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SHARE LOCUS OF CONTROL DIMENSION WITH STUDENTS

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SHARE LOCUS OF CONTROL DIMENSION WITH STUDENTS

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I'll talk about four causes that attribute to academic outcomes ability, effort, task difficulty, and luck and controllability with my students early in the semester and encourage self-reflection and possibly lead students to have a more positive mindset about their learning.

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"Constant positive praise can dilute the effect of that praise over time"

I need to think about this carefully. I tend to give lots and lots of positive praise. I don't want my students to develop a resistance to it and disregard it. I should think of ways to cultivate a culture where success is linked to effort.

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How do I help my students to take more ownership in their learning? This will really help students think that they have control over their learning and will increase they can do something about increasing their efforts, skills, and knowledge.

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HOW YOU THINK ABOUT ACHIEVEMENT IS MORE IMPORTANT THAN THE ACHIEVEMENT ITSELF

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HOW YOU THINK ABOUT ACHIEVEMENT IS MORE IMPORTANT THAN THE ACHIEVEMENT ITSELF

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These are five key questions for demotivated students I can ask in my math classes:
1. What happened in that test?
2. How did you feel about it?
3. Is this something to do with you or something else?
4. Is this reason fixed or does it change over time?
5. Can you change this and if so, how?
This perfectly aligns with the goal of Math Direct Enrollment (MDE) corequisite support courses for gateway math that I'm teaching. I will make a Canvas quiz using these items for students to self-reflect after their first unit test in MTH 161 Precalculus. This will be a great way to get students to self-reflect on their progress.

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"Motivation doesn't always lead to achievement, but achievement often leads to motivation." (Kirshner & Hendric, 2020). Set learning goals that my students can achieve so that they can stay motivated throughout their learning journey!

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BELIEFS ABOUT INTELLIGENCE CAN AFFECT INTELLIGENCE - MINDSET

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BELIEFS ABOUT INTELLIGENCE CAN AFFECT INTELLIGENCE - MINDSET

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Intelligence is malleable! Instead of setting a performance goal for my student, come up with a learning (mastery) goal so that students can see difficult problems as challenges to be mastered through effort. This is especially important for my math students in developmental math classes with a history of math avoidance and anxiety. I should talk about how effort can have an exponential effect in corequisite remedial courses and let them know that I believe they can grow and learn so they should too! After than, I should support my students in a highly scaffolded learning environment.

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WHY INDEPENDENT LEARNING IS NOT A GOOD WAY TO BECOME AN INDEPENDENT LEARNER

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WHY INDEPENDENT LEARNING IS NOT A GOOD WAY TO BECOME AN INDEPENDENT LEARNER

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Reflection: I know self-efficacy is big in students taking developmental and gateway math based on prior research! I've seen students with low math self-efficacy so I was glad to read that self-efficacy is domain-specific. Metacognition is another topic that I was very interested in to support math learners. I can possibly think of ways to connect domains my students are particularly strong in with mathematics so that students can think metacognitively about their learning in math too. I have many students taking asynchronous online math classes and struggling with independent learning. Helping them with self-regulation and developing independent learning skills could be my next PoP topic.

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Pay attention to prior knowledge of my students so that I can bridge the gap between what they know already and what they are about to learn. This aligns with what I have been learning in the EdD C&I program. What's new to me is that I can 'activate' prior knowledge regularly in the beginning of lessons with a short quiz or test.