learners have mindsets that know they belong, enjoy their learning
challenges and academic work, fi nd value from their efforts and know they will succeed.
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Learning Strategies Are very valuable learner practices (practices, tools, strategies, and approaches) when used more effectively lead to greater academic success.
Affective Learning Skills (Grit) The affective domain of the classifi cation of learning skills has many very valuable skills leading to having "Grit" and greater academic success.
Social Learning Skills The social domain of the classifi cation of learning skills has many very valuable skills leading to greater academic success.
Figure 1 illustrates the relationship among these Learning Performance Areas.
Figure 1 Modifi ed Farrington et al (2012) Diagram
Learning Processes
Academic Success has long been associated with key learning processes which are essential for success in an academic setting (Table 6). At the heart of being a collegiate learner is understanding how knowledge is constructed (Learning) - identifying why and what needs to be learned, collecting and processing relevant vocabulary and information, using examples and expert models and through critical thinking produce meaning and understanding, and then contextualizing and generalizing this knowledge so it becomes part of working expertise.
Th e learning process is supported and enhanced by other processes. It begins with information processing, which requires the learner to identify the informational base most likely needed to produce the desired learning. Students are expected to spend between 20% - 35% of their time learning through reading and this performance is critical for academic success and life-long learning. Th e writing process and writing to learn help the learner construct knowledge and then demonstrate their learning through their writing on tests and academic papers. At the heart of learning, reading, and writing is critical thinking. Th e stronger the learner's thinking capabilities, the stronger the other processes become. Th e ability to apply knowledge in problem-solving situations, in both academic and personal contexts has a signifi cant impact on their success. An important, but oft en overlooked learning process is refl ection – metacognitively stepping back from any activity to learn more about what, why and how we are performing – and thus providing an opportunity to improve. Each and every day, students constantly
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make learning decisions based upon these learning processes and the better the decisions, the more successful they become.
Table 6 Learning Processes: Supporting Research Along with Student Refl ections
Success Factor REF Student Written Descriptions from Self-growth Papers and Letters to FriendsLearner 1,6, 23,
26, 31"At the beginning of the camp, I didn't know how to learn. I seemed to think I knew how to learn, however, based on my success in high school. I didn't understand there was a complex methodology to the process of learning, which can help immensely. From identifying necessary skills and background knowledge, taking this process step by step helped me understand not only what I'm learning but why I want to learn. ... I wanted to learn at a faster rate so I could be a more effi cient student in college."
Information Processor
38, 39 "Before coming to this program, my research paper experience was limited at best. At any mention of a research paper, I would feel sick to my stomach. I hated completing the papers because of a fear of citing improperly. ... I have been given a wealth of knowledge on how to write a research topic, how to fi nd the best sources, and how to cite the information. The seminars on the library database, article validation, and the research methodology helped me gain confi dence within my sources and citations. I felt good about the information I was applying to my paper topic. ... I think this growth was caused by my personal interest in fi nding useful sources, and the wealth of knowledge that was provided on the subject."
Reader 6,23,11 "Once the Reading Methodology was introduced to me I had an epiphany. I couldn’t believe all of the information I was missing by just reading and highlighting my textbook one time. The six steps that make up this Reading Methodology range from establishing a purpose for your read down to synthesizing information. It helps the reader implement active reading, thinking and to become more critically engaged in what you are reading. Looking back at my reading skills I have realized that I wasn’t doing any thinking, I was just simply scanning over the words, I wasn’t truly comprehending what I was reading. Knowing and understanding the steps the reading methodology has given me, I have the tools to overcome my weaknesses and to become a strong more active reader. Along with this a Reading Log was introduced, which I feel is the best tool I was given this entire week. It really allows a reader to map out exactly what they are looking for while they read."
Writer 1,6,23,26 "For one, I usually spent too much time writing and not about thinking about the material itself. Once I started writing down and brainstorming before an assignment, it became much easier. .... Even on this paper, I have used the writing methodology, exploring and assessing my performance on the essay. It is truly a valuable thing."
Thinks Critically
1,6, 23, 3, 26
"The reason why I was missing the questions is because I was not critically thinking. I should have analyzed the question, took out key terms, understood what it was asking and then answered the question. Since learning how to critically think, seeing a question I now understand it and understand exactly what the question is asking."
Problem Solver
1,6, 23, 31, 36
"For me, the most impactful and insightful one dealt with problem solving. ... By laying out an effective and proven plan step by step I was able to see on paper the process that I was attempting to formulate in my head. Seeing the process that worked on paper allowed me to compare it to my process which I thought worked effi ciently and see where it could be improved. For me this was a huge step because it meant being able to fi nally fully analyze my thoughts. ... My issue has always been that I essentially skip the last half of the steps to effectively problem solve. ... I now know what to do in order to help myself in solving personal problems after analyzing them."
Refl ector 5,6,23,26, 31,39
"I learned a lot about myself and I fi gured out who I am really am as well as what I want to achieve in my life. For example, I have a deep passion to follow my dreams and one day become a surgical nurse. Before I barely understood who I was and what I really wanted to do. , I was able to write down everything I am, what I want to do, what the positive and negative aspects are in my life as well as who I love and hate, what I don’t like and my entire life was being written down for my own knowledge. I grew to understand who I am and who I can become if I achieve my dreams and goals. I have one focus and only one main focus, which is to reach success and intrinsic happiness."
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Productive Academic Behaviors
Research consistently highlights four academic behaviors shown to be strongly connected to student success (Table 7). Th eir absence clearly reveals risk (Horton 2015). Th e fi rst academic behavior is engaging in their learning experiences (at the minimal level - attending class) by putting 100% of their energy into the current learning task. Th e second is focusing (at the minimal level - paying attention) so that time on task produces more learning. Th e third critical academic behavior is preparing by reading, completing assignments, and otherwise being ready to respond to a class activity (at the minimal level - bringing required materials). Th e fourth success factor is being organized, knowing what one needs to do, by what time, and at what quality (at the minimal level - doing homework). Taking notes and following instructions is a good indicator that these academic behaviors are in play. Notice that these are expectations that almost all teachers have. If missing, the educator oft en believes that the student doesn't care about his or her learning and success.
Table 7 Productive Academic Behaviors: Supporting Research Along with Student Refl ections
Success Factor REF
Student Written Descriptions from Self-growth Papers and Letters to Friends
Engaged 1,6,14,18,21,26,29
"This program is about you making the personal decision to extend yourself as high as you can possibly can go. ... Once you have that motivation, all the skills and knowledge will follow"
Focused 5,39 "staying focused on your work at all times, which can be achieved through having some type of self-discipline, take risk because you just might be performing the tasking or answering the question correctly."
Prepared 6,11,19, 26, 36 "...completing all readings assigned in for homework because it will allow you to be better prepared the next day in class so that you can contribute to your group activities..."
Organized 5,6,11, 22, 31, 39
"This camp has helped me improve my organization skills. I had to get organized to keep up with certain reading logs and other information"
Growth Mindset
Some of the newest research on student success focuses on a growth mindset (Table 8). Th ere is signifi cant evidence that academic success increases when students persevere which ultimately increases their performance, enabling them to meet even more diffi cult learning challenges. Th is is called a “growth mindset” (as opposed to a “fi xed mindset”). Th e fi rst factor is commitment to self-growth, the ability to improve future performance based upon past performance: increasing capacity. Having both a growth and open mindset are essential for growing learner performance since in addition to believing one can grow, one must be open to new techniques, skills, and strategies that support self-growth. Th e key enabler of a growth mindset is self-assessment, the ability to generate ideas to sustain one’s strengths and improve one’s limitations so the next performance can be improved. Th is is enhanced by the ability to seek and accept feedback from others and use this feedback. Th e next success factor is self-challenging by raising personal performance expectations and taking on diffi cult challenges. Th is kind of student learns from failures to enhance future performance. A growth mindset tends to result in the student having the positive perspective that anything is possible: a "can do" attitude that results in consistent growth. Finally this kind of student is committed to success. Growth is unpredictable without it because life’s challenges are sometimes diffi cult to surmount. All of these learner characteristics can be increased and should be prompted by the learner and rather than waiting for someone else to prompt them, a self-starting attitude.
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Table 8 Growth Mindset: Supporting Research Along with Student Refl ections
Success Factor REF Student Written Descriptions from Self-growth Papers and Letters to FriendsSelf-Grower 2, 5 "I learned that self growth can be a conscious activity, as opposed to a subconscious
one.. I had believed that conscious self growth was an ability only possessed by enlightened monks and the like, but this week taught me that anyone can learn it. I learn that the process of self growth can happen much faster than I thought possible, given the proper conditions. This week was the proverbial perfect storm of those conditions, causing explosive self growth in most people, myself included. Finally, I learned that self growth, even if taught, is still an organic, self-driven process. .. the growth in the end was still in the areas that I wished to improve."
Open Minded
2,9 ,39 "The “Learning-to-learn Camp” exposes you to want to do and be better in what you lack in. I can honestly say it has made me think out the box and expose me to new materials to use throughout my life as I pursue to become a well renowned engineer in my future."
Self-Assesses
5,6,11,24, 11, 35, 36
"We learned that we cannot grow from what we produced unless we analyze the fi nal product. Without truly understanding our strengths, areas of improvement, and the insights we gained from the process, there was no way for us to grow from said process. The strengths show where we have improved from where we were before; the areas for improvement help show where we could work to improve the quality of work next time; and fi nally the insights are what help us understand how to apply what we have taken from the whole process and how we might apply it to a new situation. Through doing this we began to no longer need the approval of another; we could assess ourselves and grow from ourselves, not from the endorsement of another person."
Accepts Feedback
38, 41,42 "When I actually take the time to process my failures it is usually rather simple to fi nd where the problem was. For example, if I performed badly on an exam in the past I would just stuff it into the back of my folder and never look at it again. The failure ate away at me, but I tried to fi nd ways to just not think about it. Doing this caused me to continue to fail tests. Now, I understand that ignoring a failure doesn’t fi x it and doesn’t make it go away. From this camp I have learned that the only way to be successful is to learn from your mistakes. Analyzing my failures is the only way to fi nd out how I can fi x it. Now, if I get a test back with a bad grade, I will be able to identify the circumstances that led to that bad grade and set up an action plan in order to take the steps necessary to performing at a higher level next time. "
Self-Challenges
33 "...it is easy to stay in your comfort zone but nothing different or exciting happens in your comfort zone. It should be called the uncomfortable zone because you are stuck at a standstill..."
Positive 11,2, 26, 39,42
"...I was always beating myself over mistakes that I made. The program aided me in stopping these destructive tendencies and changing my mentality to "what should I do better next time..."
Committed to Success
14,2,21,22,26,39
"...This program is about you making the personal decision to extend yourself as high as you can possibly can go. ... Once you have that motivation, all the skills and knowledge will follow..."
Self-starter 3,6 "...I grew so much in the past week. I stopped procrastinating as much. I tried to become more motivated, and fi nally, I become the leader I always knew I could be..."
52 Process Education Conference 2015 (Th ursday, June 25: Aft ernoon Session)
Academic Mindset
A student's academic mindset has a signifi cant impact on the success of learners in every academic setting (Table 9). First and foremost, love of learning is very helpful in producing a successful performance in a learning environment. Since education is focused on learning and the development of the learner, the more inquisitive the learner, the more connected s/he is to the academic environment. Academic success is most oft en measured with GPA and a critical success factor is clarifying expectations - knowing what needs to be done, by when and at what quality in order to achieve the desired grades. A learner's self-effi cacy, the belief in one’s capacity to execute behaviors necessary to produce specifi c performance attainments is what enables him or her to self-motivate in order to reach for them. Every successful performance in the academic setting, especially during evaluation processes, increases the students' self-confi dence. Th e academic mindset includes a well developed Life Vision with a personal history, a self-analysis, their life's passion, a vision of a personal future, an educational plan, and an integrated career and life plan.
Table 9 Academic Mindset: Supporting Research Along with Student Refl ections
Success Factor REF
Student Written Descriptions from Self-growth Papers and Letters to Friends
Inquisitive 1,6,26,39 "I now can say that I am an engage in learning ... teaching another person and while in the process I still will be learning. ... This area I know will lead to success in my life because no matter how much you know you can never know enough."
Clarifi es Expectations
41,42 "I understand that it is essential for a self-grower to know what is expected of me, know my areas of improvement, and know how to improve those areas. The fact that one of my goals is to learn how to assess myself and accept assessments from others proves that I am willing to fi nd my areas of improvement and work on them."
Self-effi cacy 1,2,6,11,14,17,26,29,31, 35, 36
"Being in this camp has helped me grow tremendously and it has opened my eyes that there is always room for improvement It amazes me that I did in four days what I couldn’t do in seventeen years. Not only did I grow but I watched others grow right with me"
Self-motivated 6,17,11,21,26,29, 35, 36
"...A self-grower is someone who has achieved a higher level of motivation, intrinsic motivation to be exact. It means that they no longer need someone to push them to go forward, instead they are the ones in control, and they make the critical choices for themselves..."
Self-confi dent 17,1,29 "...If you have confi dence and believe in yourself you will pass the program with fl ying colors...”
Life Vision 16,17,1 "I have never thought about nor asked myself “who am i” the way I have in the past 3 days. I always had a vision or an idea about who I want to be, and I always had a slight idea of who I was but I never truly understood what it meant. I struggled with fi nding myself for a very long time, I thought I was one person, the married housewife, and when that didn’t go as planned I really needed to get back to the drawing board and start over. Even when I knew what I wanted I was never satisfi ed. I didn’t have the dream job I always wanted, I didn’t have the education I knew I deserved and I certainly didn’t have the husband I wanted. I was fl oating around wasting everyone’s time and money and really not doing anything productive. This camp has taught me the importance of a Life Vision and a Life Vision Portfolio. ... This LVP will hold all of my past and future accomplishments and dreams and I cannot wait to start building it. "
Learning Strategies Successful students continue to develop, evolve and refi ne their toolbox for eff ective learning performances. Th is toolbox varies signifi cantly from student to student, but the most successful students use most of the strategies in Table 10. Foremost is setting academic goals for life, for the program of study, for each term and for every course. When students take ownership of learning they
Session: Workshop: Cultural Analysis of the Transformation of Education
(Th ursday, June 25: Aft ernoon Session) Process Education Conference 2015 53
free themselves from being subject to the vagaries of instructors and the learning contexts in which they fi nd themselves. Planning enables the learner to make the most productive use of limited time. By identifying and making use of all the resources available to them, learners enhance the quality of the performance and the products of that performance. Knowing that errors are always possible, even in the best expert sources, strong learners validate their understanding – ensuring that they “know that they know.” An important learning strategy that encompasses these other learner characteristics is metacognition - thinking about thinking, knowing how you do what you do, and also why do you decide to do what you are doing. And fi nally - the quality and quantity of success is highly correlated with the eff ort expended - how hard you work.
Table 10 Learning Strategies: Supporting Research along with Student Refl ections
Success Factor REF
Student Written Descriptions from Self-growth Papers and Letters to Friends
Sets Goals 17,29,31, 36 "You must set goals and be driven to reach them on your own because others can’t make that decision for you. We are at a point in our life where we must be self-motivated because this is our life and no one has to live with those decisions but us."
Learner Ownership
1,6,17,29, 31, 35
"...it taught me how to grow and learn to learn from myself..."
Plans 5, 6,31 "Currently, the outcomes of my efforts are very different. After applying a planned strategy my efforts have been more effective. I have developed problem-solution systems that helps me better analyze what actions to take when faced with a problem. The fi rst step that I take is asking questions. What is the problem at hand? What can I do in order to solve it? What is my most effective way to solving this problem? After asking myself these questions I then begin to brainstorm. I start a list of ideas for possible solutions to the problem, incorporating the steps needed, and how long each process might take. I then pick the most effective solution and work from there. Just a simple change in planning and this process has helped me to excel academically. "
Uses Resources Effectively
42 "Another area that I have improved in is knowing the importance of using the resources on campus and the help of others in order to succeed. During my fi rst year, I rarely asked anyone for help. I did not use the campus resources has much as I should. I did not even step foot into the library until the middle of my second semester. I felt very uncomfortable asking people for help because I did not want anyone’s help. ... With the vigorous work that I had to accomplish during the course of this camp, I have learn that I need help! I could not have completed my Learning-to-learn book without the help of my coach, mentor, and group members. I have learn that everyone needs help and cannot do it on their own at times."
Validates 6,25,29,30, 5, 35
"If we got the answer then we were asked why we chose that particular answer. Validation is a word I will hear for the rest of my life. Validation is the key word for being successful in college and in life, for if you know why you have the answer then you have a better understanding of what you have learned"
meta-cognition 1,6,16,23, 26,29, 35
" Another area where I increased in skill was my meta-cognition. To clarify, this was my ability to switch between an immediate frame of reference and an assessing from a of reference. It includes the ability to know which strategy to use for problem solving, and can be loosely defi ned as "knowing about knowing". It is also closely related to self knowledge and self assessment."
Works Hard (productive)
6,15,2,3, 26,39
"You have to learn how to manage your time, be productive in the classroom and in life - I was able to accomplish things I never thought I would in this short amount of time."
54 Process Education Conference 2015 (Th ursday, June 25: Aft ernoon Session)
Aff ective Learning Skills (Grit)
Grit - the “perseverance and passion for achieving long-term goals” is oft en associate with the successes of famous historical leaders, and today researchers are overwhelmingly confi rming that correlation. Th e aff ective learning skill correlates of grit can be found in Table 11. Persistence, seeing one’s way to the fi nish line no matter what obstacles are encountered, is perhaps the skill most frequently cited. Th e willingness to take risks and venture into challenges not yet surmounted is another important component. When, inevitably, the results come up short of expectations, successful learners leverage their failure and ask for help in enhancing their performances for future growth. Th ey handle this failure by increasing their coping skills and managing frustrations. In part, frustration is reduced by prioritizing (putting fi rst things fi rst), dividing a larger goal into sub-goals and mastering each one in turn, and by planning and managing time wisely. Th e actual eff ective use of time that is planned requires self-discipline, doing what needs to be done no matter what current distractions (pleasurable, for example) that may exist. As new challenges and situations arise, the learners must adapt to the new cultural demands and expectations that the colleges impose on learners. Th e healthier the learner is - physically fi t, well nourished, rested, and emotionally balanced - leads to overall wellness and greater academic success.
Table 11 Affective Learning Skills (Overall Grit): Supporting Research along with Student Refl ections
Success Factor REF
Student Written Descriptions from Self-growth Papers and Letters to Friends
Persists 6,17, 20,1,29,39 "Just putting myself to the challenge shows that I fi nally have enough faith I need to try even if I fail. ... If I had a chance to do it all over again I surely would because I would work even harder in the camp. I am proud to say I gave my all, didn’t quit and worked to the best of my ability."
Take Risks 2 "I also took a risk this week by signing up for the talent show. I have joked and been the center of comedic attention in my small groups of friends, but never have I done what I am about to do tomorrow. I plan on performing stand-up comedy on stage in front of dozens of people. This is stepping very far outside my comfort zone and if I can do this, I can learn to take more risks in the future. I grew in this area because I decided to fi nally try something that I wasn't use to and started initiating risk taking."
Leverages Failures
20 "Self-growth is a person looking at his or her life and fi guring out what mistakes he or she made and try to improve on them to become successful.”
Asks for Help 6,18 "When I got to a problem that I didn’t understand, my pride would not let me ask any of my teammates nor mentors for help. I eventually got out of that and started asking for help. When I started asking for help I understood more."
Manages Frustration
6,14, 20,11,39 "Once I stopped and released myself to simply learn and not be so driven for to meet expectations and reach success did I actually begin to get something out of this week. My growth was facilitated primarily by my emotions and exhaustion. I learn that it is also important to take care of myself. Some nights I had to go to bed leaving things undone and being unsure when they would get done, which was a new experience for me. I had to decide when was the right time to let myself recover so that I could be productive the next day, too. I also learned that I have more physical, emotional and mental endurance by actually testing them this week."
Prioritizes 20,18,22 "I am now much better at planning out my day, making choices on what needs to be done and what is a priority, and that we simply are not capable of doing everything."
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(Th ursday, June 25: Aft ernoon Session) Process Education Conference 2015 55
Manages Time 3,5,6,42 "Time management is a critical factor for determining success in college. I would have to manage my time by making a schedule of how I am going to balance out my social life with my academic life. My academic life is more important so that is where I would spend the most time, .. Even though, my social life is important the academic life is going to be more important for the career I want to pursue, which becoming a physical therapist."
Is Disciplined 6,15, 20,11,39 "The “Camp” preps others and including me to take charge of my life and not let any second go by to be waste on foolish things. Work-ethics plays a big asset to my growth also, without that I would not have the initiative to pursue new skills and would not be a reliable source to my team."
Adapts 6,26 " I had to learn to be more self-suffi cient. I've always been a very independent person, but I've never stayed the night by myself before this week. By moving into Niemeyer I had no choice, I had to start doing everything for myself. I had to wake up and get ready without my mom telling me to hurry up, and I also had to fi gure out for myself when I felt I had to go to bed. Because I was thrown into the situation and didn't have any choice but to adapt, I, again, grew up a lot and quickly."
Wellness 37 "Furthermore, I must set fi tness goals to keep my body prepared for taking exams and critically thinking. I believe that when you have a healthy body the mind runs faster and accurately. Mentally when I have a sense of understanding in can produce my best work to show correct correlations between knowing and my thought process. To be positive of success, I will have a planner to organize my day correctly. Ultimately, I will be obligated to follow the daily goals I put time into creating for myself. ... Truly I will be capable to pull metacognition off if I am no longer exhausted from Destiny Raids on my gaming system. To eliminate that horrible feeling I will have fi tness goals of the days I live on earth. It is clear as day that when I pull these skills together, generally a successful student emerges from the ashes of failure."
Social Learning Skills
Colleges are communities that value knowledge – its learning, creation, application, management, storage, integration, and dissemination. All of these activities are undertaken in dynamic social settings including learning communities, professional organizations, research teams, and so on. Th erefore, success in this environment requires a set of universal social skills (Table 12). Communal belonging requires that the learner is connected to the community by helping others, contributing to the success of members and the community as a whole, and benefi tting in turn from this membership through the reciprocal action of others. Seeking diversity brings in a host of new perspectives, values, and ideas that can enhance thinking and problem-solving – and outcomes. All this requires skill in communication, teamwork and collaboration. Assertiveness in bringing forth one’s own ideas is enhanced by the capacity to speak publicly about ideas and positions with ease. Th e fi nal social success factor is responsibility (following through on the commitments made to self and others). Without these social skills most learners will struggle to meet the requirements that colleges impose.
56 Process Education Conference 2015 (Th ursday, June 25: Aft ernoon Session)
Table 12 Social Learning Skills: Supporting Research along with Student Refl ections
Success Factor REFStudent Written Descriptions from Self-growth Papers and Letters to Friends
Connected 14, 21, 26,42
"Working with others was another major aspect of my self-growth into becoming a successor. I never was able to work with others because I grew up not trusting people around me. .. I was angry and terrifi ed because I did not who I was going to be grouped with and wondered if they were going to judge me. So, as we got into group the concept was to interact with one another and being to communicate with people from different background, opinions, and aspects of life. Being in the groups of the course of the week made me realized what I was missing when I was being anti-social with people. If it wasn’t for the groups, I would not have learned how effi cient and exciting teams that work together get things done. Communication was the key in teamwork that helped me break out of my comfort zone and take the risk of getting to know someone and for them to get to know me as well and not be afraid of them judging me."
Seeks diversity 1,26 "The fi rst and arguably foremost skill I improved was my ability to relate to and respect others. More precisely, I learned how to work as a team and trust that my team members would do their part. ... I was forced to let my team members do their parts simply because I couldn't do it for them. When they succeeded as often as I did, I realized that I could trust and respect them, instead of being condescending and arrogant."
Team player 6,26 "...I have come from being unsure of myself in group work and sharing my ideas to being a real team asset, participant, and even leader..."
Collaborative 6, 11, 14,15, 21, 36,39
"Example of teamwork that I have displayed is, when my partners/team didn’t understand I brought us together to evaluate and do the process of elimination when you can’t defi ne exactly what something is. This strength is a well deserve ability and whoever possesses it can one day be a team leader and a team player."
Communicator 17,26 "Communication and coming out of my comfort zone was a little hard for me. I became more involved into working with them but also communicating with them. By me making a decision to talk to people without knowing them has really made me come all the way out of my shell."
Speaks Publicly 1 "At the beginning of this camp I was one girl who was not confi dent in herself and afraid to speak around others. By the end of this camp I have improved my learning skills by 70% in my opinion and I am now ready to take on any challenge that school or life throws at me."
Assertive 4 "At one point our team felt like giving up but I pushed them through it. They called me the motor of the team because of my strength I have to lead. I always thought I was a natural born leader but this camp brought it out of me in the best way possible."
Being Responsible
6,17, 22, 26, 39
"learn how to take full responsibility over life and your destiny."
Summary
Process Education looks at learner growth from three perspectives: 1) Th e Classifi cation of Learning Skills, 2) Self-Growth, and 3) Learning-to-Learn. Th e Classifi cation of Learning Skills, developed empirically over 2 decades ago, encompasses over 250 learning skills, one important aspect of the PQCL model. In the paper, “What is Self-Growth,” Jain’s (2015), ten self-growth components are also ten success factors in the PQCL. Th is paper has provided scholarly evidence that at least 50 of the learner characteristics described in the Profi le of Quality Collegiate Learner have substantial impact on collegiate and life success.
Session: Workshop: Cultural Analysis of the Transformation of Education
(Th ursday, June 25: Aft ernoon Session) Process Education Conference 2015 57
Th at there are 50 factors that facilitate success can be daunting to learner and instructor alike – “Where to start? How to teach and learn them all?” However a strong Process Education environment, as can is found in a Learning-to-Learn Camp (Apple 2015), provides a reproducible context in which each can be practiced, assessed, and grown. Importantly, decades of experience have shown just how malleable these learner characteristics are.
Th at they can be grown, and that capability and success grow as a result, are profoundly at odds from the historical belief in a fi xed “intelligence quotient” (IQ) defi ning a student’s permanent capacity to learn. Research in human cognition over the last 30 years demonstrated the limitations of the “IQ” concept.
Today we must redefi ne what constitutes so-called “intelligence” and the capacity to learn: It is an interplay between personal cognitive and non-cognitive factors, the environment and socio-cultural processes – and it can be changed. Th is gives us a superior target for a collegiate education (PQCL) and the means to attain it through a pedagogy of Learning-to-Learn and Self-Growth. Our challenge now is to convince every institution of higher education that implementing a Learning-to-Learn Program will ensure that they are able to produce the collegiate learners and college graduates they desire.
References
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58 Process Education Conference 2015 (Th ursday, June 25: Aft ernoon Session)
10 Kyllonen PC, Walters AM, Kaufman JC. Noncognitive Constructs and their Assessment in Graduate Education: A Review. EDUCATIONAL ASSESSMENT, 10(3), 2005153–184
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14 Leuwerke, W. C., & Dirvisevic, E. (student) (2010, February). Development and initial validation of the Student Strengths Inventory: A measure of non-cognitive variables that impact student performance and retention. Poster presentation to the 29th Annual Conference on the First Year Experience, Denver, CO.
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17 Robbins, S. B., Lauver, K., Le, H., Davis, D., Langley, R., & Carlstorm, A. (2004). Do psychosocial and study skill factors predict college outcomes? A meta-analysis. Psychological Bulleting, 130, 261-288.
18 Allensworth, E., and Easton, J.Q. (2007) What matters for staying on-track and graduating in Chicago Public Schools. Chicago: University of Chicago Consortium on Chicago School Research.
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21 Duckworth, A.L., Peterson, C., Matthews, M.D., and Kelly, D.R. (2007) Grit: Perseverance and passion for long-term goals. Journal of Personality and Social Psychology, 92, 1087-1101.
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22 http://www.quintcareers.com/fi rst-year_success.html Your First Year of College: 25 Strategies and Tips to Help You Survive and Th rive Your Freshman Year and Beyond
23 http://cft .vanderbilt.edu/guides-sub-pages/metacognition/ Metacognition24 http://fi les.eric.ed.gov/fulltext/EJ815370.pdf Student Self-Assessment: Th e Key to Stronger Student
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St. Olaf and Carleton Colleges, 16-18 February 2007. Learning-to-learn Karl Wirth Dexter Perkins
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27 Th e Science of Breaking Out of Your Comfort Zone (and Why You Should) 28 Hacker, D.J., Dunlosky, J., and Graesser, A.C. (Eds). (2009) Handbook of metacognition in education.
New York: Routledge29 David T. Conley Elizabeth M. French Student Ownership of Learning as a Key Component of
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Advising Published in Th e Mentor on June 4, 2008, by Penn State's Division of Undergraduate Studies
33 Alex Kozulin (1986) Vygotsky's Educational Th eory in Cultural Context Cambridge University Press
34 Farkas, G. (2003) Cognitive skills and noncognitive traits and behaviors in stratifi cation processes. Annual Review of Sociology, 29, 541-562.
35 Paris, S.G., and Winograd, P. (1990) How metacognition can promote academic learning and instruction. In B.F. Jones and L. Idol (Eds.), Dimensions of thinking and cognitive instruction (pp. 15-51). Hillsdale, NJ: Lawrence Erlbaum Associates.
36 Rosen, J.A., Glennie, E.J., Dalton, B.W., Lennon, J.M., and Bozick, R.N. (2010) Noncognitive skills in the classroom: New perspectives on educational research. Research Triangle Park, NC: RTI International.
37 Ballentine , Howard Monroe (2010) Th e Relationship Between Wellness and Academic Success in First-year College Students Dissertation VSU
38 Stanger-Hall, Kathrin F., Shockley, Floyd W., and Wilson, Rachel E. (2011) Teaching Students How to Study: A Workshop on Information Processing and Self-Testing Helps Students Learn CBE Life Sciences Education Summer; 10(2) 187 - 198
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Learning IJPE Volume 7 no 144 Jain, Chaya and Apple, Daniel (2015) What Is Self-Growth? IJPE Volume 7 no 1
60 Process Education Conference 2015 (Th ursday, June 25: Aft ernoon Session)
Session: Workshop: Cultural Analysis of the Transformation of Education
Notes
(Th ursday, June 25: Aft ernoon Session) Process Education Conference 2015 61
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ve a
ll th
is
requ
ired
cont
ent t
hat
I mus
t cov
er d
urin
g th
is c
ours
e fo
r fut
ure
cour
ses"
•C
onte
nt ri
ch c
ours
es h
ave
over
100
lear
ning
ob
ject
ives
/com
pete
ncie
s th
at m
ust b
e co
vere
d•
Mul
tiple
cho
ice
exam
s ar
e th
e m
ost e
ffi ci
ent
mea
ns to
mea
sure
lear
ning
with
larg
e se
ctio
ns o
r with
ext
ensi
ve in
form
atio
n •
Mus
t lim
it th
e nu
mbe
r of c
halle
ngin
g o
r co
mpl
ex q
uest
ions
due
to la
ck o
f tim
e
"I m
ust m
emor
ize
all o
f th
is in
form
atio
n so
that
I re
call
it fo
r the
qui
zzes
, ex
ams,
ass
ignm
ents
, an
d es
says
."
Mem
oriz
ers
Com
plex
ityM
emor
izin
g -
Pra
ctic
e lo
ts
of p
robl
ems
"If I
chal
leng
e le
arne
rs
to re
ally
und
erst
and
at
high
er le
vels
(pro
blem
so
lvin
g), t
hey
wou
ld
fail
the
clas
s"
•Te
ache
rs te
st in
are
as w
here
stu
dent
s ha
ve
had
lots
of h
omew
ork
and
prac
tice
solv
ing
prob
lem
s•
Teac
hers
pro
vide
a c
oupl
e of
cha
lleng
ing
test
pr
oble
ms
to id
entif
y th
e "A
" stu
dent
s •
Teac
hers
lim
it cl
ass
time
to w
ork
on o
pen-
ende
d pr
oble
ms
beca
use
too
muc
h co
nten
t
"It is
unf
air t
o pu
t pr
oble
ms
on te
sts
that
w
ere
not p
rese
nted
in
clas
s, o
n ho
mew
ork
assi
gnm
ents
, or c
over
ed
in re
view
ses
sion
s"
Unc
halle
nged
Con
trol
Teac
her
Cen
tere
d - E
xert
Aut
horit
y
"I kn
ow w
hat I
wan
t st
uden
ts to
lear
n an
d I
exer
t my
will
on
them
in
that
dire
ctio
n"
•Te
ache
rs w
ill n
ot c
hang
e da
tes
for e
xam
s or
pr
ovid
e m
ake
up e
xam
s in
any
situ
atio
n•
Teac
hers
dec
ide
wha
t is
impo
rtant
to le
arn
and
whe
n an
d ho
w it
will
be
grad
ed
•T e
ache
rs m
ake
deci
sion
s in
the
clas
s be
caus
e th
ey k
now
bes
t wha
t will
hel
p th
e st
uden
ts
"Sin
ce f
acul
ty h
ave
all
the
cont
rol a
nd d
eman
d re
spec
t, ju
st g
ive
them
ex
actly
wha
t the
y w
ant i
n th
e w
ay th
ey w
ant i
t"
Def
eren
tial
62 Process Education Conference 2015 (Th ursday, June 25: Aft ernoon Session)
Asp
ect
Des
crip
tor
and
Focu
sFa
culty
Min
dset
Com
mon
Val
ues,
Atti
tude
s, a
nd P
ract
ices
Stud
ent M
inds
etR
isk
Fact
or
Elev
ated
Con
trol
Teac
her
Cen
tere
d -
Defi
nes
the
rule
s
"I w
ant s
tude
nts
to
follo
w m
y ru
les
and
do w
hat I
ask
so
they
w
ill b
e su
cces
sful
"
•Te
ache
rs d
efi n
e w
hat i
t mea
ns to
atte
nd c
lass
an
d pa
rtici
pate
•
Teac
hers
wan
t to
see
wor
k pr
oduc
ts d
one
in
a sp
ecifi
c w
ay (f
orm
at)
•Te
ache
rs w
ill h
ave
a se
t of c
lass
con
vent
ions
th
at m
ust b
e fo
llow
ed e
lse
ther
e w
ill b
e co
nseq
uenc
es
"I do
n't r
eally
car
e w
hat
happ
ens
with
my
grad
e if
I can
't do
wha
t I w
ant
to d
o or
do
in th
e w
ay I
wan
t to
do it
."
Irres
pons
ible
Del
iver
yP
rese
ntat
ion
- sha
re
expe
rtise
"I sh
are
my
exte
nsiv
e di
scip
linar
y ex
perti
se
with
the
stud
ents
"
•Te
ache
rs te
ll st
uden
ts w
hat t
hey
will
teac
h th
em, t
each
them
, and
tell
them
wha
t the
y ha
ve b
een
taug
ht
•Te
ache
rs e
xpla
in c
ompl
ex id
eas
so s
tude
nts
can
unde
rsta
nd th
em•
Teac
hers
cre
ate
Pow
erP
oint
slid
es a
s a
key
reso
urce
for t
he s
tude
nts
durin
g cl
ass
and
for
revi
ew la
ter w
hen
stud
ying
"I m
ust c
aptu
re a
ll of
this
in
form
atio
n be
caus
e th
is
is w
hat w
ill b
e on
the
test
"
Tran
scrib
ers
Del
iver
yP
rese
ntat
ion
- mon
itor t
hat
lear
ning
is
occu
rrin
g
"I lo
ok a
t stu
dent
s'
body
lang
uage
an
d lis
ten
to th
eir
resp
onse
s to
see
if
they
are
cap
turin
g w
hat I
am
say
ing"
•Te
ache
rs u
se q
uest
ions
like
- D
id y
ou
unde
rsta
nd?
or D
id th
at m
ake
sens
e? o
r O
kay?
to d
eter
min
e if
stud
ents
are
lear
ning
•Te
ache
rs a
sk q
uest
ions
that
stu
dent
s ca
n an
swer
to s
how
they
hav
e be
en li
sten
ing
•Te
ache
rs g
ive
shor
t qui
zzes
to m
ake
sure
st
uden
ts a
re p
ayin
g at
tent
ion
"I ne
ed to
let t
he
inst
ruct
or k
now
that
I am
pay
ing
atte
ntio
n by
sm
iling
, nod
ding
oc
casi
onal
ly a
nd
answ
erin
g an
occ
asio
nal
ques
tion
whe
n I a
m s
ure"
Hea
d-no
dder
s
Des
ign
Rig
id -
Reu
se p
ast
cour
ses
"I kn
ow w
hat n
eeds
to
be
cove
red
beca
use
of m
y ye
ars
of e
xper
ienc
e in
te
achi
ng th
is c
ours
e."
•Te
ache
rs u
se h
isto
rical
lect
ure
note
s w
hich
ha
ve w
orke
d in
the
past
•Te
ache
rs a
nd d
epar
tmen
ts c
olle
ct b
ack
grad
ed e
xam
s fro
m s
tude
nts
so th
ey c
an b
e re
used
in fu
ture
cou
rses
•
The
depa
rtmen
t syl
labu
s is
reus
ed te
rm a
fter
term
for c
onsi
sten
cy a
nd re
liabi
lity
"Wai
t till
a re
view
ses
sion
to
fi nd
out
wha
t will
be
on
the
test
and
ask
stu
dent
s fo
r pre
viou
s te
sts
to
dete
rmin
e w
hat n
eeds
to
be s
tudi
ed"
Cra
mm
ing
Des
ign
Rig
id -
teac
h to
the
test
"I w
ill p
rovi
de a
ll ex
ampl
es o
f how
to
do
the
type
s of
pr
oble
ms
befo
re th
ey
take
the
exam
s."
•T e
ache
rs p
rovi
de s
ampl
e ex
am p
robl
ems
in le
ctur
e an
d re
view
ses
sion
s th
at c
lose
ly
mat
ch th
e ex
am p
robl
ems
•Te
ache
rs a
ssig
n a
lot o
f pra
ctic
e pr
oble
ms
for
hom
ewor
k•
Teac
hers
and
col
lege
s fi n
d it
unfa
ir to
hav
e st
uden
ts tr
y to
sol
ve e
xam
pro
blem
s in
a n
ew
cont
ext
"I ne
ed to
rem
embe
r ex
actly
how
to s
olve
ea
ch o
f the
type
s of
pr
oble
ms
show
n an
d pr
actic
ed"
Lack
of
tran
sfer
abili
ty
Session: Workshop: Cultural Analysis of the Transformation of Education
(Th ursday, June 25: Aft ernoon Session) Process Education Conference 2015 63
Asp
ect
Des
crip
tor
and
Focu
sFa
culty
Min
dset
Com
mon
Val
ues,
Atti
tude
s, a
nd P
ract
ices
Stud
ent M
inds
etR
isk
Fact
or
Elev
ated
Effi
cacy
Dou
bt –
of S
elf
"I w
ill b
e ab
le to
he
lp s
tude
nts
be
succ
essf
ul w
ho a
re
capa
ble,
wor
k ha
rd
and
do a
ll th
e w
ork"
•Te
ache
rs li
ke s
ayin
g - l
ook
to le
ft, lo
ok to
the
right
, sha
ke h
ands
now
bec
ause
1/3
of y
ou
will
be
gone
afte
r mid
-term
s - l
ow c
ompl
etio
n ra
tes
impl
y hi
gh s
tand
ards
and
rigo
r•
Teac
hers
con
stan
tly s
ay to
thei
r stu
dent
s -
just
wor
k ha
rder
, you
will
be
succ
essf
ul•
Teac
hers
requ
ests
to a
dmin
istra
tion
and
adm
issi
ons
- ple
ase
recr
uit a
nd a
dmit
bette
r st
uden
ts w
ho c
an b
e su
cces
sful
"I do
n't t
hink
I am
the
calib
er o
f the
stu
dent
s w
ill b
e su
cces
sful
but
I am
"
Self-
doub
ters
Effi
cacy
Dou
bt -
of
Ach
ieve
men
t "I
know
that
I ca
n im
prov
e w
ith n
ew
teac
hing
/lear
ning
pr
actic
es, b
ut I
thin
k I
will
wai
t till
I ge
t mor
e ef
fect
ive"
•Te
ache
rs h
ave
tried
it o
nce
befo
re a
nd it
di
dn't
wor
k th
us th
ey n
o lo
nger
trus
t tha
t pr
actic
e•
Man
y te
ache
rs w
ill w
ait t
ill o
ther
s be
com
e su
cces
sful
at i
mpl
emen
ting
that
pra
ctic
e•
Teac
hers
kno
w th
at if
they
suc
ceed
, no
one
real
ly c
ares
, but
if th
ey fa
il, th
ey a
re li
kely
to
be a
dmon
ishe
d
"If I
hide
in c
lass
so
as n
ot to
exp
ose
my
wea
knes
ses,
then
the
teac
hers
will
pas
s m
e be
caus
e th
ey w
ill n
ot
thin
k th
at I
am s
tupi
d"
Non
-ris
k-ta
kers
Feed
back
Eva
luat
ion
- of w
ork
prod
ucts
"I do
n't l
ike
to
eval
uate
, but
I m
ust
grad
e st
uden
ts' w
ork
to m
otiv
ate
and
rew
ard
good
stu
dent
s'
wor
k"
•C
olle
ges
prov
ide
cour
ses
for h
onor
stu
dent
s w
ho c
an e
xcel
and
"Mic
key
Mou
se c
ours
es"
for t
hose
who
can
't (
e.g.
- M
ath
for P
oets
)•
Teac
hers
obs
erve
d th
at s
tude
nts
will
enr
oll
in s
ectio
ns th
at a
re e
asie
r (ev
en g
o to
th
e co
mm
unity
col
lege
to ta
ke th
e di
ffi cu
lt st
atis
tics
cour
se)
•C
olle
ge p
reve
nt g
rade
infl a
tion
by
enco
urag
ing
teac
hers
to n
orm
thei
r gra
des
"I m
ust c
aref
ully
pi
ck c
ours
es (r
evie
w
Rat
emyP
rofe
ssor
) to fi n
d th
e ea
sy c
ours
es a
nd
easy
gra
ders
"
Fear
of f
ailu
re
Feed
back
Eva
luat
ion
- of
peo
ple
"I m
ust c
onst
antly
po
int o
ut w
here
st
uden
ts a
re w
eak
so
they
can
get
bet
ter"
•M
ark
up h
omew
ork
and
quiz
zes
to s
how
st
uden
ts' d
efi c
ienc
ies
that
nee
d w
ork
•P
lace
com
men
ts o
n es
says
of w
hat n
eeds
to
be fi
xed
in th
eir t
hink
ing
and
com
mun
icat
ion
skill
s•
Gra
de d
own
base
d on
mis
take
s, e
rror
s, a
nd
mis
sing
the
poin
t on
exam
s
"I co
nsta
ntly
wor
ry a
bout
ho
w w
ell I
hav
e do
ne,
wha
t tea
cher
s th
ink
of
me,
if a
m I
doin
g go
od,
and
shou
ld I
be w
orrie
d ab
out t
he fu
ture
"
Self-
eval
uato
rs
Mea
sure
men
tS
ubje
ctiv
e - u
ncle
ar
expe
ctat
ions
"My
sylla
bus
give
s a
list o
f cou
rse
cont
ent,
the
requ
ired
wor
k pr
oduc
ts, a
nd m
y gr
adin
g gu
idel
ines
”
•Fa
culty
use
cla
ss ti
me
to e
xpla
in th
e re
quire
men
ts fo
r wor
k pr
oduc
ts•
Gra
des
are
just
ifi ed
with
ext
ensi
ve c
omm
ents
•Fa
culty
ass
ign
inte
rest
ing
addi
tiona
l wor
k th
at
isn’
t gra
ded
"I pl
ay th
e gr
ade
gam
e to
fi n
d th
e m
inim
um a
mou
nt
of w
ork
need
ed fo
r pe
rson
al s
ucce
ss”
Min
imal
ist
64 Process Education Conference 2015 (Th ursday, June 25: Aft ernoon Session)
Asp
ect
Des
crip
tor
and
Focu
sFa
culty
Min
dset
Com
mon
Val
ues,
Atti
tude
s, a
nd P
ract
ices
Stud
ent M
inds
etR
isk
Fact
or
Elev
ated
Mea
sure
men
tS
ubje
ctiv
e - l
ack
of
perfo
rman
ce
crite
ria
"I kn
ow q
ualit
y w
hen
I se
e it"
•W
ork
in p
rogr
ess
is c
ritiq
ued
publ
icly
to fi
nd
out w
hat i
s fi x
able
•G
radi
ng w
ork
prod
ucts
is d
one
from
the
pers
pect
ive
of fa
culty
exp
ertis
e•
Stu
dent
s ar
e of
ten
allo
wed
to re
subm
it w
ork
for r
e-gr
adin
g af
ter fi
xin
g pr
oble
ms
"I w
ork
hard
and
giv
e th
e te
ache
r wha
t the
y w
ant."
Teac
her P
leas
er
Ow
ners
hip
Dire
cted
– te
ll ho
w-to
-do
it"In
a ti
mel
y fa
shio
n,
I tel
l the
stu
dent
s ho
w th
ey c
an b
e su
cces
sful
."
•Fa
culty
mem
ber p
rovi
des
daily
mes
sagi
ng
abou
t rea
ding
ass
ignm
ents
and
hom
ewor
k,
alon
g w
ith d
ue d
ates
•Fa
culty
mem
ber r
ecom
men
ds c
hang
es in
the
way
that
pro
ject
team
s is
func
tioni
ng•
Whe
n st
uden
ts ru
n in
to c
ours
e di
ffi cu
lties
, the
fa
culty
mem
ber s
olve
s th
e pr
oble
m fo
r the
m
"I w
ant t
he te
ache
r to
tell
me
exac
tly w
hat t
o do
(a
nd h
ow)."
Und
isci
plin
ed
Ow
ners
hip
Dire
cted
– te
ll w
hat t
o do
“Mos
t of m
y st
uden
ts
don’
t rea
lly c
are
abou
t w
hat I
am
sha
ring
with
them
in m
y co
urse
.”
•Fa
culty
mem
ber d
eter
min
es b
oth
the
dept
h an
d br
eadt
h of
eac
h ar
ea c
ours
e co
nten
t•
Facu
lty m
embe
r defi
nes
wor
k pr
oduc
t sp
ecifi
catio
ns a
s w
ell a
s pe
rform
ance
crit
eria
•
Facu
lty m
embe
r use
s ev
alua
tion
of
hom
ewor
k, q
uizz
es a
nd p
artic
ipat
ion
to g
et
stud
ents
to p
ut fo
rth e
ffort
"I’m
taki
ng th
is c
ours
e be
caus
e it
is re
quire
d fo
r m
y de
gree
."
Unm
otiv
ated
Sel
f-Aw
aren
ess
In th
e m
omen
t –
doin
g
“As
I can
get
the
stud
ent t
o w
ork
hard
er, I
can
m
ake
them
mor
e su
cces
sful
.”
•Fa
culty
ass
igns
lots
of h
omew
ork
prac
tice
prob
lem
s•
Hav
ing
stud
ents
writ
e lo
ts o
f aca
dem
ic
pape
rs to
illu
stra
te k
now
ledg
e •
Facu
lty ta
kes
atte
ndan
ce
“If I
go to
cla
ss, d
o th
e ho
mew
ork,
and
giv
e th
e fa
culty
wha
t the
y w
ant o
n pa
pers
and
test
s, I
will
ge
t my
degr
ee."
Aim
less
Sel
f-Aw
aren
ess
In th
e m
omen
t – li
ve
for t
oday
“Stu
dent
s ne
ed to
be
ent
erta
ined
and
ne
ed im
med
iate
gr
atifi
catio
n in
w
hate
ver t
hey
do.”
•Fa
culty
giv
e bo
nus
poin
ts to
mot
ivat
e st
uden
ts•
Facu
lty u
se fl
ashy
tech
nolo
gy to
ent
erta
in•
Facu
lty g
rade
all
wor
k to
mot
ivat
e st
uden
ts
“Max
imiz
e m
y gr
ade
with
m
inim
um e
ffort.
”Fi
xed
Min
dset
Rel
atio
nshi
pE
mot
iona
lly
Res
erve
d –
not m
y re
spon
sibi
lity
“I’m
her
e to
teac
h le
arne
rs a
nd n
ot b
e a
pare
nt.”
•To
be
fair,
I sh
ould
trea
t all
stud
ents
the
sam
e an
d no
t pro
vide
spe
cial
ize
atte
ntio
n•
If st
uden
ts w
ant e
xtra
hel
p, th
ey s
houl
d se
e m
e du
ring
offi c
e ho
urs
•A
cade
mic
ski
lls c
ente
r is
ther
e
“No
one
real
ly h
ow I
am d
oing
, my
leve
l of
succ
ess,
or i
f I re
ally
sta
y he
re.”
Lack
s su
ppor
t sy
stem
Session: Workshop: Cultural Analysis of the Transformation of Education
(Th ursday, June 25: Aft ernoon Session) Process Education Conference 2015 65
Asp
ect
Des
crip
tor
and
Focu
sFa
culty
Min
dset
Com
mon
Val
ues,
Atti
tude
s, a
nd P
ract
ices
Stud
ent M
inds
etR
isk
Fact
or
Elev
ated
Rel
atio
nshi
pE
mot
iona
lly
Res
erve
d –
not i
nter
este
d in
men
torin
g
"I am
an
educ
ator
, w
hile
stu
dent
ser
vice
s ar
e se
t up
to w
ork
with
stu
dent
"
•I a
m n
ot tr
aine
d to
do
psyc
holo
gica
l co
unse
ling
or d
eal w
ith s
tude
nts'
per
sona
l pr
oble
ms
•W
hen
pers
onal
issu
es a
rise,
I re
fer
stud
ents
to
stu
dent
ser
vice
s fo
r cou
nsel
ing
•W
hen
stud
ents
ask
for a
dvic
e, I
tell
them
w
hat I
thin
k th
ey s
houl
d do
if q
ualifi
ed
"I do
n't w
ant t
o im
pose
on
the
teac
her,
beca
use
they
are
ver
y bu
sy, n
ot
acce
ssib
le, a
nd n
ot
impo
rtant
."
Lack
s m
ento
r
Sco
pe o
f Le
arni
ngS
ituat
iona
l - p
erso
nal
expe
rienc
es
"I sh
are
my
expe
rienc
e w
hen
I ha
ve e
xtra
tim
e, b
ut
only
in a
reas
whe
re I
have
exp
ertis
e"
•Te
ache
rs p
rovi
de d
etai
l ins
truct
ions
of t
he
best
way
to d
o so
met
hing
•Te
ache
rs a
re n
ot e
xper
ts in
all
disc
iplin
es s
o th
ey d
emon
stra
te u
se o
f kno
wle
dge
only
in
thei
r are
as o
f exp
ertis
e•
Teac
hers
are
lim
ited
in e
xplo
ring
the
dept
h an
d br
eadt
h of
kno
wle
dge
beca
use
of ti
me
"I ju
st n
eed
to d
o it
the
way
the
teac
her t
old
me
to d
o it
in th
e ar
eas
the
teac
her s
how
ed m
e"
Lack
s m
eta-
cogn
ition
Sco
pe o
f Le
arni
ngS
ituat
iona
l -co
ntex
t "I
give
stro
ng re
al-
wor
ld e
xam
ples
from
m
y di
scip
line"
•Te
ache
rs b
elie
ve th
at th
e us
e of
real
-wor
ld
exam
ples
take
s a
lot o
f cla
ssro
om ti
me
•Te
ache
rs u
se c
onte
xts
whe
re th
ey a
re th
e ex
perts
•
Teac
hers
rare
ly u
se c
ompl
ex in
terd
isci
plin
ary
proj
ects
sin
ce s
tude
nts
lack
an
inte
rdis
icip
linar
y m
inds
et
"I ju
st n
eed
to fo
cus
on
the
area
the
teac
her
wan
ts m
e to
focu
s on
an
d no
t was
te ti
me
expl
orin
g ot
her o
ptio
ns"
Non
-inte
rdis
ci-
plin
ary
Soc
ial
Orie
ntat
ion
Indi
vidu
al -
Isol
ate
the
stud
ent
"Wha
t stu
dent
s do
ou
tsid
e of
cla
ss to
en
gage
in c
ampu
s ac
tiviti
es is
not
my
resp
onsi
bilit
y"
•S
tude
nt c
lubs
are
sep
arat
e fro
m fa
culty
ac
tiviti
es•
Teac
hers
eng
age
with
stu
dent
s ra
rely
in
even
ts o
utsi
de o
f the
cou
rse
•C
olle
ges
rare
ly s
et e
xpec
tatio
ns fo
r stu
dent
s to
eng
age
in c
ampu
s ac
tiviti
es
"I m
ust g
ive
100%
of
my
time
to p
erfo
rmin
g in
my
cour
ses
and
any
dist
ract
ions
will
impa
ct
my
grad
es"
Not
con
nect
ed
Soc
ial
Orie
ntat
ion
Indi
vidu
al -
Wor
kal
one
"Stu
dent
s do
n't w
ork
effe
ctiv
ely
toge
ther
an
d on
ly a
few
of t
he
stud
ents
do
all t
he
wor
k"
•T e
ache
rs u
se o
ccas
iona
l gro
up w
ork
with
out
stru
ctur
e (d
esig
n an
d te
am ro
les)
•Te
ache
rs b
elie
ve th
at m
any
stud
ents
don
't le
arn
wel
l in
team
s be
caus
e on
ly a
few
of t
he
team
mem
bers
do
all t
he w
ork
•Te
ache
rs fi
nd th
at g
roup
wor
k ta
kes
too
muc
h tim
e to
be
used
ver
y of
ten
"I do
n't l
ike
grou
p w
ork,
be
caus
e it
is in
effe
ctiv
e an
d I a
lway
s ge
t let
dow
n by
the
peop
le I
wor
k w
ith, t
hus
I rat
her d
o th
e w
ork
by m
ysel
f"
Non
team
pl
ayer
66 Process Education Conference 2015 (Th ursday, June 25: Aft ernoon Session)
Asp
ect
Des
crip
tor
and
Focu
sFa
culty
Min
dset
Com
mon
Val
ues,
Atti
tude
s, a
nd P
ract
ices
Stud
ent M
inds
etR
isk
Fact
or
Elev
ated
Soc
ial
Orie
ntat
ion
Indi
vidu
al -
Kee
p id
eas
to
self
" It i
s ve
ry h
ard
to g
et
stud
ents
to s
peak
up
and
say
som
ethi
ng
new
, diff
eren
t, or
in
sigh
tful.”
•Te
ache
rs c
all o
n st
uden
ts th
at s
how
co
nfi d
ence
•Te
ache
rs o
ften
corr
ect w
hat s
tude
nts
say
wro
ng to
cor
rect
wha
t oth
er s
tude
nts
thin
k•
Teac
hers
ans
wer
que
stio
ns th
ey h
ave
aske
d if
no s
tude
nt v
olun
teer
s an
ans
wer
with
in 1
0 se
cond
s
“I w
ill e
mba
rras
s m
ysel
f if
I offe
r my
idea
s be
caus
e I d
on't
know
if th
ey a
re
corr
ect"
Inse
cure
pub
lic
spea
ker
Tran
spar
ency
Priv
ate
– w
hat o
ther
s ar
e th
inki
ng
“I en
joy
my
acad
emic
fre
edom
to b
e ab
le
to te
ach
and
grad
e th
e co
urse
in th
e w
ay
I wis
h to
teac
h an
d gr
ade
the
cour
se.”
•Te
ache
rs h
ave
the
right
to te
ach
in th
eir o
wn
way
.•
Teac
hers
nor
m g
rade
s to
pre
vent
gra
de
infl a
tion
and
whe
n ev
eryo
ne d
oes
poor
ly•
Teac
hers
con
stan
tly m
easu
re w
hat s
tude
nts
don’
t kno
w ra
ther
than
wha
t the
y do
kno
w
“How
wel
l am
I re
ally
do
ing
and
wha
t do
my
peer
s an
d te
ache
r thi
nk
of m
e?”
Seek
s affi r
mat
ion
Tran
spar
ency
Priv
ate
– ar
e th
ey g
ood
enou
gh
“I am
a b
ette
r te
ache
r tha
n m
ost
of m
y co
lleag
ues
and
defi n
itely
bet
ter
lear
ner t
han
my
stud
ents
.”
•Te
ache
rs c
onsi
sten
tly c
ritiq
ue le
arne
rs o
n th
eir f
aults
•Te
ache
rs re
quire
pee
r eva
luat
ion
on
spee
ches
, con
tribu
tions
to p
roje
cts
and
writ
ing
assi
gnm
ents
•Te
ache
rs u
se in
form
al g
roup
wor
k, b
ut a
re
not v
ery
happ
y w
ith it
“I am
a b
ette
r stu
dent
th
an m
ost o
f my
peer
s be
caus
e I a
m m
otiv
ated
, re
spon
sibl
e, q
ualit
y or
ient
ed a
nd h
ard
wor
king
.”
Judg
men
tal
Session: Workshop: Cultural Analysis of the Transformation of Education
(Th ursday, June 25: Aft ernoon Session) Process Education Conference 2015 67
Cultu
ral A
naly
sis o
f the
Fut
ure C
lass
room
Usin
g the
Tra
nsfo
rmat
ion
of E
duca
tion
Asp
ect
Des
crip
tor
and
Focu
sFa
culty
Min
dset
Prac
tices
, Too
ls, T
echn
ique
s an
d St
rate
gies
Stud
ent M
inds
et
Succ
ess
Fact
or
Elev
ated
Cha
lleng
e
Em
pow
erin
g - R
espe
ct
Em
otio
nal
Inte
llige
nce
"Stu
dent
s ar
e in
here
ntly
stro
ng, t
hey
bend
but
do
not b
reak
"
•M
ento
rs le
t stu
dent
s ex
pres
s ho
w th
ey a
re
real
ly fe
elin
g •
Faci
litat
ors
let s
tude
nts
take
tim
e ou
t to
fi gur
e ou
t wha
t is
goin
g on
em
otio
nally
"I am
muc
h st
rong
er th
an
I tho
ught
I w
as a
nd w
hat
othe
rs th
ink
I am
cap
able
of
atte
mpt
ing"
Man
ages
Fr
ustr
atio
n
Cha
lleng
eE
mpo
wer
ing
- P
rovi
de R
ich
Res
ourc
e S
et
"Pro
vide
stu
dent
s w
ith
rich
reso
urce
s an
d op
portu
nitie
s to
mee
t th
eir l
earn
ing
need
s an
d ch
alle
nges
"
•D
esig
ners
pro
vide
a w
ide
set o
f op
portu
nitie
s ou
tsid
e th
e co
urse
to s
uppo
rt st
uden
t lea
rnin
g ex
perie
nces
- se
rvic
e le
arni
ng, fi
eld
trip
s, p
roje
cts,
com
mun
ity
activ
ities
, and
rese
arch
act
iviti
es•
Teac
hers
col
labo
rate
with
aca
dem
ic
skill
s ce
nter
s, c
ouns
elin
g, fa
culty
pee
rs,
othe
r dis
cipl
ines
, and
onl
ine
tech
nolo
gies
to
pro
vide
stu
dent
s w
ith m
any
supp
ort
stru
ctur
es fo
r suc
cess
"It is
up
to m
e to
use
the
oppo
rtuni
ties
prov
ided
m
e to
leve
rage
my
effo
rts
by u
sing
reso
urce
s ef
fect
ivel
y in
side
and
ou
tsid
e th
e co
urse
to
achi
eve
succ
ess
in m
y ow
n w
ay"
Use
s R
esou
rces
Ef
fect
ivel
y
Cha
lleng
eE
mpo
wer
ing
- A
cqui
re
Info
rmat
ion
"Pro
vide
stu
dent
s w
ith a
var
iety
of o
pen-
ende
d ch
alle
nges
th
at re
quire
them
to
use
real
-wor
ld d
ata
and
info
rmat
iona
l re
sour
ces"
•Fa
cilit
ator
s pr
ovid
e st
uden
ts w
ith li
brar
y ch
alle
nges
that
requ
ire th
em to
pre
sent
on
a ne
w to
pic
or p
rovi
de a
lite
ratu
re s
earc
h of
cu
rren
t res
earc
h•
Des
igne
rs a
ssem
ble
a ra
nge
of o
ptio
nal
reso
urce
s th
at s
tude
nts
can
revi
ew a
nd
mak
e us
e of
dur
ing
the
cour
se
"I ne
ed to
det
erm
ine
wha
t inf
orm
atio
n is
re
leva
nt, t
rust
wor
thy,
and
va
luab
le fo
r my
curr
ent
chal
leng
e in
lear
ning
or
prob
lem
sol
ving
"
Info
rmat
ion
Proc
esso
r
Cha
lleng
eE
mpo
wer
ing
- P
ush
Out
side
of
Com
fort
Zone
"Pro
vide
cha
lleng
es
that
exc
eeds
stu
dent
s’
curr
ent c
apab
ilitie
s"
•A
t the
beg
inni
ng o
f a n
ew p
roce
ss,
faci
litat
ors
set h
igh
expe
ctat
ions
whi
ch a
re
muc
h gr
eate
r tha
n th
e le
arne
rs' c
urre
nt
capa
citie
s •
Faci
litat
ors
cons
tant
ly c
halle
nge
lear
ners
us
ing
the
acce
lera
tor m
odel
to p
ush
lear
ners
ou
tsid
e th
eir c
urre
nt c
omfo
rt zo
ne
"The
onl
y w
ay I
am
goin
g to
get
bet
ter i
s to
risk
tryi
ng th
ings
I do
n't a
lread
y kn
ow I
can
succ
eed
at"
Ris
k-ta
ker
Com
plex
ityP
robl
em S
olvi
ng
– E
xplo
re"I
wan
t stu
dent
s to
sol
ve th
eir o
wn
prob
lem
s w
ith fu
ll kn
owle
dge,
thus
I ch
alle
nge
them
to
lear
n ne
w th
ings
on
thei
r ow
n"
•Fa
cilit
ator
s as
k st
uden
ts to
a q
uick
read
, and
fo
rmul
ate
a se
t of i
nqui
ry q
uest
ioni
ng fo
r a
com
preh
ensi
ve re
ad•
Faci
litat
ors
use
prob
lem
bas
ed le
arni
ng,
whe
re s
tude
nts
mus
t ide
ntify
wha
t the
y do
n't
know
in th
e pr
oces
s of
sol
ving
a c
halle
ngin
g pr
oble
m
" I a
lway
s w
ant t
o kn
ow e
very
thin
g ab
out
ever
ythi
ng; w
hen
it w
ill
be u
sefu
l in
lear
ning
new
th
ings
or s
olvi
ng c
ompl
ex
prob
lem
s"
Inqu
isiti
ve
68 Process Education Conference 2015 (Th ursday, June 25: Aft ernoon Session)
Asp
ect
Des
crip
tor
and
Focu
sFa
culty
Min
dset
Prac
tices
, Too
ls, T
echn
ique
s an
d St
rate
gies
Stud
ent M
inds
et
Succ
ess
Fact
or
Elev
ated
Com
plex
ityP
robl
em S
olvi
ng
- Thi
nk"I
know
that
stu
dent
s ar
e ca
pabl
e th
inke
rs
and
mus
t be
chal
leng
ed to
do
the
thin
king
that
impr
ove
thin
king
"
•Fa
cilit
ator
s co
nsis
tent
ly a
nsw
er q
uest
ions
w
ith a
dditi
onal
que
stio
ns to
hel
p ad
vanc
e th
e va
luin
g of
thin
king
thro
ugh
inqu
iry
•Fa
cilit
ator
s us
e gu
ided
inqu
iry a
ctiv
ities
that
ha
ve c
ritic
al th
inki
ng q
uest
ions
"I ne
ed to
kno
w ‘t
he
why
it is
true
’ beh
ind
som
ethi
ng s
o I c
an te
ach
it to
oth
ers"
Crit
ical
Th
inke
r
Com
plex
ityP
robl
em S
olvi
ng
– C
onst
ruct
"I
requ
ire s
tude
nts
to u
se th
e Le
arni
ng
Pro
cess
Met
hodo
logy
(L
PM
) to
cons
truct
kn
owle
dge
thro
ugh
its
leve
ls o
f lea
rnin
g"
•Fa
cilit
ator
s us
e of
the
LPM
to m
odel
lear
ning
ac
tiviti
es s
o th
e st
uden
ts s
ee th
e le
arni
ng
proc
ess
mod
eled
con
tinuo
usly
•A
t the
end
of e
ach
lear
ning
cyc
le, a
sses
sors
as
k st
uden
ts t
o cr
eate
the
hard
est p
robl
em
they
can
so
stud
ents
kno
w th
ey c
an s
olve
an
y ne
w ty
pe o
f pro
blem
in a
n ex
am
"I w
ant t
o im
prov
e m
y le
arni
ng p
erfo
rman
ce b
y be
com
ing
mor
e ef
fect
ive
in in
tegr
atin
g th
e st
eps
of
the
LPM
"
Mas
ter
Lear
ner
Com
plex
ityP
robl
em S
olvi
ng
- Sys
tem
atiz
e
"I kn
ow s
tude
nts
lear
n to
sol
ve p
robl
ems
mor
e ef
fect
ivel
y w
hen
they
are
sys
tem
atic
an
d w
rite
thei
r ide
as
clea
rly"
•Fa
cilit
ator
s re
quire
stu
dent
s to
doc
umen
t th
eir p
robl
em s
olvi
ng p
roce
ss u
sing
the
prob
lem
sol
ving
met
hodo
logy
ste
p by
ste
p •
Faci
litat
ors
requ
ire s
tude
nts
to ta
ke ti
me
to
thin
k ho
w c
an th
ey c
an re
use
this
pro
blem
so
lutio
n in
futu
re p
robl
ems
by d
oing
a lo
t of
‘wha
t if’
ques
tioni
ng
"I us
e w
ritin
g to
cla
rify
my
thin
king
whe
n I a
m in
th
e pr
oces
s of
lear
ning
or
pro
blem
sol
ving
"
Prob
lem
So
lver
Con
trol
Lear
ner
Cen
tere
d -
Defi
ne
Goa
ls
"I be
lieve
that
I m
ust h
elp
stud
ents
pe
rson
aliz
e a
lear
ning
ex
perie
nce
by h
avin
g th
em th
ink
abou
t wha
t th
ey re
ally
wan
t"
•Fa
cilit
ator
s ha
ve le
arne
rs s
et th
eir l
earn
ing
and
grow
th g
oals
at t
he s
tart
of e
ach
cour
se•
Des
igne
rs b
uild
in m
any
alte
rnat
e pa
ths
to a
llow
the
stud
ents
to m
ake
deci
sion
s on
wha
t the
y w
ant t
o ac
com
plis
h fro
m th
e co
urse
"I ne
ed to
det
erm
ine
why
I a
m in
this
cla
ss a
nd
wha
t I re
ally
wan
t out
of
this
cla
ss fo
r me"
Goa
l Set
ter
Con
trol
Lear
ner
Cen
tere
d -
Sel
f-affi
rm
"For
stu
dent
s to
real
ly
lear
n, th
ey m
ust k
now
th
at th
ey k
now
"
•Fa
cilit
ator
s le
t stu
dent
s de
cide
wha
t the
y w
ant t
o in
corp
orat
e in
to th
eir L
earn
ing
Jour
nal
•E
valu
ator
s re
quire
stu
dent
s to
val
idat
e th
eir
solu
tions
to g
et fu
ll cr
edit
"I m
ust r
ely
on m
ysel
f "
Valid
ates
Con
trol
Lear
ner
Cen
tere
d -
Rea
d to
Lea
rn
"I ex
pect
that
the
stud
ents
com
e in
cl
ass
with
a h
igh
leve
l of
com
preh
ensi
on to
en
gage
in e
ven
high
er
leve
l lea
rnin
g ac
tiviti
es"
•Fa
cilit
ator
s re
quire
the
stud
ents
to le
arn
how
to
read
effe
ctiv
ely
by h
avin
g th
e st
uden
ts
use
the
read
ing
met
hodo
logy
•Fa
cilit
ator
s re
quire
stu
dent
s to
com
e to
cla
ss
with
com
plet
ed re
adin
g lo
gs to
eng
age
in
clas
s le
arni
ng
"I en
joy
read
ing
book
s to
pro
duce
mea
ning
and
un
ders
tand
ing
for m
ysel
f as
I ex
plor
e po
ssib
ilitie
s th
roug
h pe
rson
al in
quiry
"
Rea
der
Session: Workshop: Cultural Analysis of the Transformation of Education
(Th ursday, June 25: Aft ernoon Session) Process Education Conference 2015 69
Asp
ect
Des
crip
tor
and
Focu
sFa
culty
Min
dset
Prac
tices
, Too
ls, T
echn
ique
s an
d St
rate
gies
Stud
ent M
inds
et
Succ
ess
Fact
or
Elev
ated
Con
trol
Lear
ner
Cen
tere
d -
Mak
e C
hoic
es
"Stu
dent
s ar
e in
the
best
pos
ition
to d
ecid
e w
hat p
roce
sses
wor
k be
st fo
r the
m"
•D
esig
ners
allo
w fo
r an
open
syl
labu
s w
here
st
uden
ts p
rovi
de in
put
on h
ow to
wei
ght
each
com
pone
nt o
f the
eva
luat
ion
syst
em•
Ass
esso
rs u
se o
f mid
-term
ass
essm
ent a
nd
mak
e at
leas
t thr
ee p
ublic
cha
nges
bas
ed
upon
stu
dent
feed
back
"I fe
el a
s if
I con
trol t
he
oper
atio
ns o
f the
cou
rse
and
thus
nee
d to
exc
el
base
d up
on th
is c
ontro
l"
Dec
isio
n M
aker
Del
iver
yA
ctiv
e Le
arni
ng -
Defi
ne
Stru
ctur
e"G
ive
a se
t of
expe
ctat
ions
and
re
quire
men
ts th
at
requ
ire a
full
team
co
ntrib
utio
n"
•D
esig
ners
use
mul
tiple
leve
ls o
f diffi
cul
ty in
an
act
ivity
to p
rovi
de ri
chne
ss a
nd s
timul
ate
indi
vidu
al in
tere
st•
Faci
litat
ors
prov
ide
5 m
inut
es fo
r tea
ms
to a
naly
ze th
e ac
tivity
bef
ore
a te
am is
re
leas
ed to
do
the
activ
ity
"We
mus
t kno
w w
hat w
e ne
ed to
do
and
how
we
are
goin
g to
do
it, b
efor
e w
e st
art d
oing
it"
Org
aniz
er
Del
iver
y A
ctiv
e Le
arni
ng -
Atte
ntiv
e"I
wan
t stu
dent
team
s to
hav
e ow
ners
hip
of
wha
t the
y ar
e do
ing
for
ever
y m
omen
t of t
he
activ
ity"
•Fa
cilit
ator
s en
cour
age
stud
ents
to d
o m
any
thin
gs a
t the
sam
e tim
e by
par
alle
l pr
oces
sing
- pl
ayin
g th
eir r
ole
and
bein
g an
ac
tive
lear
ner w
ithin
the
team
•Fa
cilit
ator
s in
terv
ene
with
the
team
cap
tain
to
ask
the
team
cap
tain
- di
d yo
u fi n
d th
e la
st 5
min
utes
hel
ped
your
team
to m
eet t
he
expe
ctat
ions
of t
his
activ
ity
"I m
ust g
ive
100%
of
mys
elf t
o m
y se
t of
resp
onsi
bilit
ies
whi
le
at th
e sa
me
time
help
ot
hers
pro
duce
our
team
ou
tcom
es fo
r the
cou
rse
and
the
spec
ifi c
activ
ity"
Focu
sed
Del
iver
yA
ctiv
e Le
arni
ng -
Writ
e to
Lea
rn"I
know
stu
dent
s le
arn
mor
e ef
fect
ivel
y w
hen
they
writ
e th
eir i
deas
cl
early
"
•D
esig
ners
cre
ate
stru
ctur
ed le
arni
ng
activ
ities
to h
elp
stud
ents
lear
n fro
m e
ach
othe
r thr
ough
intro
spec
tion,
intra
-gro
up
proc
essi
ng, a
nd in
ter-
grou
p re
porti
ng•
Ass
esso
rs u
se o
ne m
inut
e pa
pers
to h
elp
stud
ents
arti
cula
te d
isco
verie
s, s
ynth
esiz
e ne
w k
now
ledg
e, a
nd u
ncov
er m
uddi
est
poin
ts
"I us
e w
ritin
g to
cla
rify
my
thin
king
whe
n I a
m in
th
e pr
oces
s of
lear
ning
or
pro
blem
sol
ving
"
Writ
er
Del
iver
y A
ctiv
e Le
arni
ng -
Effo
rt E
xerte
d"I
enco
urag
e st
uden
ts
to tr
y to
do
mor
e ev
ery
min
ute
by fi
ndin
g op
portu
nitie
s to
add
m
ore
to th
eir p
late
"
•Fa
cilit
ator
s co
nsta
ntly
use
tim
e pr
essu
red
lear
ning
to in
crea
se th
e am
ount
of l
earn
ing
per u
nit o
f tim
e •
Faci
litat
or p
rovi
des
man
y ch
oice
s to
lear
ners
in
wha
t the
y ca
n ex
plor
e
"I m
ust c
onst
antly
use
ev
ery
min
ute
to p
rodu
ce
wha
t I n
eed
to d
o as
w
ell a
s he
lpin
g ou
r tea
m
prod
uce
resu
lts a
t a h
igh
leve
l of q
ualit
y"
Wor
ks H
ard
70 Process Education Conference 2015 (Th ursday, June 25: Aft ernoon Session)
Asp
ect
Des
crip
tor
and
Focu
sFa
culty
Min
dset
Prac
tices
, Too
ls, T
echn
ique
s an
d St
rate
gies
Stud
ent M
inds
et
Succ
ess
Fact
or
Elev
ated
Des
ign
Res
pons
ive
- D
iver
se
Exp
erie
nces
"I be
lieve
stu
dent
s ca
n pe
rform
the
disc
iplin
e in
my
cour
se a
nd a
s su
ch w
ill h
ave
them
fo
cus
on a
t lea
st 5
to
7 ar
eas
of d
isci
plin
ary
perfo
rman
ce"
•D
esig
ners
inte
grat
e a
set o
f 15
spec
ifi c
Lear
ning
Ski
lls, a
ligne
d ac
tivity
by
activ
ity,
with
in s
pecifi c
con
tent
are
as (
3 sk
ills
at a
tim
e)•
Ass
esso
rs s
elec
t and
cre
ate
perfo
rman
ce
task
s th
at a
re a
s au
then
tic a
s po
ssib
le
"The
re is
a lo
t to
this
co
urse
and
I m
ust d
ecid
e w
hat i
s im
porta
nt in
this
co
urse
for m
y fu
ture
an
d m
eetin
g ev
eryo
ne's
ex
pect
atio
ns"
Prio
ritiz
ing
Des
ign
Res
pons
ive
Eng
agin
g E
xper
ienc
es
"I w
ant t
o pr
ovid
e ric
h ex
perie
nces
that
ch
alle
nge
stud
ents
to
per
form
in th
e di
scip
line"
•D
esig
ners
fram
e le
vel 4
pro
blem
s th
at
requ
ire w
orki
ng e
xper
tise
to s
olve
•D
esig
ners
env
isio
n lo
ng-te
rm b
ehav
iors
that
ar
e su
ppor
ted
with
com
pelli
ng th
emes
and
th
at b
uild
dis
cipl
inar
y w
ays
of b
eing
"The
onl
y w
ay th
at I
will
su
ccee
d in
my
care
er
choi
ce is
to le
arn
how
to
perfo
rm th
e di
scip
linar
y ch
alle
nges
"
Enga
ged
Des
ign
Res
pons
ive
-E
xplic
it S
ylla
bus
"I de
sign
ed th
e co
urse
ba
sed
upon
a s
et o
f pe
rform
ance
crit
eria
an
d pe
rform
ance
ta
sks
mea
surin
g tra
nsfo
rmat
iona
l le
arni
ng"
•A
sses
sors
spe
cify
a c
lear
set
of
perfo
rman
ce c
riter
ia fo
r the
cou
rse
that
ar
e al
igne
d w
ith c
ours
e le
arni
ng o
utco
mes
do
cum
ente
d in
the
sylla
bus
•D
esig
ners
sel
ect p
erfo
rman
ce ta
sks
that
al
ign
perfo
rman
ce c
riter
ia w
ith s
uppo
rting
gr
adin
g ru
bric
s de
scrib
ing
qual
ity
"I ne
ed to
ana
lyze
the
sylla
bus
fully
, det
erm
ine
wha
t nee
ds to
be
done
by
whe
n an
d at
wha
t qu
ality
"
Cla
rifi e
s Ex
pect
atio
ns
Des
ign
Res
pons
ive
- P
re-a
ctiv
ities
"Stu
dent
s ar
e re
spon
si-
ble
for l
evel
1 a
nd le
vel
3 kn
owle
dge
outs
ide
of
clas
s so
we
can
do c
riti-
cal t
hink
ing
and
prob
-le
m s
olvi
ng in
cla
ss"
•Fa
cilit
ator
s us
e re
adin
g as
sign
men
ts,
read
ings
logs
, and
read
ing
quiz
zes
so
stud
ents
are
read
y fo
r lea
rnin
g ac
tiviti
es•
Faci
litat
ors
prov
ide
inqu
iry q
uest
ions
and
so
lutio
ns to
pro
blem
s to
pro
mot
e di
scus
sion
"I ne
ed to
do
my
wor
k ou
tsid
e cl
ass
time
in o
rder
to
do
wel
l dur
ing
clas
s on
di
scus
sion
s, q
uizz
es, a
nd
clas
sroo
m p
robl
em s
olv-
ing
situ
atio
ns"
Bei
ng
Prep
ared
Effi
cacy
Con
vict
ion-
I B
elie
ve in
You
"S
tude
nts
have
un
limite
d po
tent
ial
and
I mak
e su
re th
ey
know
I be
lieve
in th
eir
pote
ntia
l"
•M
ento
rs b
elie
ve th
at y
ou s
houl
dn't
do
som
ethi
ng fo
r stu
dent
s th
at s
tude
nts
can
lear
n to
do
them
selv
es•
Stu
dent
s ke
ep a
refl e
ctiv
e jo
urna
l tha
t re
peat
s th
e do
cum
enta
tion
of p
erfo
rman
ce
so th
e gr
owth
in th
e pe
rform
ance
is v
iew
ed
by th
e pe
rform
er
"I be
lieve
I w
ill b
e su
cces
sful
bec
ause
of
the
incr
ease
d qu
ality
of
wor
k pr
oduc
ed n
ow
know
ing
that
I ca
n pe
rform
to th
e hi
ghes
t ex
pect
atio
ns"
Self-
effi c
acy
Effi
cacy
Con
vict
ion-
Take
Car
e of
Yo
urse
lf
"I ne
ed to
hel
p st
uden
ts m
aint
ain
bala
nce
in th
eir
colle
giat
e lif
e by
ch
ecki
ng in
on
them
to
see
how
it is
goi
ng"
•S
prea
d th
e w
ork
so s
tude
nts
can
com
plet
e th
eir w
ork
outs
ide
of c
runc
h tim
e pe
riods
•H
ave
them
do
up a
pla
n fo
r you
r cou
rse
and
inte
grat
e th
eir o
ther
cou
rses
into
thei
r pla
n
"I ne
ed to
take
car
e of
mys
elf w
ith s
leep
, he
alth
y di
ets,
exe
rcis
e,
soci
al e
ngag
emen
ts, a
nd
rene
wal
with
in m
y w
eekl
y ch
alle
nges
of c
olle
ge"
Wel
lnes
s
Session: Workshop: Cultural Analysis of the Transformation of Education
(Th ursday, June 25: Aft ernoon Session) Process Education Conference 2015 71
Asp
ect
Des
crip
tor
and
Focu
sFa
culty
Min
dset
Prac
tices
, Too
ls, T
echn
ique
s an
d St
rate
gies
Stud
ent M
inds
et
Succ
ess
Fact
or
Elev
ated
Effi
cacy
Con
vict
ion-
You
Can
Do
It "I
cons
iste
ntly
sen
d th
e m
essa
ge th
at th
e le
arne
rs c
an s
ucce
ed
by s
tayi
ng o
n to
p of
the
proc
ess"
•P
rovi
de ti
mel
y m
ilest
ones
with
ass
essm
ent
to e
ncou
rage
stu
dent
s st
ayin
g ah
ead
of th
e ga
me
and
on to
p of
long
-term
pro
ject
s•
Pro
vide
stu
dent
s w
ith th
e P
erso
nal
Dev
elop
men
t Met
hodo
logy
so
they
can
sel
f-im
prov
e an
y gr
owth
are
a on
thei
r ow
n
"I w
ant t
o ge
t goi
ng
as s
oon
as p
ossi
ble
beca
use
ther
e ar
e so
m
any
thin
gs I
wan
t to
do a
nd a
reas
in w
hich
I w
ant t
o gr
ow"
Self-
star
ter
Effi
cacy
Con
vict
ion-
Let
S
tude
nts
Do
Thin
gs F
or
Them
selv
es
"I kn
ow th
at s
tude
nts
are
capa
ble
and
mus
t le
t the
m le
arn
how
to
do th
ings
them
selv
es"
•Le
arne
r con
tract
that
ask
s th
e st
uden
ts
for t
heir
com
mitm
ent o
f wha
t the
y w
ant t
o pr
oduc
e fro
m th
e co
urse
•
Men
tors
cha
lleng
e st
uden
ts b
y ho
ldin
g th
em
acco
unta
ble
for t
heir
com
mitm
ents
"I do
n't w
ant t
o le
t my
men
tor o
r mys
elf d
own
thus
nee
d to
acc
ompl
ish
the
goal
no
mat
ter w
hat"
Com
mitt
ed to
Su
cces
s
Feed
back
Ass
essm
ent -
P
rovi
de M
eans
fo
r Rec
over
y
"I m
ust g
rade
stu
dent
s'
wor
k fa
irly
to m
otiv
ate
and
then
rew
ard
the
stud
ents
who
pro
duce
go
od w
ork"
•Fa
cilit
ator
s le
t stu
dent
s fa
il in
ord
er fo
r st
uden
ts to
real
ly s
ucce
ed•
Faci
litat
ors
have
stu
dent
s an
alyz
e te
sts
to
impr
ove
perfo
rman
ce o
n fu
ture
test
s
"I kn
ow th
at fa
ilure
s ar
e ju
st te
mpo
rary
set
back
s th
at le
ad to
my
grea
test
gr
owth
spu
rts"
Leve
rage
Fa
ilure
s
Feed
back
Ass
essm
ent -
C
reat
e a
Cul
ture
"The
shi
ft in
feed
back
fro
m e
valu
atio
n to
as
sess
men
t inc
reas
es
stud
ents
’ per
form
ance
du
ring
prac
tice"
•M
ento
rs c
halle
nge
stud
ents
whe
n th
ey a
re
up, r
aisi
ng th
e ba
r, an
d w
hen
stud
ents
are
do
wn,
pro
vide
sig
nifi c
ant i
nter
vent
ion
•A
sses
sors
teac
h th
e as
sess
men
t m
etho
dolo
gy in
ord
er to
diff
eren
tiate
as
sess
men
t fro
m e
valu
atio
n
"Afte
r eac
h pe
rform
ance
, as
k fo
r fee
dbac
k to
see
ho
w p
erfo
rman
ce c
an b
e im
prov
ed"
Seek
s an
d A
ccep
ts
Feed
back
Feed
back
Ass
essm
ent -
Va
luat
ion
"I kn
ow th
at s
tude
nts'
ov
eral
l per
form
ance
is
high
ly d
epen
dent
upo
n th
eir s
elf-a
sses
smen
t pe
rform
ance
"
•H
avin
g st
uden
ts s
elf-a
sses
s w
eekl
y fo
cuse
d on
a c
ritic
al p
erfo
rman
ce in
the
cour
se•
Ass
essi
ng th
e st
uden
ts' s
elf-a
sses
smen
ts to
im
prov
e th
eir s
elf-a
sses
smen
ts
"As
I inc
reas
e m
y se
lf-as
sess
men
t ski
lls, m
y ab
ility
to im
prov
e m
y ow
n pe
rform
ance
con
tinue
s to
incr
ease
"
Self-
asse
ssor
Feed
back
Ass
essm
ent –
B
e In
tera
ctiv
e"I
see
asse
ssm
ent a
s th
e m
eans
to m
ento
r st
uden
ts, b
uild
rapp
ort,
and
help
them
to
stre
ngth
en h
ow th
ey
liste
n to
wha
t peo
ple
are
real
ly s
ayin
g"
•M
ento
rs p
rovi
de o
ppor
tuni
ties
to p
rovi
de o
ral
feed
back
that
lead
s to
rich
dis
cuss
ions
and
m
ento
ring
oppo
rtuni
ties
•A
sses
sors
use
pee
r ass
essm
ent s
o th
at
stud
ents
can
hel
p ea
ch o
ther
impr
ove
futu
re
perfo
rman
ce
"In o
rder
to im
prov
e I
mus
t lis
ten
to fe
edba
ck
to s
ee h
ow I
real
ly c
an
impr
ove
perfo
rman
ce"
List
ens
Act
ivel
y
72 Process Education Conference 2015 (Th ursday, June 25: Aft ernoon Session)
Asp
ect
Des
crip
tor
and
Focu
sFa
culty
Min
dset
Prac
tices
, Too
ls, T
echn
ique
s an
d St
rate
gies
Stud
ent M
inds
et
Succ
ess
Fact
or
Elev
ated
Mea
sure
men
tO
bjec
tive
-Ele
vate
P
erfo
rman
ce
Targ
ets
"I ha
ve a
ligne
d a
set o
f pu
blis
hed
perfo
rman
ce
mea
sure
s re
late
d to
co
urse
wor
k pr
oduc
ts
so th
e st
uden
ts k
now
ho
w to
impr
ove
thei
r pe
rform
ance
”
•D
esig
ners
pro
vide
a s
et o
f per
form
ance
m
easu
res
that
det
ail t
he le
vels
of
perfo
rman
ce a
nd h
ow fu
ture
per
form
ance
ca
n be
impr
oved
•M
ento
rs s
et in
itial
hig
h ex
pect
atio
ns a
nd
thro
ugh
the
expe
rienc
e en
cour
age
lear
ners
to
set
thei
r ow
n hi
gh e
xpec
tatio
ns
"I co
nsta
ntly
revi
ew th
e m
easu
res
to d
eter
min
e w
hat I
can
do
to fu
rther
m
y pe
rform
ance
”
Self-
chal
leng
ing
Mea
sure
men
tO
bjec
tive
--
Gat
her D
ata
'As
a m
ento
r of
stud
ents
I ch
eck
in to
de
term
ine
how
they
ar
e do
ing
over
all,
incl
udin
g fi n
anci
ally
"
•Fa
cilit
ator
s pr
ovid
e re
al-li
fe c
onte
xts
whe
re li
fe p
erfo
rman
ces
are
inte
grat
ed a
s pr
oble
ms
to s
olve
in th
e co
urse
•M
ento
rs ta
ke o
ppor
tuni
ties
to h
ave
men
tees
re
view
big
pic
ture
sta
tus
of h
ow th
ings
are
go
ing,
incl
udin
g fi n
anci
ally
"I m
ust c
onst
antly
mak
e de
cisi
ons
to m
anag
e cu
rren
t situ
atio
ns to
pr
ovid
e m
eans
to
acco
mpl
ish
my
goal
s"
Fina
ncia
l M
anag
er
Mea
sure
men
tO
bjec
tive
- Mea
sure
P
rogr
ess
"I w
ant t
o pr
ovid
e st
uden
ts w
ith a
pos
itive
ev
alua
tion
syst
em
that
enc
oura
ges
and
rew
ards
per
form
ance
"
•D
esig
ners
cre
ate
a p
oint
sys
tem
alig
ned
with
per
form
ance
crit
eria
to a
llow
stu
dent
s m
ultip
le w
ays
of d
emon
stra
ting
lear
ning
and
pe
rform
ance
•
Faci
litat
ors
prov
ide
chec
kpoi
nts
in a
cou
rse
to h
ave
stud
ents
ana
lyze
whe
re th
ey a
re
and
wha
t the
y w
ant t
o do
to re
ach
thei
r go
als
"I co
nsta
ntly
revi
ew
my
sylla
bus,
my
grow
th g
oals
, and
my
curr
ent p
erfo
rman
ce to
de
term
ine
whe
re to
put
m
y ef
forts
to m
axim
ize
my
acco
mpl
ishm
ents
"
Self-
mot
ivat
ed
Mea
sure
men
tO
bjec
tive
– C
eleb
rate
Im
prov
emen
t
"I w
ant s
tude
nts
to s
ee
whe
re th
ey a
re, w
here
th
ey w
ere
and
whe
re
they
wan
t to
go"
•E
valu
ator
s pr
ovid
e pu
blic
sco
re s
heet
s to
cl
arify
how
wor
k pr
oduc
ts a
re a
ctua
lly b
eing
ev
alua
ted
•D
esig
ners
pro
vide
ana
lytic
al ru
bric
s w
ith
spec
ifi c
deta
ils in
the
leve
ls o
f per
form
ance
th
at g
ive
idea
s of
how
to im
prov
e fu
ture
pe
rform
ance
"I ha
ve im
prov
ed fr
om
past
per
form
ance
s an
d ca
n se
e w
ays
in w
hich
I ca
n co
ntin
ue to
impr
ove"
Self-
confi
den
t
Ow
ners
hip
Sel
f-dire
cted
–
Inte
rnal
izat
ion
"I w
ill re
leas
e co
ntro
l so
that
stu
dent
s ca
n ta
ke o
wne
rshi
p”
•Fa
cilit
ator
s In
terv
ene
on p
roce
ss ra
ther
than
on
con
tent
•D
esig
ners
leav
e si
gnifi
cant
com
pone
nts
in
proj
ects
whe
re th
e le
arne
r get
s to
defi
ne
its
spec
ifi ca
tions
"I ha
ve le
arne
d th
at
I mus
t con
stru
ct
know
ledg
e an
d ef
fect
ivel
y us
e ev
ery
step
of
the
LPM
effe
ctiv
ely"
Lear
ner
Ow
ners
hip
Session: Workshop: Cultural Analysis of the Transformation of Education
(Th ursday, June 25: Aft ernoon Session) Process Education Conference 2015 73
Asp
ect
Des
crip
tor
and
Focu
sFa
culty
Min
dset
Prac
tices
, Too
ls, T
echn
ique
s an
d St
rate
gies
Stud
ent M
inds
et
Succ
ess
Fact
or
Elev
ated
Ow
ners
hip
Sel
f-dire
cted
–
Exe
rcis
e se
lf-C
ontro
l
"I w
ill c
onst
antly
put
ch
alle
nges
up
in fr
ont
of s
tude
nts
with
fi rm
de
adlin
es a
nd h
old
them
acc
ount
able
"
•Fa
cilit
ator
s pr
ovid
e m
any
mile
ston
es w
ith
fi rm
dea
dlin
es th
at re
quire
stu
dent
s w
ith a
se
t of r
espo
nsib
ilitie
s•
Faci
litat
ors
will
pro
vide
ben
efi ts
to
stud
ents
who
con
sist
ently
mee
t dea
dlin
es
by p
rovi
ding
pee
r ass
essm
ent,
extra
op
portu
nitie
s, a
nd re
fere
nces
for g
radu
ate
scho
ol a
nd jo
bs
"I w
ill d
o th
e th
ings
I m
ust d
o in
favo
r of t
hing
s I w
ould
like
to d
o in
ord
er
to s
ucce
ed"
Self-
disc
iplin
ed
Ow
ners
hip
Sel
f-dire
cted
–
Sel
ect M
etho
ds
“I w
ill s
et u
p th
e ch
alle
nges
for t
he
stud
ents
but
let t
hem
fi g
ure
out h
ow th
ey w
ill
acco
mpl
ish
them
”
•Fa
cilit
ator
s w
ill p
rovi
de s
peci
al c
lass
room
tim
e pe
riod
for t
eam
s an
d in
divi
dual
s to
put
to
geth
er a
pro
ject
pla
n•
Men
tors
pro
vide
stu
dent
s w
ith th
e pl
an
met
hodo
logy
to h
elp
them
thin
k th
roug
h ef
fect
ivel
y th
e pl
anni
ng p
roce
ss
"I w
ill ta
ke ti
me
to th
ink
abou
t wha
t I w
ant t
o ac
com
plis
h, h
ow w
ill I
acco
mpl
ish
them
, and
w
hen
I hav
e to
hav
e th
em d
one
by"
Plan
ner
Ow
ners
hip
Sel
f-dire
cted
- U
se T
ime
Wis
ely
“I w
ill re
quire
and
ex
pect
stu
dent
s to
pe
rform
mor
e le
arni
ng
with
less
tim
e”
•D
esig
ners
bui
ld c
ours
es th
at re
quire
muc
h m
ore
than
the
stud
ents
can
do
durin
g th
e co
urse
, dur
ing
any
wee
k in
the
cour
se a
nd
durin
g an
y cl
ass
perio
d th
us th
ey m
ust m
ake
mor
e ef
fect
ive
use
of ti
me
•Fa
cilit
ator
s fre
quen
tly a
sk s
tude
nts
to
asse
ss a
dded
val
ue in
the
last
tim
e pe
riod
in
orde
r to
elim
inat
e so
urce
s of
was
te
"I w
ant t
o m
ake
each
day
of
eac
h w
eek
the
mos
t pr
oduc
tive
by d
ecid
ing
how
to u
se ti
me
and
then
us
ing
it pr
oduc
tivel
y"
Tim
e M
anag
emen
t
Sel
f-Aw
aren
ess
Sel
f-gro
wth
–
Dire
ctio
n"I
cons
tant
ly w
ant t
o kn
ow w
hat s
tude
nts
wan
t fro
m li
fe, c
olle
ge,
and
my
cour
se"
•R
equi
red
the
stud
ents
to c
ontri
bute
to a
life
vi
sion
por
tfolio
thro
ugh
natu
ral a
ctiv
ity o
f the
co
urse
•D
esig
ners
pro
vide
a w
ide
set o
f op
portu
nitie
s ou
tsid
e th
e co
urse
to s
uppo
rt st
uden
t lea
rnin
g ex
perie
nces
- se
rvic
e le
arni
ng, fi
eld
trip
s, p
roje
cts,
com
mun
ity
activ
ities
, and
rese
arch
act
iviti
es
"I en
joy
thin
king
abo
ut
my
futu
re a
nd w
ho I
am s
o th
at I
can
mak
e th
e m
ost o
f eac
h ne
w
expe
rienc
e as
it li
nks
with
my
futu
re"
Life
Vis
ion
Sel
f-Aw
aren
ess
Sel
f-gro
wth
–
Min
dset
"I w
ant t
o he
lp s
tude
nts
beco
me
stro
nger
sel
f-gr
ower
s by
mod
elin
g an
d ch
alle
ngin
g se
lf-gr
owth
"
•Fa
cilit
ator
s re
quire
a refl e
ctor
's ro
le in
eac
h le
arni
ng a
ctiv
ity w
here
the
lear
ners
pra
ctic
e se
lf-as
sess
men
t fro
m th
e pe
rspe
ctiv
e of
the
team
•Fa
cilit
ator
s se
t tim
e as
ide
for s
elf-
asse
ssm
ent a
nd th
e as
sess
men
t of s
elf-
asse
ssm
ent
"I ca
n gr
ow a
nd w
ant t
o bu
ild g
reat
er c
apac
ity
in fa
cilit
atin
g th
is s
elf-
grow
th"
Self-
grow
er
74 Process Education Conference 2015 (Th ursday, June 25: Aft ernoon Session)
Asp
ect
Des
crip
tor
and
Focu
sFa
culty
Min
dset
Prac
tices
, Too
ls, T
echn
ique
s an
d St
rate
gies
Stud
ent M
inds
et
Succ
ess
Fact
or
Elev
ated
Sel
f-Aw
aren
ess
Sel
f-gro
wth
–
Mea
ns"I
mod
el m
y pr
oces
s kn
owle
dge
with
m
etho
dolo
gies
that
pr
ovid
e st
uden
ts
an a
bstra
ct
gene
raliz
atio
n"
•D
esig
ners
pro
vide
con
cret
e m
etho
dolo
gies
fo
r eac
h m
ajor
dis
cipl
inar
y pr
oces
s so
the
stud
ents
can
ana
lyze
and
und
erst
and
•Fa
cilit
ator
s ha
ve s
tude
nts
peer
ass
ess
the
docu
men
ted
use
of th
e m
etho
dolo
gy b
y ot
her s
tude
nts
to h
elp
them
impr
ove
thei
r pe
rform
ance
"I re
gula
te m
y us
e of
a p
roce
ss b
y co
nsis
tent
ly d
ocum
entin
g an
d as
sess
ing
my
perfo
rman
ce a
gain
st a
m
etho
dolo
gy"
Met
hodo
logy
U
ser
Sel
f-Aw
aren
ess
Sel
f-gro
wth
- S
tepp
ing
Bac
k"I
real
ized
that
le
arne
rs n
eed
plan
ned
refl e
ctio
n tim
e an
d m
eans
to p
roce
ss
expe
rienc
es to
brin
g m
eani
ng to
them
"
•D
esig
ner i
nteg
rate
s a
set o
f refl
ect
ion
tool
s ,
such
as
the
Stu
dent
Suc
cess
Too
lbox
•D
esig
ners
pro
vide
a ri
ch s
et o
f act
iviti
es a
nd
expe
rienc
es, l
ike
serv
ice
lear
ning
, and
the
n
have
the
stud
ents
refl e
ct o
n th
eir e
xper
ienc
e to
pro
duce
lear
ning
and
gro
wth
"Eve
ry ti
me
thin
gs a
re
not c
lear
, I ta
ke ti
me
to
step
bac
k an
d fi g
ure
it ou
t so
I can
put
mea
ning
to
the
expe
rienc
e"
Refl
ect
ion
Rel
atio
nshi
p
Em
otio
nally
In
vest
ed -
Bel
ief i
n
"I w
ant s
tude
nts
to
real
ize
how
spe
cial
th
ey a
re a
nd th
e co
ntrib
utio
ns th
at th
ey
can
mak
e"
•U
se o
f tea
m c
ompe
titio
n on
a re
gula
r bas
is
that
focu
ses
on d
iffer
ent s
treng
ths
so th
at
ever
yone
has
a c
hanc
e to
sta
r onl
y if
they
st
ep u
p•
Hig
hlig
htin
g ex
ampl
es o
f stu
dent
pe
rform
ance
s th
at a
re c
ompl
eted
with
ex
empl
ar q
ualit
y
"I am
obl
igat
ed to
ste
p up
and
hel
p ot
hers
so
that
my
cont
ribut
ion
incr
ease
s th
e su
cces
s of
al
l inv
olve
d"
Ass
ertiv
e
Rel
atio
nshi
p
Em
otio
nally
In
vest
ed -
Car
e fo
r Oth
ers
"I va
lue
my
stud
ents
an
d w
ant t
hem
to b
e pa
rt of
our
col
lege
co
mm
unity
"
•M
ento
rs a
re a
vaila
ble
at c
ritic
al ti
mes
whe
n st
uden
ts a
re m
ost l
ikel
y go
ing
to s
trugg
le
and
fail
•Fa
culty
reac
h ou
t to
stud
ent g
roup
s to
agr
ee
to b
e a
facu
lty a
dvis
or to
thes
e ac
tiviti
es
"I re
ally
car
e w
hat
happ
ens
in m
y cl
asse
s an
d in
the
colle
ge a
nd I
can
help
it b
ecom
e be
tter
ever
y da
y by
pro
vidi
ng
inpu
t int
o ho
w th
ings
are
do
ne"
Con
nect
ed
Rel
atio
nshi
p
Em
otio
nally
In
vest
ed -
Invo
lve
Oth
ers
"I w
ant t
o m
ake
sure
th
at s
tude
nts
know
th
ey c
an c
ount
on
me
if th
ey h
ave
diffi
culti
es"
•Fa
cilit
ator
s us
e st
oryt
ellin
g ill
ustra
ting
the
num
erou
s tim
es th
ey h
ave
help
ed o
ther
st
uden
ts b
ecom
e su
cces
sful
in s
imila
r si
tuat
ions
•
Men
tors
adv
ocat
e w
hen
thei
r stu
dent
s ar
e be
ing
treat
ed u
nfai
rly w
ithin
the
syst
em
"Whe
n th
ings
get
di
ffi cu
lt I m
ust r
each
ou
t to
othe
rs in
stea
d of
w
ithdr
awin
g an
d hi
ding
fro
m e
very
one"
Ask
ing
for
Hel
p
Session: Workshop: Cultural Analysis of the Transformation of Education
(Th ursday, June 25: Aft ernoon Session) Process Education Conference 2015 75
Asp
ect
Des
crip
tor
and
Focu
sFa
culty
Min
dset
Prac
tices
, Too
ls, T
echn
ique
s an
d St
rate
gies
Stud
ent M
inds
et
Succ
ess
Fact
or
Elev
ated
Rel
atio
nshi
p
Em
otio
nally
In
vest
ed -
Not
Let
Oth
ers
Dow
n
"I am
com
mitt
ed
to e
very
stu
dent
’s
succ
ess
by d
oing
ev
ery
reas
onab
le
actio
n th
at w
ill im
prov
e th
eir l
ikel
ihoo
d of
su
cces
s"
•D
esig
ning
sup
porti
ve le
arni
ng c
omm
uniti
es
that
hel
p st
uden
ts in
crea
se th
e su
ppor
t of
dea
ling
with
per
sona
l fac
tors
(inc
ludi
ng
coho
rt le
arni
ng)
•M
ento
rs c
halle
nge
stud
ents
with
co
nstru
ctiv
e in
terv
entio
n at
thos
e sp
ecifi
c tim
es w
hen
the
stud
ents
are
goi
ng to
qui
t (s
omet
imes
loca
ting
them
)
"I w
ant t
o liv
e up
to m
y ex
pect
atio
ns, t
hose
w
ho c
are
abou
t me,
th
ose
depe
ndin
g on
me
and
ever
yone
who
has
he
lped
me
get t
o w
here
I am
toda
y"
Pers
istin
g
Sco
pe o
f Le
arni
ngIn
terd
isci
plin
ary
- Val
ues
and
Cul
ture
s
"I w
ant s
tude
nts
to s
ee
how
kno
wle
dge
in o
ur
disc
iplin
e ca
n su
ppor
t an
d be
con
nect
ed to
ot
her d
isci
plin
es"
•Fa
cilit
ator
s us
e st
uden
ts' d
esire
to g
o on
sh
ort
tang
ents
to h
elp
each
oth
er p
rodu
ce
grea
ter c
larit
y an
d co
nnec
tions
of d
iver
se
pers
pect
ives
•D
esig
n in
terd
isci
plin
ary
team
s an
d try
to
max
imiz
e di
vers
ity w
ithin
thes
e te
ams
"I va
lue
how
diff
eren
t di
scip
lines
thin
k an
d ca
n he
lp in
sol
ving
larg
e sc
ale
prob
lem
s"
Seek
s D
iver
sity
Sco
pe o
f Le
arni
ngIn
terd
isci
plin
ary
- Way
s of
Kno
w-
ing
"I w
ant s
tude
nts
to b
e ab
le to
trul
y un
ders
tand
the
way
s of
be
ing
and
know
ing
of
the
disc
iplin
e"
•Fa
cilit
ator
s ha
ve s
tude
nts
stop
and
fi gu
re
out t
he w
hat a
nd w
hy b
ehin
d di
scip
linar
y pr
actic
es- h
ow th
ey ju
st d
id w
hat t
hey
did
•M
ento
rs e
ncou
rage
and
cha
lleng
e m
ajor
s on
th
e be
st p
ract
ices
of t
he d
isci
plin
es to
kno
w
why
they
are
the
best
pra
ctic
es
"I w
ant t
o un
ders
tand
ho
w I
do w
hat I
do
so I
can
impr
ove
how
I do
it
and
mak
e su
re e
ach
deci
sion
alig
ns w
ith m
y va
lues
"
Met
a-co
gniti
on
Sco
pe o
f Le
arni
ngIn
terd
isci
plin
ary
- L
angu
age
and
Met
hods
"I w
ant s
tude
nts
do b
e ab
le to
per
form
with
di
ffere
nt d
isci
plin
es
and
in d
iffer
ent
cultu
res"
•W
hen
impr
ovin
g up
on a
spe
cifi c
lear
ning
sk
ill, h
ave
the
stud
ents
see
the
impa
ct o
f us
e of
ski
ll in
a n
ew d
isci
plin
ary
cont
ext
•G
ive
prob
lem
s an
d si
tuat
ions
from
diff
eren
t di
scip
lines
and
cul
ture
s th
at re
quire
stu
dent
s to
take
on
new
role
s an
d pe
rspe
ctiv
es
"Sin
ce th
ings
cha
nge
all t
he ti
me,
I m
ust b
e ab
le to
per
form
in a
ny
situ
atio
n or
cha
lleng
e th
at I
conf
ront
"
Ada
ptin
g
Sco
pe o
f Le
arni
ngIn
terd
isci
plin
ary
- I
deas
acr
oss
Dis
cipl
ines
"I ex
pect
the
stud
ents
be
abl
e to
sol
ve a
ny
give
n pr
oble
m o
r su
cces
sful
ly a
rgue
any
po
sitio
n gi
ven
them
"
•M
ento
rs h
elp
stud
ents
impr
ove
upon
a
spec
ifi c
lear
ning
ski
ll by
hav
ing
the
stud
ents
se
e th
e im
pact
of u
se o
f ski
ll in
a n
ew
disc
iplin
ary
cont
ext
•A
t the
beg
inni
ng o
f new
lear
ning
cha
lleng
es,
requ
ire le
arne
rs to
inve
ntor
y w
hat t
hey
alre
ady
know
that
wou
ld b
e us
eful
in th
e cu
rren
t lea
rnin
g
"I ne
ed to
be
able
to
appl
y th
is k
now
ledg
e in
any
app
ropr
iate
an
d va
luab
le s
ituat
ion
succ
essf
ully
"
Gen
eral
izes
76 Process Education Conference 2015 (Th ursday, June 25: Aft ernoon Session)
Asp
ect
Des
crip
tor
and
Focu
sFa
culty
Min
dset
Prac
tices
, Too
ls, T
echn
ique
s an
d St
rate
gies
Stud
ent M
inds
et
Succ
ess
Fact
or
Elev
ated
Soc
ial
Orie
ntat
ion
Com
mun
ity –
Te
ams
"I kn
ow fr
om th
e re
sear
ch a
nd fi
rst-
hand
exp
erie
nce
that
co
oper
ativ
e le
arni
ng
incr
ease
s le
arne
r pr
oduc
tivity
and
pr
ofes
sion
al g
row
th"
•A
ssig
n an
d ro
tate
team
role
s af
ter e
ach
lear
ning
act
ivity
•
Use
the
team
wor
k m
etho
dolo
gy fo
r he
lpin
g te
ams
build
and
stre
ngth
en th
eir
perfo
rman
ce
"I ca
n he
lp o
ther
s be
com
e m
ore
effe
ctiv
e an
d as
a re
sult
I gai
n as
muc
h as
I gi
ve to
the
team
"
Team
Pla
yer
Soc
ial
Orie
ntat
ion
Com
mun
ity –
S
poke
sper
son
"I ex
pect
all
stud
ents
to
play
spo
kesp
erso
n on
a
rota
ting
basi
s"
•Fa
cilit
ator
s ha
ve s
poke
sper
sons
sha
re th
e te
am's
lear
ning
and
dia
log
betw
een
the
team
s•
Whe
n st
uden
ts a
re s
harin
g th
eir
disc
over
ies
from
lear
ning
exp
erie
nces
, the
sp
okes
pers
ons
mus
t be
able
to re
phra
se th
e di
scov
ery
in a
new
con
text
of u
se
"I ca
n vo
ice
my
idea
s in
pu
blic
and
repr
esen
t all
pers
pect
ives
"
Publ
ic
Spea
ker
Soc
ial
Orie
ntat
ion
Com
mun
ity -
Coo
pera
tive
Lear
ning
Rol
es
"I ch
alle
nge
lear
ners
to
act
ivel
y qu
estio
n,
liste
n, a
rticu
late
, and
re
phra
se e
ach
othe
r an
d in
clud
ing
mys
elf?
”
•Fa
cilit
ator
s us
e a
publ
ic re
cord
er th
at is
re
spon
sibl
e to
cap
ture
all
the
keys
idea
s th
at
are
shar
ed d
urin
g a
dial
og•
Hav
e th
e sp
okes
pers
on re
ad a
nd p
rese
nt
from
the
reco
rder
's jo
urna
l
"In o
rder
for m
e to
w
ork
with
oth
ers
and
to
perfo
rm in
org
aniz
atio
n I
need
to k
eep
impr
ovin
g m
y co
mm
unic
atio
n sk
ills"
Com
mun
ica-
tor
Soc
ial
Orie
ntat
ion
Com
mun
ity –
S
ocia
l Lea
rnin
g"I
wan
t stu
dent
s to
th
ink,
lear
n, a
nd s
olve
pr
oble
ms
with
oth
er
stud
ents
"
•Im
plem
ent t
he u
se o
f coo
pera
tive
lear
ning
pr
inci
ples
in th
e fa
cilit
atio
n of
act
ive
lear
ning
•S
et th
e ex
pect
atio
ns a
nd c
halle
nges
of t
he
team
at a
hig
her l
evel
than
any
indi
vidu
al
can
perfo
rm b
y th
emse
lves
"With
stro
ng te
am w
ork
skill
s I c
an im
prov
e up
on
lear
ning
and
pro
blem
so
lvin
g"
Col
labo
rativ
e
Tran
spar
ency
Pub
lic -
Per
form
ance
in
Fron
t of O
ther
s
“I en
joy
my
acad
emic
fre
edom
to b
e ab
le
to te
ach
and
grad
e th
e co
urse
in th
e w
ay
I wis
h to
teac
h an
d gr
ade
the
cour
se”
•H
ave
stud
ents
iden
tify
the
best
pra
ctic
es o
f ot
her s
tude
nts
once
eve
ry fi
ve w
eeks
•S
hare
pub
lic refl e
ctor
s’ re
ports
so
stud
ents
le
arni
ng fr
om e
ach
othe
r abo
ut p
roce
ss
“I ca
n le
arn
from
oth
ers,
try
out
new
idea
s,
prac
tices
, stra
tegi
es,
and
sche
mas
that
w
ill im
prov
e m
y pe
rform
ance
”
Ope
n M
inde
d
Tran
spar
ency
P
ublic
– T
eam
ing
“I ha
ve s
tude
nts
com
petin
g in
team
s to
out
perfo
rm e
ach
othe
r in
the
lean
ing
chal
leng
es”
•M
ento
rs c
halle
nge
stud
ents
by
hold
ing
them
ac
coun
tabl
e fo
r the
ir co
mm
itmen
ts•
Hav
e th
e st
uden
ts te
ach
each
oth
er a
t the
en
d of
act
iviti
es b
y sh
arin
g th
eir i
nsig
hts
“I am
a b
ette
r stu
dent
th
an m
ost o
f my
peer
s be
caus
e I a
m m
otiv
ated
, re
spon
sibl
e, q
ualit
y or
ient
ed a
nd h
ard-
w
orki
ng”
Res
pons
ible
Session: Workshop: Cultural Analysis of the Transformation of Education
(Th ursday, June 25: Aft ernoon Session) Process Education Conference 2015 77
Asp
ect
Des
crip
tor
and
Focu
sFa
culty
Min
dset
Prac
tices
, Too
ls, T
echn
ique
s an
d St
rate
gies
Stud
ent M
inds
et
Succ
ess
Fact
or
Elev
ated
Tran
spar
ency
P
ublic
- S
eein
g an
d E
xper
ienc
e G
row
th C
ultu
re
“An
envi
ronm
ent
of a
sses
sing
and
m
ento
ring
prod
uces
gr
eat o
ppor
tuni
ties
for t
rans
form
atio
nal
lear
ning
"
•C
reat
e an
ope
n cl
assr
oom
- fre
edom
of
mov
emen
t, ch
oice
of a
ctiv
ity, a
nd a
set
of
pow
erfu
l soc
ial c
onve
ntio
ns•
Impl
emen
t pee
r-as
sess
men
t whe
re p
eopl
e ar
e he
lpin
g ot
her p
eopl
e ge
t bet
ter
“I am
a b
ette
r stu
dent
th
an m
ost o
f my
peer
s be
caus
e I a
m m
otiv
ated
, re
spon
sibl
e, q
ualit
y or
ient
ed a
nd h
ard-
w
orki
ng”
Posi
tive
Tran
spar
ency
Pub
lic -
Valu
ing
Oth
ers
"A le
arni
ng c
omm
unity
of
eve
ryon
e w
orki
ng
toge
ther
to p
rodu
ce
qual
ity p
roce
sses
pr
oduc
es g
reat
resu
lts"
•Im
plem
ent a
pee
r men
torin
g pr
ogra
m w
here
st
uden
ts a
re fo
rmal
ly m
ento
ring
othe
r st
uden
ts•
Pro
vide
a p
ortfo
lio p
roje
ct w
here
all
the
stud
ents
pre
sent
a c
ase
of h
ow th
ey h
ave
impr
ove
prof
essi
onal
ly in
the
disc
iplin
e
"I w
ant o
ther
s to
kno
w
that
I ha
ve g
iven
all
that
I c
an to
hel
p th
em, t
he
proj
ect,
and
the
qual
ity
of re
sults
by
hold
ing
up
my
end"
Prof
essi
onal