ubc academic support & enhancement program – resource mapping who are we as a program? what is...
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UBC Academic Support & Enhancement Program – Resource Mapping
• Who are we as a program? • What is my role as an academic leader?• What are my program’s goals, visions,
and/or values? • What do academic support and
enhancement programs provide the greater UBC community?
UBC Academic Support & Enhancement Program – Resource Mapping
What is important about all of us being in the same room?
• What does Learning Look like?
Learning?
POSITIVE NEGATIVE
Behavioral
(observables, such as social cues, actions, body language, words, etc.)
Properties
(associated feelings, thoughts, themes, impressions, intuitions)
Feedback Loops Exercise
GRIT
Defined as perseverance and passion for long-term goals. It means that you choose to do a particular thing in life and choose to give up a lot of other things in order to do it. And you stick with those interests and goals over the long term.So grit is not just having resilience in the face of failure, but also having deep commitments that you remain loyal to over many years.
Angela Duckworth
http://www.ted.com/talks/sarah_jayne_blakemore_the_mysterious_workings_of_the_adolescent_brain?language=en
ESSENCE
Mindset for Young Adults= Mindsight & ESSENCE
ES: Emotional Spark
SE: Social Engagement
N: Novelty
CE: Creative Exploration
How do you talk to yourself about yourself?
* MUSIC * DANCE
* MATH * STUDY SKILLS
* NAVIGATION * LANGUAGES
* NETWORKING * PUBLIC SPEAKING
Listen to how our children talk about themselves to themselves? What stories do they tell themselves about themselves in these areas?
How can we get their older peers to share stories?
Mindset & the Brain
FIXED Mindset
GROWTH Mindset
http://qedfoundation.org/fixed-vs-growth-mindsets/
• Add “Yet”
• Inner Monologue (periods to question marks)
• Be good Get Better
• What are some things that you thought you could never do….and then you did them?
Mindset & the Brain
Collaborative Learning
“According to Johnson and Johnson (1986), students who work collaboratively achieve higher levels of
thought and retain information longer than students who work alone. Shared learning encourages
students to discuss, to take responsibility for their own learning and become critical thinkers.”
Is it a knot, or not?
Collaborative Learning: What is it?
Collaborative Learning: What Is It?
“Collective, or shared intelligence that emerges from collaboration and competition of many individuals and aims to enhance the social pool of existing knowledge through shared responsibility, authority and accountability.”
- Adapted from Social Change Model of Leadership and Assessment & Teaching of 21st Century Skills
(University of Melbourne)
Collaborative Learning: Why It Is Important
Importance:• Top employability competency desired
by employers in North America. • Advances collective knowledge. • Builds community. • Fosters productive relationships.• Transferable across disciplines. • Diversity fosters innovation and
creativity.
Collaborative Learning: Why It Works
Vygotsky’s Theory of Learning: • Social interaction and language are essential
for learning. • Learning as a process, not an outcome. • Learning activities position learner in zone of
proximal development for optimal learning.• Learning occurs through knowledge sharing
with peers across varying levels of expertise. • Scaffold is integral to enhancing
understanding.
Collaborative Learning: Why It Works
Bruner’s Theory of Learning:
Collaborative Learning: Why It Works
Bruner’s Theory of Learning: • Best learning occurs when learner is
challenged to put thoughts into words and articulate them to someone else.
• Learner should move from concrete to abstract representations of knowledge.
• Knowledge involves “learning rules” and learners need to be introduced to “how to learn”.
Collaborative Learning: Why It Works
Perry’s Theory of Cognitive Development: • Learners should be continually progressing
through framework of cognitive development.
• DUALISM – there is only one answer. • MULTIPLICITY – there are many answers. • RELATIVISM – some answers are better than
others. • COMMITMENT – evidence and critical analysis
is used to determine the best answer.
Collaborative Learning: How It Is Developed
• SELF – individual contributions.• OTHERS – leveraging group diversity. • TRUST – sharing, communication. • COMMON PURPOSE – clearly defined common
outcome.• SHARED RESPONSIBILITY – agreement on roles. • INTENTIONAL INTERACTIONS – continually
interactions among group members. • REFLECTION – checking in on individual and collective
progress.• TRANSITION – identify and reflect on what was
accomplished and what was learned.
Collaborative Learning: Strategies
• Follows sequence of individual work – group work – immediate feedback.
• Group organization.• Student accountability. • Activities promote learning and
teamwork. • Students get frequent and immediate
feedback.
(Michaelsen, Knight & Finck, 2004)