TAPPING STUDENT EFFORT: Increasing Student Achievement

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TAPPING STUDENT EFFORT Increasing Student
Achievement

• Saturday, November 21, 2009

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• Stephen G. Barkley
• Executive Vice President
• Performance Learning Systems
• 6227 Lower Mountain Road
• New Hope, PA 18938
• 888.424.9700
• sbarkley_at_plsweb.com
• www.blogs.plsweb.com
• www.plsweb.com
• stevebarkley_at_twitter.com

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STUDENT CHANGES

• 1 WHAT ARE THE CHANGES IN STUDENT BEHAVIOR,
  PERFORMANCE, CHOICE, EFFORT, ETC. THAT YOU
  BELIEVE ARE PRECURSORS TO THE IMPROVEMENT IN
  STUDENT LEARNING THAT YOU SEEK?

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Perception/Induction

• What do you see in students that
• you place at each spot on this
• continuum?
• Fear Attention Comfort Bored

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What is your view of ABILITY?

• Fixed or Growth
• The growth mindset is based on the belief that
  your basic qualities are things you can cultivate
  through your efforts. Although people may differ
  in every which way--- in their initial talents
  and aptitudes, interest or temperaments---
  everyone can change and grow through application
  and experience.
• MindsetThe New Psychology of Success
• 
  Carol Dweck
• 
  2006

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A TIME THAT YOU HAVE BEEN SUCCESSFUL

• ABILITY
• EFFORT
• DEGREE OF DIFFICULTY
• LUCK

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(No Transcript)
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Providing Pictures of Success

• Future Plans
• Updraft/Downdraft
• Goal Setting

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Teaching Effort

• Time
• Persistence---Practice
• Patience
• Repetition of Success

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Getting Started
Cost
Payoff
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Differentiation to Create Motivation

• Students differ in their reasons to work hard..
  put in effort
• Survival
• Belonging
• Power
• Freedom
• Fun

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Differentiation to Create Manageable Tasks

• Students need to trust teacher effort will pay
  off
• Totally Safe
• Safety Net
• Push Off Cliff

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Differentiate for Learning Styles
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Quick-Pick Interpretation ofThe Kaleidoscope
Profile Results
SENSORY STYLES
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AbstractSequentialdiscuss, readcompute numbers
sequentiallyand analyze verballydo things in
their head
ConcreteSequentialpart by part proceduresstep
by step directionsreal world things
AbstractGlobaldiscuss ideas, concepts,pattern,
associationsplay with wordscreate metaphors
ConcreteGlobaltrial/errorreal world in
randomdiscovery method of learning
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Quick-Pick Interpretation ofThe Kaleidoscope
Profile Results
TEMPERAMENT STYLES
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Differentiate for the At Risk Learner

• Kinesthetic
• Concrete Global
• Sensing Perceiver

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Live Event Learning
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Differentiate Through Choice

• What ways can you build choice into student
  assignments that empower students and connect
  their effort to a payoff? How can you combine
  responsibility with choice?