WEBVTT

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<v ->I'm Susanmarie Harrington,</v>

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director of the Center for Teaching and Learning.

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And it's my honor to welcome you

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to this latest event as part

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of the Kroepsch-Maurice Faculty Development

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and Lecture Series,

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our faculty development program and lecture series.

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And we are very,

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just so pleased to welcome Dr. Saundra Yancy McGuire back

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to UVM.

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I think many, if not,

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most of you were at one or both of her workshops last week

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and so you got a sense from those workshops

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of how her career from graduate student instructor

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in chemistry at Cornell

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to a PhD in Chemical Education

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to directing Louisiana State University,

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Center for Academic Success,

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and then becoming now,

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Emerita professor and assistant vice chancellor at LSU.

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That career has really been devoted

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to science and science education.

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In her book "Teach Students How to Learn",

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she describes herself as a convert to,

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from skepticism to convert

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about the knowledge of how the science

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of learning can help students take control

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of their learning and make instructors happier as well.

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Her entire career has been a model

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of what compassion, curiosity,

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and a commitment to bridging student services

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and academics can bring to instructors and students.

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So it's been an honor to be

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with you for two sessions last week,

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and please join me in extending a warm UVM rewelcome

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to Dr. Saundra Yancy McGuire.

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So I will turn it over to you now.

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<v ->Ah, thank you, thank you.</v>

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And I see my virtual hand claps and hearts all,

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I love UVM.

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But you heard that last time too.

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And I just see, Ines says, "Making groceries sounds hard."

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Yes (laughs).
(Susanmarie laughs)

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Okay, and so,

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today we're gonna be talking

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about increasing student motivation

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because that has really been a challenge.

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And I think even more so with the pandemic,

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I'm hearing a lot of faculty saying that, you know,

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if we thought students weren't motivated before,

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now, it's, now that they've,

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you know, most of the,

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especially the first and second year students,

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they've not been going to class,

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they don't know anything other than sit in front

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of a computer screen and getting instruction.

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And a lot of high schools really relaxed the grading

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and I think rightfully so

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because they recognized the situation

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that the students were in.

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And so I think it's probably even harder now.

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Oh yes, and please make comments,

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I'm gonna ask questions in the chat box

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and so we're gonna try to cover that as we go along.

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Now, with this particular workshop,

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which is typically the follow up

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to the workshops that I did last week,

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I have a lot less content.

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And so in this workshop,

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I really love it because you will get a chance

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to share a lot more.

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And so what I'm gonna do is ask you,

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and I'm gonna ask at certain points in the workshop

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for people to share strategies that you use

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that are in a certain category that we're talking about.

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And so if you have something to share,

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then please raise your hand

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and I'm gonna ask Susanmarie to just recognize you

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and then you can just unmute your mic and tell us,

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and feel free if you wanna put something in the chat box,

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that's fine also.

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But I want us to share,

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because I really like this session

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because I learn a lot from this session

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and faculty learn a lot from each other.

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In fact, I was doing the workshop

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for a group in California on Thursday,

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after I spoke with you Tuesday,

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and the ideas that were coming in the chat box,

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there were about 300 of them in the session,

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and the ideas that were coming the chat box were really fast

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and furious.

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And one person put in that he or she had gotten

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so many great ideas

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from seeing what other people were doing.

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And so I'm gonna ask you to unmute your mic and share,

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but if there are other things you're doing,

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then just feel free to put those in the chat box.

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And so, and here's actually the first question

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for the chat box.

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Does anybody know what is special about today

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for me in Louisiana?

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And if so, put that in the chat box.

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Interesting. Okay.

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So maybe nobody, ah, yes, there it goes.

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Okay, Christian Fat Tuesday, Mardi Gras,

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absolutely, yes.

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And I did find out that you have Mardis Gras in Vermont.

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And so is anybody, gimme a yes or no,

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is anybody going to a Mardi Gras event later on?

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And I know you used to have a parade,

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but then they changed that,

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so it's an indoor event now.

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Ah, king cake time, exactly.

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Okay. Yes.

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So if you get a chance to come down to,

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there you go, Erica, thanks,

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you're making me hungry now.
(Erica laughs)

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But if you get a chance to come down to New Orleans,

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definitely do that.

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Jambalaya, hurricanes, Cafe Du Monde.

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Absolutely.

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Okay, so happy Mardi Gras to everyone.

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So if we think about motivation,

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there are a lot of definitions of motivation.

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And I love the two of them.

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One that Ambrose and colleagues have,

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in their book seven, "How Learning Works",

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which you're gonna see in a minute.

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But they say that, "Motivation refers

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to the personal investment an individual has

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in reaching a desired state or outcome."

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And then I love the one that Nilson says.

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"In the academy,

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the term 'motivating' means stimulating interest

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in a subject and therefore the desire to learn it."

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And so basically,

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she is saying that here in the academy,

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it's our job to stimulate the interest.

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And many times we say, well, you know,

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if we just had motivated students, you know,

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things would be fine,

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but she's saying that we don't really have

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to have motivated students,

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it's our job to motivate the students.

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We've gotta stimulate that interest.

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And it reminds me of something

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that I heard at a workshop that I attended.

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So this is not original,

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I heard the workshop presenter say it.

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She said, We've all heard the expression

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and I'm ask you to fill in the last word,

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we've all heard the expression

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that you can lead a horse to water,

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but you can't make him...

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And what's the last word in that?

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You can lead a horse...

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Exactly, but you can't make him drink.

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And this speaker said, "Yep, that is absolutely true.

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But what if we led a horse to water and made him thirsty?

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What if we fed him salty oats?

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Then he would drink on its own."

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And so we don't have to have someone who's willing to drink,

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we just need to be able to make them thirsty.

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And so I think that's our job.

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We have all these horses who have come to us.

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And so we just have to make 'em thirsty,

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and yep, salty oats it is.

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And so we've just gotta figure out

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how to make those salt oats.

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Now, why is it so often very difficult

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to motivate students?

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Now, I don't know the students at UVM.

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And so I'm going to ask you to put in the chat box,

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either yes or no when we go through these bullet points

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if you are seeing this at your students at UVM.

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Nationally, we are finding

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that a lot of students are working more hours.

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They're trying to work a lot more.

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Some of them have,

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wanna have like work 20 hours a week

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and they wanna take a full time load

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and there are lots of clubs and everything.

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So, oh, okay, you're saying yes.

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And I was thinking that maybe

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that would not be the case there.

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But, and that's a problem because,

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oh yeah, and I can tell you now there are

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at least four categories of students for whom the strategies

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that we talked about last week are not gonna work.

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And so I'll tell you what those four are

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and there are probably more than that.

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But the first group is the students who refuse

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to take any personal response ability for anything,

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everything that happens to them is somebody else's fault.

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The test was too hard.

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The instructor went too fast.

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They didn't have, you know,

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just all kinds of excuses.

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And if they don't see that their result,

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their academic result is the impact of what they do,

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they're not gonna change anything,

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they don't do anything different

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because they don't think it's their fault.

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But now for students like that, typically,

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they don't know that's what they're doing.

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And I can help them listen to themselves

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and see that they're blaming everybody else.

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But that's one group.

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Another group is the students

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who just have no time to do this.

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They are working 20 hours.

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They're taking a full time load.

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They're in five different organizations

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because in high school,

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they were in 10 clubs and they started five of 'em

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and they were president of three

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and they think they can, you know,

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do all this stuff.

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And I tell students that,

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if this takes time,

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learning takes time.

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And so even though I now no longer say

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that you've gotta put in two to three hours

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outside of class for every hour you put in a class,

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because I used to say that all the time,

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but then I have a colleague, Leonard Geddes,

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who said that he doesn't do that

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because students, well, some students will think,

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well, I just gotta put in my time.

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So it's less about the hours that they spend

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and more about what they do during those hours.

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And so I will tell them that, roughly,

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it's probably gonna take, you know,

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at least 10 to 15 hours to do the strategies

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that we're talking about.

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But if, and if they're working too many hours,

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then they can't do that.

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And so when students,

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when I find that students are,

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they have too much to do,

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then I'll talk with them about dropping something.

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And I have had students who,

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once they see what they need to do

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and it's gonna take more time,

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they either, they were working 20 hours a week,

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they may drop back to 10 or put some of the clubs on hold.

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And then the third category is the students

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for whom the gap between the skills

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that they have acquired up to entering your course,

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that gap between the skills they bring to the course

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and the skills that are required to excel in the course,

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if that gap is just too big,

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they're not gonna be successful.

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So if I have a student who is in my general chemistry class,

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who knows nothing about fractions, decimals, and percents,

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then they're not gonna be successful in general chemistry,

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no matter how much metacognition they put on it,

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because they haven't prepared.

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And so for students like that,

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I find that they just need to either take a course in math,

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they gotta do something to prepare themselves.

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And some of 'em are willing to,

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if I give them additional information

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that they can do on their own,

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they're willing to do that

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00:11:13.580 --> 00:11:15.550
but if they don't have that background,

268
00:11:15.550 --> 00:11:17.030
then it's gonna be almost impossible.

269
00:11:17.030 --> 00:11:18.711
And so I was talking about these three ones

270
00:11:18.711 --> 00:11:21.400
and somebody said, "Well, I can come up with a fourth one."

271
00:11:21.400 --> 00:11:25.380
And the fourth one that they came up with was students

272
00:11:25.380 --> 00:11:30.380
for whom life issues are just so overwhelming

273
00:11:30.550 --> 00:11:32.980
that they don't have the bandwidth

274
00:11:32.980 --> 00:11:36.160
to really concentrate on studying.

275
00:11:36.160 --> 00:11:38.120
And that made perfect sense to me.

276
00:11:38.120 --> 00:11:39.800
So, 'cause if you have a student

277
00:11:39.800 --> 00:11:43.770
who's just learned that both of their parents have,

278
00:11:43.770 --> 00:11:45.120
that they've lost their jobs

279
00:11:45.120 --> 00:11:46.570
because of the pandemic or whatever

280
00:11:46.570 --> 00:11:51.420
and so the family is gonna be homeless in a couple of weeks,

281
00:11:51.420 --> 00:11:52.960
then that's all they can think about.

282
00:11:52.960 --> 00:11:56.990
If we have students who are, food insecurity,

283
00:11:56.990 --> 00:11:58.220
they're hungry, they don't know

284
00:11:58.220 --> 00:12:00.170
where their next meal is coming from.

285
00:12:00.170 --> 00:12:01.620
So that's a fourth category.

286
00:12:01.620 --> 00:12:06.090
And so I think that, oh yeah, even,

287
00:12:06.090 --> 00:12:08.790
yeah, more, much more of that than a few years ago,

288
00:12:08.790 --> 00:12:09.730
even pre COVID.

289
00:12:09.730 --> 00:12:10.720
Absolutely.

290
00:12:10.720 --> 00:12:12.850
And there are a lot of universities now

291
00:12:12.850 --> 00:12:14.940
who are setting up food pantries

292
00:12:14.940 --> 00:12:17.150
and they've been surprised at,

293
00:12:17.150 --> 00:12:19.890
by the number of students who will come weekly

294
00:12:19.890 --> 00:12:22.250
to get food from the food pantry.

295
00:12:22.250 --> 00:12:25.210
And I saw an institution just last week,

296
00:12:25.210 --> 00:12:28.840
they are partnering with the local food chain.

297
00:12:28.840 --> 00:12:30.330
Ah, great, you've got one at UVM.

298
00:12:30.330 --> 00:12:33.400
Yeah, they're partnering with the local food store

299
00:12:33.400 --> 00:12:38.400
to provide meals for food insecure people in the community

300
00:12:39.110 --> 00:12:41.150
and I think a logical extension

301
00:12:41.150 --> 00:12:45.320
of that would be to have the grocery store provide some food

302
00:12:45.320 --> 00:12:48.333
for the pantry that's at the university.

303
00:12:49.510 --> 00:12:52.290
Okay, we're finding that more students are diagnosed

304
00:12:52.290 --> 00:12:53.123
with ADHD.

305
00:12:54.090 --> 00:12:56.370
Gimme a yes or no if you're finding that

306
00:12:56.370 --> 00:13:01.370
or some other kind of learning disability like dyslexia or,

307
00:13:01.450 --> 00:13:04.540
and even we're seeing a lot more autism.

308
00:13:04.540 --> 00:13:09.440
Okay, and then we find that a lot of students are there

309
00:13:09.440 --> 00:13:11.740
to get their credential.

310
00:13:11.740 --> 00:13:13.870
It's like, I'm here to get my credential,

311
00:13:13.870 --> 00:13:16.950
I'm not really so concerned about what I'm learning,

312
00:13:16.950 --> 00:13:18.870
but I know I've gotta get this degree

313
00:13:18.870 --> 00:13:21.363
to move on to the next phase.

314
00:13:22.633 --> 00:13:24.440
Okay, I'm, some of them, yes.

315
00:13:24.440 --> 00:13:27.840
And I'm sure that you have a lot fewer there

316
00:13:27.840 --> 00:13:30.120
at UVM than other schools.

317
00:13:30.120 --> 00:13:32.350
Okay, more than that, more students.

318
00:13:32.350 --> 00:13:34.660
Oh yeah, anxiety issues. Absolutely.

319
00:13:34.660 --> 00:13:37.420
I can certainly understand that because, I mean,

320
00:13:37.420 --> 00:13:39.950
growing up in the society that we're growing up in now,

321
00:13:39.950 --> 00:13:42.020
how could you not be anxious?

322
00:13:42.020 --> 00:13:44.930
It's a little bit crazy.

323
00:13:44.930 --> 00:13:46.970
Some students feel entitled to an A or B

324
00:13:46.970 --> 00:13:49.430
if they just consistently attend class.

325
00:13:49.430 --> 00:13:52.440
And I found that they had few time management skills

326
00:13:52.440 --> 00:13:54.530
and few learning skills.

327
00:13:54.530 --> 00:13:56.950
And even been the really good students,

328
00:13:56.950 --> 00:14:00.410
the students in the honors program didn't have a lot

329
00:14:00.410 --> 00:14:01.243
of learning skills.

330
00:14:01.243 --> 00:14:04.930
They were very good at memorizing and regurgitating

331
00:14:04.930 --> 00:14:09.930
and giving back what they thought was expected of them.

332
00:14:09.990 --> 00:14:11.470
And that's why I find that,

333
00:14:11.470 --> 00:14:12.770
that students very often,

334
00:14:12.770 --> 00:14:15.150
we talked about mindset last week,

335
00:14:15.150 --> 00:14:16.880
they have that fixed mindset

336
00:14:16.880 --> 00:14:19.680
'cause they were always told they're brilliant students,

337
00:14:19.680 --> 00:14:21.000
they know they're smart.

338
00:14:21.000 --> 00:14:23.080
And so they're much more interested

339
00:14:23.080 --> 00:14:25.580
in making sure they continue to look good.

340
00:14:25.580 --> 00:14:26.970
So they're the ones who say, well, you know,

341
00:14:26.970 --> 00:14:29.443
tell me exactly what I need to do and tell me.

342
00:14:31.370 --> 00:14:34.120
And so I think that having,

343
00:14:34.120 --> 00:14:36.310
helping them shift their attention

344
00:14:36.310 --> 00:14:38.760
from just having performance goals

345
00:14:38.760 --> 00:14:41.930
to having learning goals is very important.

346
00:14:41.930 --> 00:14:44.900
What it truly takes to achieve learning outcomes, yes.

347
00:14:44.900 --> 00:14:47.160
And again, Denise,

348
00:14:47.160 --> 00:14:50.620
it's not the student's fault.

349
00:14:50.620 --> 00:14:51.637
And I always say that, you know,

350
00:14:51.637 --> 00:14:54.240
our students are just being good scientists.

351
00:14:54.240 --> 00:14:56.053
They're taking all the data points

352
00:14:56.053 --> 00:14:57.660
that they've accumulated up

353
00:14:57.660 --> 00:15:01.203
to this point in time and they are being,

354
00:15:02.040 --> 00:15:05.670
they're basing their behavior on what those data tell them.

355
00:15:05.670 --> 00:15:07.270
And so they've never really had

356
00:15:07.270 --> 00:15:08.980
to achieve any learning outcomes.

357
00:15:08.980 --> 00:15:12.530
All they've had to do is perform very well,

358
00:15:12.530 --> 00:15:17.460
on many times it's high stakes testing or some students,

359
00:15:17.460 --> 00:15:20.270
and put a yes or no in the chat box if you're aware of this,

360
00:15:20.270 --> 00:15:22.130
that in many schools now,

361
00:15:22.130 --> 00:15:24.840
they don't, students don't have textbooks.

362
00:15:24.840 --> 00:15:26.200
Did you know this?

363
00:15:26.200 --> 00:15:28.840
'Cause that was a surprise to me

364
00:15:28.840 --> 00:15:32.290
that so many students are coming now to our institutions

365
00:15:32.290 --> 00:15:35.610
and they've actually never used a textbook.

366
00:15:35.610 --> 00:15:39.260
They have used the PowerPoint handout slides

367
00:15:39.260 --> 00:15:42.010
that instructors give 'em or they they're given notes.

368
00:15:42.010 --> 00:15:44.640
And so they have no idea

369
00:15:44.640 --> 00:15:48.330
that it really takes a deeper understanding

370
00:15:48.330 --> 00:15:51.300
and seeing what's between the lines,

371
00:15:51.300 --> 00:15:54.520
knowing the why, how, and what if of situations

372
00:15:54.520 --> 00:15:56.670
and not just the what of situations

373
00:15:56.670 --> 00:15:58.400
that leads to that deep learning.

374
00:15:58.400 --> 00:15:59.390
But again, you know,

375
00:15:59.390 --> 00:16:04.120
the good news that I found was that it is not hard

376
00:16:04.120 --> 00:16:07.280
to have them switch their paradigm

377
00:16:07.280 --> 00:16:10.790
once they learn the information that we talked about.

378
00:16:10.790 --> 00:16:13.490
And so this is "How Learning Works".

379
00:16:13.490 --> 00:16:15.810
Yeah, random collection of articles provided to them,

380
00:16:15.810 --> 00:16:17.370
absolutely.

381
00:16:17.370 --> 00:16:18.830
And what they say,

382
00:16:18.830 --> 00:16:19.693
what Ambrose and colleagues say is

383
00:16:19.693 --> 00:16:21.820
that there are three important levers

384
00:16:21.820 --> 00:16:23.840
that influence motivation.

385
00:16:23.840 --> 00:16:25.160
First, the value,

386
00:16:25.160 --> 00:16:28.050
how important is attaining the goal?

387
00:16:28.050 --> 00:16:31.410
And I find that sometimes students

388
00:16:31.410 --> 00:16:34.500
who come to our institutions

389
00:16:34.500 --> 00:16:37.060
with let's say pre-med students, for example,

390
00:16:37.060 --> 00:16:40.800
that's really not the goal that they want for themselves,

391
00:16:40.800 --> 00:16:44.557
that's the goal that either their parents have told them.

392
00:16:44.557 --> 00:16:46.160
And I see this a lot with students

393
00:16:46.160 --> 00:16:47.720
in engineering for example,

394
00:16:47.720 --> 00:16:49.280
because if students are good,

395
00:16:49.280 --> 00:16:51.210
especially minoritized students,

396
00:16:51.210 --> 00:16:52.110
under-represented students,

397
00:16:52.110 --> 00:16:55.600
if they're good in science or, and math,

398
00:16:55.600 --> 00:16:58.220
then they're told, oh, you need to be an engineer.

399
00:16:58.220 --> 00:17:00.530
And that might not be what they wanna do,

400
00:17:00.530 --> 00:17:02.000
but they are, you know,

401
00:17:02.000 --> 00:17:03.910
kind of pushed in that direction.

402
00:17:03.910 --> 00:17:05.810
And so I think it's really important

403
00:17:05.810 --> 00:17:09.600
for students to know what it is they want to do.

404
00:17:09.600 --> 00:17:11.880
And then the supportive nature and the environment,

405
00:17:11.880 --> 00:17:13.770
the instructor has to be approachable,

406
00:17:13.770 --> 00:17:16.850
support needs to be available from peers and others.

407
00:17:16.850 --> 00:17:18.460
And you have a great center there

408
00:17:18.460 --> 00:17:20.770
that provides that peer support

409
00:17:20.770 --> 00:17:24.520
and I can tell from the instructors who are in the session,

410
00:17:24.520 --> 00:17:26.960
that you have great faculty who are very supportive of,

411
00:17:26.960 --> 00:17:28.660
oh actually no, let me take that back.

412
00:17:28.660 --> 00:17:30.260
All I can tell is that (chuckles) the people

413
00:17:30.260 --> 00:17:33.643
in this session are very supportive of students.

414
00:17:34.500 --> 00:17:36.750
But I know on many campuses,

415
00:17:36.750 --> 00:17:38.450
it's the people who come to these sessions,

416
00:17:38.450 --> 00:17:40.180
I know I'm preaching to the choir,

417
00:17:40.180 --> 00:17:42.620
and so it's all the other people out there

418
00:17:42.620 --> 00:17:45.630
who are not providing this supportive environment.

419
00:17:45.630 --> 00:17:49.600
And I find, especially in very selective institutions,

420
00:17:49.600 --> 00:17:51.580
possibly like UVM,

421
00:17:51.580 --> 00:17:54.070
where there might be a lot of faculty

422
00:17:54.070 --> 00:17:56.000
who think that students already,

423
00:17:56.000 --> 00:17:57.480
should already know this stuff

424
00:17:57.480 --> 00:17:59.690
by the time they get to the university.

425
00:17:59.690 --> 00:18:03.260
So why should I have to take my time to explain this?

426
00:18:03.260 --> 00:18:07.040
And if students haven't figured this out by now already,

427
00:18:07.040 --> 00:18:10.580
then do we really want them in the profession?

428
00:18:10.580 --> 00:18:13.430
Don't we want people who can figure it out on our own.

429
00:18:13.430 --> 00:18:15.260
And so I've heard that a lot.

430
00:18:15.260 --> 00:18:16.900
And I think it's very unfortunate

431
00:18:16.900 --> 00:18:21.190
because the students who have not figured it out,

432
00:18:21.190 --> 00:18:23.770
haven't been given the same opportunity

433
00:18:23.770 --> 00:18:26.880
to figure it out as students who have.

434
00:18:26.880 --> 00:18:28.080
And in fact that,

435
00:18:28.080 --> 00:18:29.770
one of the recent articles

436
00:18:29.770 --> 00:18:34.240
that I published talks about metacognitive equity.

437
00:18:34.240 --> 00:18:37.020
And I will send that, Susanmarie, to you

438
00:18:37.020 --> 00:18:40.210
and you can distribute it if you'd like.

439
00:18:40.210 --> 00:18:41.750
But that's a big problem,

440
00:18:41.750 --> 00:18:43.840
but the environment has gotta be supportive

441
00:18:43.840 --> 00:18:45.920
and then efficacy expectancies.

442
00:18:45.920 --> 00:18:49.420
You have to believe that you're capable of identifying,

443
00:18:49.420 --> 00:18:53.380
organizing, initiating, and executing some course of action

444
00:18:53.380 --> 00:18:56.670
that's going to bring about the desired outcome.

445
00:18:56.670 --> 00:18:57.800
If you don't think

446
00:18:57.800 --> 00:18:59.760
that there's any way you're gonna be successful,

447
00:18:59.760 --> 00:19:01.550
no matter what you do,

448
00:19:01.550 --> 00:19:04.530
then you are not going to be motivated

449
00:19:04.530 --> 00:19:06.650
to take any steps to accomplish something.

450
00:19:06.650 --> 00:19:09.410
So for example, if I said right now,

451
00:19:09.410 --> 00:19:12.170
I want everybody to take a five minute break

452
00:19:12.170 --> 00:19:13.460
and I want you to go outside,

453
00:19:13.460 --> 00:19:15.000
whatever building you're in

454
00:19:15.000 --> 00:19:18.300
and I want you to just scale the building from the ground,

455
00:19:18.300 --> 00:19:20.950
just go up to the roof and look around,

456
00:19:20.950 --> 00:19:22.740
and then when you come back in five minutes,

457
00:19:22.740 --> 00:19:24.950
tell us what you saw from the roof.

458
00:19:24.950 --> 00:19:28.600
Well, I don't think very many people would do that,

459
00:19:28.600 --> 00:19:29.750
but if I told you,

460
00:19:29.750 --> 00:19:32.380
I want everybody to go outside and by the way,

461
00:19:32.380 --> 00:19:35.210
there's a ladder or there's one of these,

462
00:19:35.210 --> 00:19:37.660
you know, platforms that will raise you up

463
00:19:37.660 --> 00:19:39.990
to the top so that you can get up there,

464
00:19:39.990 --> 00:19:41.560
then I think everybody would do that

465
00:19:41.560 --> 00:19:44.180
because now you know that there's a way to accomplish it.

466
00:19:44.180 --> 00:19:46.100
And so students have to know

467
00:19:46.100 --> 00:19:49.290
that they're capable of accomplishing a goal.

468
00:19:49.290 --> 00:19:51.160
And so some of the motivation principles

469
00:19:51.160 --> 00:19:52.680
that they talk about are,

470
00:19:52.680 --> 00:19:54.200
they say students motivation

471
00:19:54.200 --> 00:19:56.360
that's gonna generate direct

472
00:19:56.360 --> 00:19:58.800
and sustain what they do to learn.

473
00:19:58.800 --> 00:20:01.740
And I would argue that it's anybody's motivation

474
00:20:01.740 --> 00:20:02.910
that's gonna generate direct

475
00:20:02.910 --> 00:20:04.690
and sustain what we do to learn

476
00:20:04.690 --> 00:20:06.180
because we are lifelong learners

477
00:20:06.180 --> 00:20:09.220
and in the work environment and any environment,

478
00:20:09.220 --> 00:20:11.120
you've gotta have that motivation

479
00:20:11.120 --> 00:20:14.210
that's going to direct and sustain your,

480
00:20:14.210 --> 00:20:16.220
the actions that you're gonna take to learn.

481
00:20:16.220 --> 00:20:20.150
And then some of those concepts are subjective value again,

482
00:20:20.150 --> 00:20:24.420
and the expectation for a successful attainment of the goal.

483
00:20:24.420 --> 00:20:27.160
And this brings into focus,

484
00:20:27.160 --> 00:20:30.180
a concept of learned helplessness

485
00:20:30.180 --> 00:20:34.620
that was coined by Seligman and Maier.

486
00:20:34.620 --> 00:20:37.320
And put a yes or no in the chat box for me, please,

487
00:20:37.320 --> 00:20:40.230
if you're familiar with the concept of learned helplessness,

488
00:20:40.230 --> 00:20:44.840
because I was not before I started looking into the.

489
00:20:44.840 --> 00:20:48.020
Okay, so I'm seeing some yeses.

490
00:20:48.020 --> 00:20:49.930
Oh, okay, so almost everybody is.

491
00:20:49.930 --> 00:20:53.200
Yeah, it's just the idea that no amount

492
00:20:53.200 --> 00:20:55.030
of effort is gonna bring about any success

493
00:20:55.030 --> 00:20:56.510
and so you're not gonna try

494
00:20:56.510 --> 00:20:59.730
and it just destroys the motivation to even attempt a task.

495
00:20:59.730 --> 00:21:03.630
And this is just a puppy who's held back by Pringles cans,

496
00:21:03.630 --> 00:21:06.250
probably because in our prior iteration,

497
00:21:06.250 --> 00:21:08.350
these may have been concrete blocks or something

498
00:21:08.350 --> 00:21:12.080
that they could not move and so they now know that

499
00:21:12.080 --> 00:21:13.800
whenever they see this configuration,

500
00:21:13.800 --> 00:21:15.190
there's nothing they can do about it

501
00:21:15.190 --> 00:21:17.490
and so they're not gonna even try.

502
00:21:17.490 --> 00:21:19.980
And this is a donkey who's just held back,

503
00:21:19.980 --> 00:21:22.383
held down by a plastic chair.

504
00:21:22.383 --> 00:21:23.457
And the quote says,

505
00:21:23.457 --> 00:21:25.310
"Sometimes the chains that prevent us

506
00:21:25.310 --> 00:21:28.700
from being free are more mental than physical."

507
00:21:28.700 --> 00:21:32.640
And I find that a lot in students,

508
00:21:32.640 --> 00:21:34.390
especially students and I'm sure the kind

509
00:21:34.390 --> 00:21:36.110
of students you get at UVM.

510
00:21:36.110 --> 00:21:39.900
When they arrive on campus,

511
00:21:39.900 --> 00:21:41.800
if we were to ask them,

512
00:21:41.800 --> 00:21:44.510
what's the most likely grade you think you're gonna make

513
00:21:44.510 --> 00:21:48.180
in your courses this first semester at UVM?

514
00:21:48.180 --> 00:21:49.090
Put it in the chat box,

515
00:21:49.090 --> 00:21:52.163
what grade do you think we would hear, they would tell us?

516
00:21:53.330 --> 00:21:54.700
What grade do you think you're gonna make

517
00:21:54.700 --> 00:21:56.327
in most of your classes at UVM?

518
00:21:57.340 --> 00:21:58.930
What grade do you think they would tell us

519
00:21:58.930 --> 00:22:00.430
that they're expecting to make?

520
00:22:00.430 --> 00:22:02.300
Okay. Yes. Yes.

521
00:22:02.300 --> 00:22:04.270
Okay. A, A, B+.

522
00:22:04.270 --> 00:22:06.650
Very high, they have very high expectations.

523
00:22:06.650 --> 00:22:10.620
And so then when they get that first test or quiz back

524
00:22:10.620 --> 00:22:14.490
and they've gotten a C or D or even lower,

525
00:22:14.490 --> 00:22:18.003
what happens to their self-esteem at that point?

526
00:22:18.850 --> 00:22:20.260
It just tanks.

527
00:22:20.260 --> 00:22:22.730
Yeah, it just goes in the toilet.

528
00:22:22.730 --> 00:22:26.930
Because now, instead of assuming that,

529
00:22:26.930 --> 00:22:30.940
okay, I can, I'm still the same person that I was,

530
00:22:30.940 --> 00:22:33.980
I just need to figure out what strategies to use.

531
00:22:33.980 --> 00:22:35.190
Yeah, it plummets,

532
00:22:35.190 --> 00:22:36.444
they figure they're not good at this,

533
00:22:36.444 --> 00:22:40.558
they're not capable of making now the As

534
00:22:40.558 --> 00:22:42.310
that they thought they were making.

535
00:22:42.310 --> 00:22:46.250
And so now they really do get their,

536
00:22:46.250 --> 00:22:48.940
their motivation decreases because they think,

537
00:22:48.940 --> 00:22:51.190
well, you know, what's the use of trying,

538
00:22:51.190 --> 00:22:53.540
because I know I'm not gonna do a lot better.

539
00:22:53.540 --> 00:22:55.667
And yeah, panic, crashing, crying, all that.

540
00:22:55.667 --> 00:22:58.250
And so that's why I think that metacognition,

541
00:22:58.250 --> 00:22:59.410
in addition to what we're talking

542
00:22:59.410 --> 00:23:01.910
about today can really turn that around

543
00:23:01.910 --> 00:23:05.150
because that once we let them know that,

544
00:23:05.150 --> 00:23:07.700
you know, there is effort that will bring about success,

545
00:23:07.700 --> 00:23:09.610
then that makes a difference.

546
00:23:09.610 --> 00:23:12.440
Now, I think it's really important for us

547
00:23:12.440 --> 00:23:16.530
to understand the causes of learned helplessness

548
00:23:16.530 --> 00:23:18.030
in our students because it's different

549
00:23:18.030 --> 00:23:19.400
for different students.

550
00:23:19.400 --> 00:23:22.170
And so I wanna, I guess I'll do this this way,

551
00:23:22.170 --> 00:23:23.880
let me pose a question.

552
00:23:23.880 --> 00:23:24.830
When I was traveling,

553
00:23:24.830 --> 00:23:26.220
I would get in the night before

554
00:23:26.220 --> 00:23:28.160
and I would go out to dinner

555
00:23:28.160 --> 00:23:29.670
and sometimes my host would take me

556
00:23:29.670 --> 00:23:31.320
and sometimes I would have dinner alone.

557
00:23:31.320 --> 00:23:34.080
And if I went alone,

558
00:23:34.080 --> 00:23:35.860
then, you know, I would kind of look around

559
00:23:35.860 --> 00:23:39.030
and see if I saw students who looked like they were maybe

560
00:23:39.030 --> 00:23:40.400
from the local institution

561
00:23:40.400 --> 00:23:42.040
and I would start asking them questions.

562
00:23:42.040 --> 00:23:44.790
So let's assume that I am,

563
00:23:44.790 --> 00:23:48.710
I came to Burlington and I was out at dinner alone

564
00:23:48.710 --> 00:23:52.250
and I saw a table full of your students.

565
00:23:52.250 --> 00:23:55.950
And they were sitting at this table and they were lamenting,

566
00:23:55.950 --> 00:23:57.350
they were just so distressed

567
00:23:57.350 --> 00:23:59.260
because I could overhear them saying,

568
00:23:59.260 --> 00:24:01.890
you know, we studied so hard for that test,

569
00:24:01.890 --> 00:24:03.650
I don't know how we flunked that test,

570
00:24:03.650 --> 00:24:05.060
we shouldn't have flunked that test.

571
00:24:05.060 --> 00:24:07.540
And so if I went over,

572
00:24:07.540 --> 00:24:08.550
oh, thank you (laughs),

573
00:24:08.550 --> 00:24:11.137
yes, yes, I wouldn't be alone now.

574
00:24:11.137 --> 00:24:13.100
And so, but I went over and I said,

575
00:24:13.100 --> 00:24:15.330
oh, I hear that you guys didn't do well on the test

576
00:24:15.330 --> 00:24:17.220
but you thought you were gonna do well,

577
00:24:17.220 --> 00:24:18.880
why do you think that happened?

578
00:24:18.880 --> 00:24:20.160
Why didn't you do well?

579
00:24:20.160 --> 00:24:21.380
So put in the chat box,

580
00:24:21.380 --> 00:24:23.420
some of the reasons you think I would hear

581
00:24:23.420 --> 00:24:26.670
from your students for how would they explain, you know,

582
00:24:26.670 --> 00:24:28.660
why didn't they do well on this test,

583
00:24:28.660 --> 00:24:30.150
'cause they thought they had studied for it,

584
00:24:30.150 --> 00:24:31.820
they thought they were prepared for it.

585
00:24:31.820 --> 00:24:34.190
So, but they didn't do well.

586
00:24:34.190 --> 00:24:36.690
And what kind of reasons would I hear?

587
00:24:36.690 --> 00:24:38.170
Okay, the teacher is not good.

588
00:24:38.170 --> 00:24:39.510
The test was too hard.

589
00:24:39.510 --> 00:24:41.270
I have test anxiety.

590
00:24:41.270 --> 00:24:44.400
I memorized the formulas and then they didn't work.

591
00:24:44.400 --> 00:24:46.780
Okay, test anxiety, I don't test well.

592
00:24:46.780 --> 00:24:48.720
Content on the test that wasn't covered.

593
00:24:48.720 --> 00:24:49.990
Test was too hard,

594
00:24:49.990 --> 00:24:51.350
didn't have enough time.

595
00:24:51.350 --> 00:24:52.767
Was not exactly like the,

596
00:24:52.767 --> 00:24:54.550
oh, okay, I have anxiety.

597
00:24:54.550 --> 00:24:55.730
Professor didn't tell me.

598
00:24:55.730 --> 00:24:57.530
Okay, I'm up to 16 on this hand.

599
00:24:57.530 --> 00:25:00.610
Now there's another hand that as soon as I see a reason

600
00:25:00.610 --> 00:25:02.080
that I can put over here,

601
00:25:02.080 --> 00:25:03.110
I'm gonna put it over there,

602
00:25:03.110 --> 00:25:04.010
but I don't see it yet.

603
00:25:04.010 --> 00:25:06.900
The professor didn't tell me was not going to be, what was,

604
00:25:06.900 --> 00:25:08.680
yeah, not going to be on it.

605
00:25:08.680 --> 00:25:10.670
I was ready, but then my mind went blank.

606
00:25:10.670 --> 00:25:11.890
Absolutely, okay.

607
00:25:11.890 --> 00:25:14.840
Ah, I didn't prepare, okay.

608
00:25:14.840 --> 00:25:16.500
Grading didn't match the rubric,

609
00:25:16.500 --> 00:25:18.200
I wasn't smart enough.

610
00:25:18.200 --> 00:25:20.777
Okay, so I have one little reason over here.

611
00:25:20.777 --> 00:25:23.460
I'm up to about 20 over here.

612
00:25:23.460 --> 00:25:25.870
Okay, I didn't study the right thing

613
00:25:25.870 --> 00:25:27.540
and actually I could probably put half

614
00:25:27.540 --> 00:25:29.470
on this side and half on that side.

615
00:25:29.470 --> 00:25:31.860
I didn't have time to prepare would probably go over here,

616
00:25:31.860 --> 00:25:33.450
but maybe half and half.

617
00:25:33.450 --> 00:25:35.630
Okay, so we didn't have a lot over here,

618
00:25:35.630 --> 00:25:37.680
but did anybody see what the difference was

619
00:25:37.680 --> 00:25:41.920
between the reasons that I was putting on this hand

620
00:25:41.920 --> 00:25:43.300
and the reasons that I was putting,

621
00:25:43.300 --> 00:25:45.780
the one reason or now with one

622
00:25:45.780 --> 00:25:48.710
and the other two halves that I was putting on this hand.

623
00:25:48.710 --> 00:25:50.830
Did you see what the difference was

624
00:25:50.830 --> 00:25:53.700
in the nature of the...

625
00:25:53.700 --> 00:25:57.150
Exactly, who took responsibility?

626
00:25:57.150 --> 00:25:58.610
If the test was too hard,

627
00:25:58.610 --> 00:25:59.960
the teacher didn't teach well,

628
00:25:59.960 --> 00:26:01.010
they didn't tell me.

629
00:26:01.010 --> 00:26:03.450
That is all on the teacher.

630
00:26:03.450 --> 00:26:04.620
Even test anxiety,

631
00:26:04.620 --> 00:26:06.980
I don't have any control over that,

632
00:26:06.980 --> 00:26:11.370
but if I didn't study enough or I studied the wrong thing,

633
00:26:11.370 --> 00:26:12.470
now, if I studied the wrong thing,

634
00:26:12.470 --> 00:26:13.950
'cause the teacher told me the wrong thing,

635
00:26:13.950 --> 00:26:14.900
then it's over here.

636
00:26:14.900 --> 00:26:15.733
But if I studied the wrong thing,

637
00:26:15.733 --> 00:26:16.970
because I didn't take the time

638
00:26:16.970 --> 00:26:18.370
to see what was gonna be on the test,

639
00:26:18.370 --> 00:26:19.500
then it's over there.

640
00:26:19.500 --> 00:26:22.080
Yeah, so it's whether there's this,

641
00:26:22.080 --> 00:26:25.350
yeah, external or internal locus of control.

642
00:26:25.350 --> 00:26:30.350
And students have to take ownership of the results

643
00:26:30.840 --> 00:26:32.660
or again, they're not gonna do anything.

644
00:26:32.660 --> 00:26:34.970
Now let's flip the script and say,

645
00:26:34.970 --> 00:26:37.620
I went to another restaurant

646
00:26:37.620 --> 00:26:40.190
and I saw another group of your students there

647
00:26:40.190 --> 00:26:44.000
and they were ecstatic because they had aced the test.

648
00:26:44.000 --> 00:26:45.430
And so, and they were saying,

649
00:26:45.430 --> 00:26:47.440
oh, you know, I didn't think I would do that well,

650
00:26:47.440 --> 00:26:49.450
but I really aced that test.

651
00:26:49.450 --> 00:26:51.030
And so I, if I were to ask them,

652
00:26:51.030 --> 00:26:52.560
well, what do you think was going on,

653
00:26:52.560 --> 00:26:53.459
why did you ace the test?

654
00:26:53.459 --> 00:26:55.310
What are some of the reasons you think I would hear

655
00:26:55.310 --> 00:26:56.143
from them?

656
00:26:57.150 --> 00:26:59.947
Oh yeah, skied (laughs) on Friday, okay.

657
00:26:59.947 --> 00:27:02.240
What kinds of reasons would I hear

658
00:27:02.240 --> 00:27:04.320
from students of why they did so well?

659
00:27:04.320 --> 00:27:05.770
Okay. I'm so smart.

660
00:27:05.770 --> 00:27:07.610
Okay. I really knew the stuff.

661
00:27:07.610 --> 00:27:08.460
Maybe I'll put it over there

662
00:27:08.460 --> 00:27:09.970
'cause I could have known 'em 'cause I studied.

663
00:27:09.970 --> 00:27:12.380
Yeah, the test was simple, okay.

664
00:27:12.380 --> 00:27:14.130
I studied the right things.

665
00:27:14.130 --> 00:27:16.010
Okay, I'll put that over there.

666
00:27:16.010 --> 00:27:18.290
I studied really hard, okay.

667
00:27:18.290 --> 00:27:19.680
Yes, and so, and I've actually,

668
00:27:19.680 --> 00:27:22.270
there are very few that usually go over here,

669
00:27:22.270 --> 00:27:24.170
but I've seen it all already.

670
00:27:24.170 --> 00:27:26.710
The test was simple, it was easy.

671
00:27:26.710 --> 00:27:28.230
I lucked out.

672
00:27:28.230 --> 00:27:31.750
And so if they ascribe the reasons

673
00:27:31.750 --> 00:27:35.640
for either success or failure to reasons outside themselves,

674
00:27:35.640 --> 00:27:37.320
then they're not gonna do anything different.

675
00:27:37.320 --> 00:27:38.610
So I think that we have to talk

676
00:27:38.610 --> 00:27:43.610
with our students about what is causing their feeling

677
00:27:43.920 --> 00:27:46.080
that they are not really in control,

678
00:27:46.080 --> 00:27:48.410
it's these external forces that are

679
00:27:48.410 --> 00:27:49.870
and we can help them recognize that,

680
00:27:49.870 --> 00:27:51.300
no, you're in control,

681
00:27:51.300 --> 00:27:53.340
these are just the things that you need to do.

682
00:27:53.340 --> 00:27:55.890
Now we can remediate learned helplessness,

683
00:27:55.890 --> 00:27:58.930
but we have to understand the causes

684
00:27:58.930 --> 00:28:03.540
because sometimes learned helplessness comes from things,

685
00:28:03.540 --> 00:28:06.370
well, I can and ask you to put it in the chat box,

686
00:28:06.370 --> 00:28:09.290
for a student who comes to UVM

687
00:28:09.290 --> 00:28:11.680
and they're not very confident.

688
00:28:11.680 --> 00:28:12.910
So they don't really know

689
00:28:12.910 --> 00:28:14.973
if they're gonna do well in your class,

690
00:28:14.973 --> 00:28:16.960
they're really afraid that they,

691
00:28:16.960 --> 00:28:19.800
the probability is high that they're not gonna do well,

692
00:28:19.800 --> 00:28:23.310
what are some of the reasons that they,

693
00:28:23.310 --> 00:28:25.320
how did they get this attitude

694
00:28:25.320 --> 00:28:27.160
that they're probably not gonna do well,

695
00:28:27.160 --> 00:28:29.800
either at UVM or in your class?

696
00:28:29.800 --> 00:28:30.870
What are some of the things

697
00:28:30.870 --> 00:28:32.720
that you think students are thinking?

698
00:28:35.240 --> 00:28:37.180
Or some of the people.

699
00:28:37.180 --> 00:28:39.440
Okay, yeah, math is just not my thing,

700
00:28:39.440 --> 00:28:40.650
I've never been good in math.

701
00:28:40.650 --> 00:28:42.810
And in fact that was the example that I was gonna give.

702
00:28:42.810 --> 00:28:45.730
Some people have severe math anxiety

703
00:28:45.730 --> 00:28:48.410
that goes all the way to elementary school

704
00:28:48.410 --> 00:28:50.430
when maybe they had to go to the board

705
00:28:50.430 --> 00:28:51.540
and they had something wrong

706
00:28:51.540 --> 00:28:53.050
and the teacher yelled at 'em

707
00:28:53.050 --> 00:28:57.130
and so they had this psychological aversion to math

708
00:28:57.130 --> 00:28:58.420
or writing or something.

709
00:28:58.420 --> 00:29:00.853
Yeah, everyone else here is smarter than me.

710
00:29:01.770 --> 00:29:03.160
This is UVM,

711
00:29:03.160 --> 00:29:05.190
I was not really supposed to be here.

712
00:29:05.190 --> 00:29:07.540
So imposter syndrome kicks in.

713
00:29:07.540 --> 00:29:10.250
Yes, I'm not as prepared as the other students here.

714
00:29:10.250 --> 00:29:13.790
And I think I shared with you the quote

715
00:29:13.790 --> 00:29:16.483
from the interview with the Princeton student.

716
00:29:17.647 --> 00:29:18.990
Did I share that with,

717
00:29:18.990 --> 00:29:22.350
the one who said that mindset was so important to her

718
00:29:22.350 --> 00:29:23.660
because she thought that if you came

719
00:29:23.660 --> 00:29:25.430
from a public high school,

720
00:29:25.430 --> 00:29:27.500
then you would not,

721
00:29:27.500 --> 00:29:29.540
you were not going to get A's at Princeton.

722
00:29:29.540 --> 00:29:30.480
Because she and her friends

723
00:29:30.480 --> 00:29:33.617
from public high school had noticed that the students

724
00:29:33.617 --> 00:29:35.780
who were getting the A's and B's were the ones

725
00:29:35.780 --> 00:29:38.150
who had come from the private high schools.

726
00:29:38.150 --> 00:29:39.810
And so they figured that,

727
00:29:39.810 --> 00:29:43.340
they're locked because they were not as well prepared,

728
00:29:43.340 --> 00:29:46.070
they were just relegated to the B's and C's at Princeton

729
00:29:46.070 --> 00:29:46.903
but then when she read the books

730
00:29:46.903 --> 00:29:48.940
and she read the chapter on mindset,

731
00:29:48.940 --> 00:29:50.730
she said it was so, so important

732
00:29:50.730 --> 00:29:53.834
because she realized that it doesn't matter

733
00:29:53.834 --> 00:29:56.350
if you don't have the background,

734
00:29:56.350 --> 00:29:59.180
you can do things that will give you the background.

735
00:29:59.180 --> 00:30:01.450
And she came as a neuroscience major

736
00:30:01.450 --> 00:30:03.510
and she was despondent

737
00:30:03.510 --> 00:30:04.900
because there was this faculty member

738
00:30:04.900 --> 00:30:06.360
who she wanted to do research with.

739
00:30:06.360 --> 00:30:09.260
And she went to talk to the professor in her office

740
00:30:09.260 --> 00:30:11.210
and the professor kinda scoffed at her.

741
00:30:11.210 --> 00:30:13.460
And she said, you wanna do research with me?

742
00:30:13.460 --> 00:30:15.410
I don't even know why you're majoring in neuroscience,

743
00:30:15.410 --> 00:30:17.460
you're getting a C in my class right now.

744
00:30:17.460 --> 00:30:18.390
And she said, she went home

745
00:30:18.390 --> 00:30:19.730
and she cried for the rest of the night.

746
00:30:19.730 --> 00:30:20.563
And she actually thought

747
00:30:20.563 --> 00:30:22.650
about changing her major to business,

748
00:30:22.650 --> 00:30:23.840
but then she decided, no,

749
00:30:23.840 --> 00:30:25.290
she wanted to do neuroscience

750
00:30:25.290 --> 00:30:27.240
and she read the book, got the strategies.

751
00:30:27.240 --> 00:30:28.073
Her senior year,

752
00:30:28.073 --> 00:30:31.115
she got straight A's while taking all neuroscience classes

753
00:30:31.115 --> 00:30:35.040
and she also got an A+ on her senior thesis.

754
00:30:35.040 --> 00:30:37.790
And so, and that's why I like to give students examples

755
00:30:37.790 --> 00:30:40.150
of other students who were like them

756
00:30:40.150 --> 00:30:42.920
who have really excelled.

757
00:30:42.920 --> 00:30:45.700
Daily classwork schedule to accomplish the week's task,

758
00:30:45.700 --> 00:30:47.400
absolutely.

759
00:30:47.400 --> 00:30:49.810
It deficits in self-efficacy.

760
00:30:49.810 --> 00:30:52.060
And so what we've gotta do is help students understand

761
00:30:52.060 --> 00:30:54.610
that those beliefs that they bring,

762
00:30:54.610 --> 00:30:56.050
those are distorted beliefs.

763
00:30:56.050 --> 00:30:58.650
And it's those distorted beliefs

764
00:30:58.650 --> 00:31:02.300
that are causing their current deficits rather

765
00:31:02.300 --> 00:31:04.880
than the fact that they have a deficit

766
00:31:04.880 --> 00:31:06.600
that cannot be overcome.

767
00:31:06.600 --> 00:31:09.460
Because there's been so much time thinking about,

768
00:31:09.460 --> 00:31:11.570
you know, what other students are doing.

769
00:31:11.570 --> 00:31:12.960
And it's so interesting,

770
00:31:12.960 --> 00:31:15.580
the students from well resourced schools,

771
00:31:15.580 --> 00:31:19.315
they are so good at the game of making everybody think,

772
00:31:19.315 --> 00:31:21.850
"Oh, I don't even need to study this stuff."

773
00:31:21.850 --> 00:31:22.733
And they're put putting in, you know,

774
00:31:22.733 --> 00:31:25.910
15, 20, 25 hours a week,

775
00:31:25.910 --> 00:31:28.500
but they're saying, "Oh, nope, I didn't study.

776
00:31:28.500 --> 00:31:29.950
Oh no, I just knew it."

777
00:31:29.950 --> 00:31:32.170
And so the other students don't realize

778
00:31:32.170 --> 00:31:33.587
that even though those students are saying,

779
00:31:33.587 --> 00:31:34.820
"I'm not doing any work,"

780
00:31:34.820 --> 00:31:36.780
they are studying their butt off.

781
00:31:36.780 --> 00:31:39.010
But as I said last week,

782
00:31:39.010 --> 00:31:41.760
we have socialized kids into thinking

783
00:31:41.760 --> 00:31:44.200
that if you have to study,

784
00:31:44.200 --> 00:31:45.940
that means you're not smart.

785
00:31:45.940 --> 00:31:48.510
I can't tell you the number of parents I've run into

786
00:31:48.510 --> 00:31:49.720
that might have two kids.

787
00:31:49.720 --> 00:31:53.620
And they'll say, "Oh, Susie is really, really smart.

788
00:31:53.620 --> 00:31:55.840
She never has to open a book,

789
00:31:55.840 --> 00:31:58.110
but Johnny, he's not so bright.

790
00:31:58.110 --> 00:32:00.210
He has to study all the time."

791
00:32:00.210 --> 00:32:02.710
And so we socialize kids into thinking

792
00:32:02.710 --> 00:32:04.610
that if you have to study,

793
00:32:04.610 --> 00:32:05.920
then you're not that smart.

794
00:32:05.920 --> 00:32:07.390
And so that's the other thing

795
00:32:07.390 --> 00:32:09.470
that we have to change with students,

796
00:32:09.470 --> 00:32:10.370
letting them know that,

797
00:32:10.370 --> 00:32:14.220
no, it's the smart people who recognize

798
00:32:14.220 --> 00:32:15.670
that an investment of time

799
00:32:15.670 --> 00:32:18.810
in this information will give you the deep learning

800
00:32:18.810 --> 00:32:20.700
that you are looking for.

801
00:32:20.700 --> 00:32:22.600
And then we've gotta provide them the tools

802
00:32:22.600 --> 00:32:24.120
that are gonna change their behavior

803
00:32:24.120 --> 00:32:25.910
and refute those distorted beliefs.

804
00:32:25.910 --> 00:32:28.400
And again, that's where I think the metacognition comes in.

805
00:32:28.400 --> 00:32:31.080
And so, the first thing that they've gotta do,

806
00:32:31.080 --> 00:32:34.410
they've gotta understand their explanatory style.

807
00:32:34.410 --> 00:32:37.350
How do they explain success and failure?

808
00:32:37.350 --> 00:32:41.730
And now they have to be made aware of the very negative,

809
00:32:41.730 --> 00:32:43.530
self-destructive things they say

810
00:32:43.530 --> 00:32:45.760
to themselves when they fail.

811
00:32:45.760 --> 00:32:47.750
Because all of us have,

812
00:32:47.750 --> 00:32:51.160
we're engaging in self-talk all the time,

813
00:32:51.160 --> 00:32:53.290
but most of us don't realize it

814
00:32:53.290 --> 00:32:54.370
because it's a conversation

815
00:32:54.370 --> 00:32:55.780
that's running in the background.

816
00:32:55.780 --> 00:32:59.140
And so we have to help students understand

817
00:32:59.140 --> 00:33:00.730
and really be in tune to.

818
00:33:00.730 --> 00:33:03.440
And I would ask students, do you,

819
00:33:03.440 --> 00:33:06.820
what kinds of things do you say to yourself,

820
00:33:06.820 --> 00:33:10.500
if now you're taking a test and you failed it twice before?

821
00:33:10.500 --> 00:33:11.790
And are you saying things like,

822
00:33:11.790 --> 00:33:13.720
well, you know, you know you're not gonna pass this

823
00:33:13.720 --> 00:33:15.810
because you had a hard time before?

824
00:33:15.810 --> 00:33:17.187
And they'll kind of perk up and they'll say,

825
00:33:17.187 --> 00:33:19.720
"Yeah, but I didn't realize that."

826
00:33:19.720 --> 00:33:22.620
And so they've gotta change those self destructive things

827
00:33:22.620 --> 00:33:23.610
and change it around.

828
00:33:23.610 --> 00:33:24.750
So for example,

829
00:33:24.750 --> 00:33:26.397
if the saying was,

830
00:33:26.397 --> 00:33:28.677
"Well, I'm just really not good at writing."

831
00:33:28.677 --> 00:33:31.490
And that Carol Dweck has,

832
00:33:31.490 --> 00:33:35.817
she has a, it's a, I think one of the talks,

833
00:33:37.170 --> 00:33:39.670
Ted talks on the power of yet,

834
00:33:39.670 --> 00:33:41.840
this three little word, three word,

835
00:33:41.840 --> 00:33:43.910
little three letter word yet.

836
00:33:43.910 --> 00:33:46.210
And it's the power of yet.

837
00:33:46.210 --> 00:33:48.770
So she teaches people how to put yet

838
00:33:48.770 --> 00:33:51.900
onto the end of something that you say you're not good at.

839
00:33:51.900 --> 00:33:54.240
I'm not good at writing, well, yet,

840
00:33:54.240 --> 00:33:56.010
no, you're not because you haven't learned

841
00:33:56.010 --> 00:33:57.050
how to be good at writing,

842
00:33:57.050 --> 00:33:59.542
but you can learn how to do this.

843
00:33:59.542 --> 00:34:00.385
And Joan Marie says,

844
00:34:00.385 --> 00:34:01.630
"Oh, I have them close their eyes

845
00:34:01.630 --> 00:34:02.810
and give themselves a pat."

846
00:34:02.810 --> 00:34:04.630
Oh, that's great.

847
00:34:04.630 --> 00:34:08.670
And this reminds me of one of the other interventions

848
00:34:08.670 --> 00:34:10.440
before students take tests.

849
00:34:10.440 --> 00:34:15.180
This was in the journal for physics teachers

850
00:34:15.180 --> 00:34:17.140
and they talked about small interventions

851
00:34:17.140 --> 00:34:18.940
that yielded big results.

852
00:34:18.940 --> 00:34:23.300
And one of them was for a couple of minutes before a test,

853
00:34:23.300 --> 00:34:27.440
having students take a minute to focus on their goals,

854
00:34:27.440 --> 00:34:30.930
to just reflect on what are your long term goals,

855
00:34:30.930 --> 00:34:32.830
why are you here,

856
00:34:32.830 --> 00:34:35.450
and what are you doing to reach those goals.

857
00:34:35.450 --> 00:34:37.030
And what they found was that,

858
00:34:37.030 --> 00:34:39.110
it had no impact at all

859
00:34:39.110 --> 00:34:42.320
on the performance of white students,

860
00:34:42.320 --> 00:34:45.050
majority students and male students,

861
00:34:45.050 --> 00:34:49.513
but it closed the gap between the,

862
00:34:50.740 --> 00:34:52.110
I'm gonna call them regular students,

863
00:34:52.110 --> 00:34:53.410
but traditional students,

864
00:34:53.410 --> 00:34:55.210
white male, Asian students,

865
00:34:55.210 --> 00:34:57.240
and underrepresented minority students,

866
00:34:57.240 --> 00:34:59.270
it closed that gap significantly.

867
00:34:59.270 --> 00:35:04.270
And so I think that helping students tune into their goals

868
00:35:04.530 --> 00:35:06.437
and giving themselves a pep talk and see,

869
00:35:06.437 --> 00:35:08.090
and the pep talk that I,

870
00:35:08.090 --> 00:35:09.690
I do a workshop for students

871
00:35:09.690 --> 00:35:11.612
on 'It's not over till it's over,

872
00:35:11.612 --> 00:35:13.420
acing final exams.'

873
00:35:13.420 --> 00:35:14.680
And so the,

874
00:35:14.680 --> 00:35:16.090
I tell them that they have to say

875
00:35:16.090 --> 00:35:17.817
to themselves when they sit down,

876
00:35:17.817 --> 00:35:19.610
"Okay, I know this,

877
00:35:19.610 --> 00:35:22.090
I have studied for it, I'm prepared.

878
00:35:22.090 --> 00:35:25.380
All I'm gonna do is just share what I know

879
00:35:25.380 --> 00:35:29.100
with the professor by doing this exercise."

880
00:35:29.100 --> 00:35:33.120
And so students who have test anxiety or exam anxiety,

881
00:35:33.120 --> 00:35:34.990
then if they think of it more

882
00:35:34.990 --> 00:35:37.020
as I'm sharing what I know

883
00:35:37.020 --> 00:35:39.610
with the professor with this exercise,

884
00:35:39.610 --> 00:35:44.260
they say that that tamps down some of the anxiety also.

885
00:35:44.260 --> 00:35:46.640
Ah, okay, and I see, yes, close their eyes.

886
00:35:46.640 --> 00:35:48.440
Okay, Joan, you've helped. Great.

887
00:35:48.440 --> 00:35:49.580
Okay, and so,

888
00:35:49.580 --> 00:35:51.620
and then make those new statements a permanent part

889
00:35:51.620 --> 00:35:53.220
of your explanatory style.

890
00:35:53.220 --> 00:35:57.150
And then also they've gotta recognize that their perception

891
00:35:57.150 --> 00:35:59.660
of their ability is gonna have the most influence

892
00:35:59.660 --> 00:36:01.630
on the amount of effort that they're willing

893
00:36:01.630 --> 00:36:04.220
to expend on a task.

894
00:36:04.220 --> 00:36:06.620
And so one of the things that I like to do

895
00:36:06.620 --> 00:36:11.030
to help students recognize that their performance

896
00:36:11.030 --> 00:36:15.510
at the moment is not an indication of their ability,

897
00:36:15.510 --> 00:36:17.990
is I will have them think of about something

898
00:36:17.990 --> 00:36:20.790
that they were once really bad at

899
00:36:20.790 --> 00:36:23.670
and then they got really good at it.

900
00:36:23.670 --> 00:36:24.890
And at first I thought

901
00:36:24.890 --> 00:36:26.530
that students would have a hard time coming up

902
00:36:26.530 --> 00:36:27.750
with something, but they don't,

903
00:36:27.750 --> 00:36:28.640
they come up with something.

904
00:36:28.640 --> 00:36:30.620
I tell 'em yeah, it could be basket weaving,

905
00:36:30.620 --> 00:36:32.510
it could be skateboarding,

906
00:36:32.510 --> 00:36:34.003
it could be anything.

907
00:36:35.027 --> 00:36:36.130
And I'll say, you know,

908
00:36:36.130 --> 00:36:37.860
think about you were once really bad at it,

909
00:36:37.860 --> 00:36:39.610
but you got really good.

910
00:36:39.610 --> 00:36:42.040
What allowed you or what was it

911
00:36:42.040 --> 00:36:44.930
that made you get really good?

912
00:36:44.930 --> 00:36:46.870
And put in the chat box for me, please,

913
00:36:46.870 --> 00:36:50.580
the number one reason that you think I hear from students,

914
00:36:50.580 --> 00:36:51.413
when I say, you know,

915
00:36:51.413 --> 00:36:53.710
how did you get really good at this thing

916
00:36:53.710 --> 00:36:55.913
that you were once really bad at?

917
00:36:57.620 --> 00:36:59.310
Okay, they couldn't always walk.

918
00:36:59.310 --> 00:37:00.600
Okay. Absolutely.

919
00:37:00.600 --> 00:37:04.260
Yeah, and that reminds me of a saying everything is hard

920
00:37:04.260 --> 00:37:06.200
and I don't remember who said this, this was a quote,

921
00:37:06.200 --> 00:37:09.860
but, "Everything is hard until you know how to do it."

922
00:37:09.860 --> 00:37:12.830
And practice was the answer I was looking at, for, yeah.

923
00:37:12.830 --> 00:37:14.160
They say practice.

924
00:37:14.160 --> 00:37:15.780
And so then I say, "Yes,

925
00:37:15.780 --> 00:37:18.960
and this is the same result you're gonna get

926
00:37:18.960 --> 00:37:20.760
in your academic life

927
00:37:20.760 --> 00:37:24.080
when you spend the time using the strategies

928
00:37:24.080 --> 00:37:24.960
and practicing."

929
00:37:24.960 --> 00:37:27.530
Sometimes they'll say, "Well, I watched a YouTube video."

930
00:37:27.530 --> 00:37:28.363
Sometimes they'll say,

931
00:37:28.363 --> 00:37:30.637
"Well, somebody showed me what the strategies are."

932
00:37:30.637 --> 00:37:31.627
And I'll say, "Well, yeah,

933
00:37:31.627 --> 00:37:33.690
you know, this is what we're doing here

934
00:37:33.690 --> 00:37:35.550
and you've gotta practice that."

935
00:37:35.550 --> 00:37:38.360
And then they now understand that just

936
00:37:38.360 --> 00:37:40.920
like they got really good in that other area,

937
00:37:40.920 --> 00:37:42.790
they can get really good in their academics.

938
00:37:42.790 --> 00:37:45.700
And what they're doing now is no reflection

939
00:37:45.700 --> 00:37:47.620
of what they're gonna be able to do.

940
00:37:47.620 --> 00:37:51.130
And so now we're gonna go through some bullets,

941
00:37:51.130 --> 00:37:55.300
and I'm gonna ask you to think about what you're doing,

942
00:37:55.300 --> 00:37:56.770
because I know everybody

943
00:37:56.770 --> 00:37:59.710
in this session is doing wonderful things in their classes,

944
00:37:59.710 --> 00:38:02.330
but nobody knows what you're doing

945
00:38:02.330 --> 00:38:04.450
because we typically teach in these silos

946
00:38:04.450 --> 00:38:06.390
and so this is where we're gonna share.

947
00:38:06.390 --> 00:38:10.420
But if you have something in either one of these bullets,

948
00:38:10.420 --> 00:38:13.420
I'm gonna ask you after we go through the list

949
00:38:13.420 --> 00:38:14.300
to just raise your hand

950
00:38:14.300 --> 00:38:15.283
and I'll ask Susanmarie to recognize you,

951
00:38:15.283 --> 00:38:18.270
and you can unmute your mic and tell us what it is.

952
00:38:18.270 --> 00:38:22.940
But introducing and engaging fun activity, if possible.

953
00:38:22.940 --> 00:38:25.390
Emphasize the importance of effort rather

954
00:38:25.390 --> 00:38:27.310
than prior experience and performance.

955
00:38:27.310 --> 00:38:28.717
And that's what that little practice thing does

956
00:38:28.717 --> 00:38:30.910
that I just talked about.

957
00:38:30.910 --> 00:38:35.360
Demonstrate confidence that every student can succeed.

958
00:38:35.360 --> 00:38:38.250
And I remember that,

959
00:38:38.250 --> 00:38:40.140
this was maybe about eight or nine years ago,

960
00:38:40.140 --> 00:38:42.840
I was speaking to faculty at an institution in Florida

961
00:38:43.920 --> 00:38:48.040
and I made that statement that demonstrate confidence

962
00:38:48.040 --> 00:38:50.010
that every student can succeed.

963
00:38:50.010 --> 00:38:51.560
And, oh, okay, yeah,

964
00:38:51.560 --> 00:38:53.380
I also think students need to be honest with themselves

965
00:38:53.380 --> 00:38:55.390
about how much effort they wanna put in.

966
00:38:55.390 --> 00:38:57.820
Some just wanna put minimal effort and that's okay if

967
00:38:57.820 --> 00:38:59.620
that's what they want at the current time,

968
00:38:59.620 --> 00:39:01.390
they just can't expect similar outcomes.

969
00:39:01.390 --> 00:39:04.330
Yes, Denise, I'm gonna say that's true,

970
00:39:04.330 --> 00:39:07.660
but I think we have to push a little bit more

971
00:39:07.660 --> 00:39:10.430
because some students only wanna put

972
00:39:10.430 --> 00:39:13.610
in a little bit of effort because they don't think

973
00:39:13.610 --> 00:39:16.550
that putting in a lot of effort is going

974
00:39:16.550 --> 00:39:20.490
to get them much better results.

975
00:39:20.490 --> 00:39:22.790
And so, and I've actually seen that.

976
00:39:22.790 --> 00:39:24.640
In fact, there was a,

977
00:39:24.640 --> 00:39:26.110
oh, I forgot what this professor taught,

978
00:39:26.110 --> 00:39:30.870
but he had a student athlete who was not willing

979
00:39:30.870 --> 00:39:32.550
to put in a lot of effort 'cause she said,

980
00:39:32.550 --> 00:39:34.127
she just wanted a C in the course

981
00:39:34.127 --> 00:39:36.160
and she got a C, that was fine.

982
00:39:36.160 --> 00:39:38.410
And so when he talked with her about the fact

983
00:39:38.410 --> 00:39:42.210
that he knew that she could get an A in the course,

984
00:39:42.210 --> 00:39:44.610
but these are the things she needed to do

985
00:39:44.610 --> 00:39:45.980
when she understood that

986
00:39:45.980 --> 00:39:48.640
if she did those things then she could make an A,

987
00:39:48.640 --> 00:39:50.590
she put in a ton of effort.

988
00:39:50.590 --> 00:39:53.360
And so I don't want us to assume

989
00:39:53.360 --> 00:39:55.890
that just because students are exhibiting

990
00:39:55.890 --> 00:39:58.650
that only wanna put a little bit of effort in,

991
00:39:58.650 --> 00:40:01.440
that we can't convince them

992
00:40:01.440 --> 00:40:04.180
that they really do wanna put more effort

993
00:40:04.180 --> 00:40:07.405
in once they understand that the effort

994
00:40:07.405 --> 00:40:10.370
that they put in can have a huge impact,

995
00:40:10.370 --> 00:40:11.203
but they're thinking

996
00:40:11.203 --> 00:40:12.930
that they're gonna spend all this effort

997
00:40:12.930 --> 00:40:14.880
and they're only gonna get a little bit

998
00:40:16.911 --> 00:40:18.770
of the result from it.

999
00:40:18.770 --> 00:40:21.140
So, and, but once they understand that,

1000
00:40:21.140 --> 00:40:21.973
you're absolutely right,

1001
00:40:21.973 --> 00:40:22.806
there's some, certain students

1002
00:40:22.806 --> 00:40:26.580
who would, don't wanna put a lot of effort in, but,

1003
00:40:26.580 --> 00:40:29.200
yeah, (laughs) assumptions are the termite of relationships.

1004
00:40:29.200 --> 00:40:30.550
I agree.

1005
00:40:30.550 --> 00:40:32.620
And I used to, I say, you know, early,

1006
00:40:32.620 --> 00:40:34.210
before I learned this,

1007
00:40:34.210 --> 00:40:36.530
I would make assumptions based on student behavior.

1008
00:40:36.530 --> 00:40:37.460
If a student in,

1009
00:40:37.460 --> 00:40:40.610
put their head down and acted like they weren't interested,

1010
00:40:40.610 --> 00:40:42.820
I just assumed they weren't ready for prime time.

1011
00:40:42.820 --> 00:40:44.530
They were gonna flunk out, you know,

1012
00:40:44.530 --> 00:40:45.940
they would come back when they were ready

1013
00:40:45.940 --> 00:40:47.980
to learn and succeed.

1014
00:40:47.980 --> 00:40:49.590
But then when I learned this

1015
00:40:49.590 --> 00:40:51.430
and I started talking to students,

1016
00:40:51.430 --> 00:40:54.210
I realized that, that wasn't it at all,

1017
00:40:54.210 --> 00:40:56.190
those students, they just didn't know

1018
00:40:56.190 --> 00:40:58.310
how they were supposed to behave in class.

1019
00:40:58.310 --> 00:40:59.300
And I was shocked that

1020
00:40:59.300 --> 00:41:02.020
when I had these one-on-one discussions with them

1021
00:41:02.020 --> 00:41:05.310
to talk about the appropriate behavior

1022
00:41:05.310 --> 00:41:07.750
and what they were going, you know, what they should do,

1023
00:41:07.750 --> 00:41:10.060
that they changed their behavior, so.

1024
00:41:10.060 --> 00:41:12.290
Okay, and so, yeah,

1025
00:41:12.290 --> 00:41:14.590
I was speaking at institution in Florida

1026
00:41:14.590 --> 00:41:18.780
and I got the question that literally left me speechless.

1027
00:41:18.780 --> 00:41:22.092
And you know me pretty well by now

1028
00:41:22.092 --> 00:41:25.280
and you know that I'm very rarely left speechless,

1029
00:41:25.280 --> 00:41:26.687
but this professor said,

1030
00:41:26.687 --> 00:41:30.193
"Well, what if we know that every,

1031
00:41:31.400 --> 00:41:32.940
not every student can succeed,

1032
00:41:32.940 --> 00:41:34.290
what if we know that's not true?"

1033
00:41:34.290 --> 00:41:35.657
And so then I'm thinking,

1034
00:41:35.657 --> 00:41:37.820
"Well, Hmm, that's strange.

1035
00:41:37.820 --> 00:41:40.470
Why would we let people in our institutions

1036
00:41:40.470 --> 00:41:42.230
if we didn't think they could succeed?"

1037
00:41:42.230 --> 00:41:44.620
And then it dawned on me

1038
00:41:44.620 --> 00:41:49.340
that he was changing one of the words

1039
00:41:49.340 --> 00:41:51.560
in that sentence to something else.

1040
00:41:51.560 --> 00:41:53.550
And put it in the chat box if you know,

1041
00:41:53.550 --> 00:41:55.830
he was changing one of the words to something else.

1042
00:41:55.830 --> 00:41:57.640
Okay, and sometimes students don't have any basis

1043
00:41:57.640 --> 00:41:58.790
of exempts of our education,

1044
00:41:58.790 --> 00:42:00.660
it transform their lives, exactly.

1045
00:42:00.660 --> 00:42:02.380
Okay, contract, specs grading,

1046
00:42:02.380 --> 00:42:03.820
yeah, can help students think

1047
00:42:03.820 --> 00:42:04.770
through how different levels

1048
00:42:04.770 --> 00:42:07.330
of effort are gonna give them different connections.

1049
00:42:07.330 --> 00:42:09.950
Yeah, and so I think that anything we can do

1050
00:42:09.950 --> 00:42:12.240
that really helps students connect

1051
00:42:12.240 --> 00:42:16.240
with the fact that effort and results,

1052
00:42:16.240 --> 00:42:18.983
you know, kind of go hand-in-hand will be helpful.

1053
00:42:19.900 --> 00:42:22.070
Yeah, and so, demonstrate confidence

1054
00:42:22.070 --> 00:42:23.927
that every student can succeed is what I said.

1055
00:42:23.927 --> 00:42:26.000
And he said, "Well, what if that's not true?"

1056
00:42:26.000 --> 00:42:27.810
So there was one word

1057
00:42:27.810 --> 00:42:29.490
that he was changing to something else.

1058
00:42:29.490 --> 00:42:31.970
Does anybody, does it come to,

1059
00:42:31.970 --> 00:42:34.610
exactly Laura, can versus will.

1060
00:42:34.610 --> 00:42:36.790
He was changing the can to will,

1061
00:42:36.790 --> 00:42:39.350
demonstrate confidence that every student will succeed.

1062
00:42:39.350 --> 00:42:42.730
Now, I know that not every student will succeed.

1063
00:42:42.730 --> 00:42:46.300
So I don't have confidence that every student will succeed,

1064
00:42:46.300 --> 00:42:50.210
but I have to have confidence that every student can succeed

1065
00:42:50.210 --> 00:42:52.880
because I don't know who's gonna succeed and who's not.

1066
00:42:52.880 --> 00:42:55.850
I've seen students come to come college with a 4.3 GPA

1067
00:42:55.850 --> 00:42:58.680
from high school flunk out the first semester.

1068
00:42:58.680 --> 00:43:01.340
I've seen students come to college

1069
00:43:01.340 --> 00:43:05.950
with a 2.6 GPA from high school and graduate with a 4.0.

1070
00:43:05.950 --> 00:43:10.390
And so I have to demonstrate confidence to every student

1071
00:43:10.390 --> 00:43:12.500
that I know they can succeed

1072
00:43:12.500 --> 00:43:14.510
because many times the confidence

1073
00:43:14.510 --> 00:43:17.290
that our students have is only the confidence

1074
00:43:17.290 --> 00:43:21.330
that we put in them before they use the strategies.

1075
00:43:21.330 --> 00:43:23.240
And so we've gotta demonstrate that

1076
00:43:23.240 --> 00:43:25.520
and then show the instructor's human side

1077
00:43:26.550 --> 00:43:28.390
or if we're working with tutors in our courses,

1078
00:43:28.390 --> 00:43:30.190
having them show their human side.

1079
00:43:30.190 --> 00:43:32.770
Because very often students think

1080
00:43:32.770 --> 00:43:36.590
that we are the academic gods and goddesses,

1081
00:43:36.590 --> 00:43:38.990
that we never struggle with anything,

1082
00:43:38.990 --> 00:43:42.500
we always at the top of our class, we,

1083
00:43:42.500 --> 00:43:44.150
so we're not like them,

1084
00:43:44.150 --> 00:43:47.470
but if we can share any of our struggles,

1085
00:43:47.470 --> 00:43:49.630
then that helps them relate

1086
00:43:49.630 --> 00:43:52.880
and see that we were successful even though we struggled

1087
00:43:52.880 --> 00:43:54.210
and they can too.

1088
00:43:54.210 --> 00:43:56.660
And so what I wanna do now is just stop

1089
00:43:56.660 --> 00:43:59.300
and ask anybody who has done something

1090
00:43:59.300 --> 00:44:01.540
in any of these four areas that you're willing

1091
00:44:01.540 --> 00:44:03.270
to share with colleagues,

1092
00:44:03.270 --> 00:44:04.740
please raise your hand

1093
00:44:04.740 --> 00:44:07.673
and Susanmarie is gonna recognize you.

1094
00:44:17.560 --> 00:44:18.580
Oh, okay, I was about to say,

1095
00:44:18.580 --> 00:44:20.830
and if we don't see any hands,

1096
00:44:20.830 --> 00:44:23.070
I know about wait time.

1097
00:44:23.070 --> 00:44:24.640
I don't know if you've heard of wait time.

1098
00:44:24.640 --> 00:44:26.380
Oh, okay, yes, so we have more.

1099
00:44:26.380 --> 00:44:28.430
Okay, and we can probably take up to three.

1100
00:44:28.430 --> 00:44:30.020
Oh, we have three hands raised now.

1101
00:44:30.020 --> 00:44:32.100
So Susanmarie, would you.

1102
00:44:32.100 --> 00:44:33.470
<v ->And Alexandria.</v>

1103
00:44:33.470 --> 00:44:34.503
<v ->Okay, great.</v>

1104
00:44:36.610 --> 00:44:38.840
<v ->Sorry. Did you call on me, Susanmarie?</v>

1105
00:44:38.840 --> 00:44:40.360
<v ->Yeah, I did.</v>

1106
00:44:40.360 --> 00:44:42.530
Okay (laughs).
(Susanmarie laughs)

1107
00:44:42.530 --> 00:44:45.280
So that last bullet point, I...

1108
00:44:46.330 --> 00:44:49.610
My name is Erica Andrus and unfortunately I've had classes

1109
00:44:49.610 --> 00:44:52.040
that conflict with the previous workshops,

1110
00:44:52.040 --> 00:44:54.280
so I wasn't able to attend.

1111
00:44:54.280 --> 00:44:57.640
And I teach in the religion department

1112
00:44:57.640 --> 00:45:02.640
and I teach a very large intro class.

1113
00:45:02.790 --> 00:45:04.580
And a lot of the students in the class,

1114
00:45:04.580 --> 00:45:07.680
they probably will never take another religion class

1115
00:45:07.680 --> 00:45:09.683
in their college career.

1116
00:45:11.714 --> 00:45:16.370
And so, I find that I do the fourth bullet point there.

1117
00:45:16.370 --> 00:45:19.430
I, when I'm introducing a term

1118
00:45:19.430 --> 00:45:23.700
to them from my field of study,

1119
00:45:23.700 --> 00:45:28.340
often, what I'll say is, "You know,

1120
00:45:28.340 --> 00:45:31.760
my professors taught me about this

1121
00:45:31.760 --> 00:45:35.830
and I was confused about this term for the longest time,

1122
00:45:35.830 --> 00:45:39.710
until I finally figured out that in plain English,

1123
00:45:39.710 --> 00:45:41.610
it means this."

1124
00:45:41.610 --> 00:45:46.610
So I try to, you know, humanize my own experience or,

1125
00:45:46.937 --> 00:45:50.040
you know, and I acknowledge it's been a long time

1126
00:45:50.040 --> 00:45:51.180
since I've been in college,

1127
00:45:51.180 --> 00:45:54.400
but I still remember that very clearly,

1128
00:45:54.400 --> 00:45:58.070
like the professor just assuming I understood

1129
00:45:58.070 --> 00:45:59.650
what this word meant

1130
00:45:59.650 --> 00:46:02.390
and I'm not gonna assume that about you guys,

1131
00:46:02.390 --> 00:46:04.330
I'm gonna tell you (laughs).

1132
00:46:04.330 --> 00:46:06.603
<v ->Great, yeah, no, I think that's great</v>

1133
00:46:06.603 --> 00:46:10.360
because it showed your struggle and it also,

1134
00:46:10.360 --> 00:46:12.760
you gave him a strategy also, I think.

1135
00:46:12.760 --> 00:46:16.470
And so they now know that they're not expected

1136
00:46:16.470 --> 00:46:19.490
to understand the terms initially.

1137
00:46:19.490 --> 00:46:23.050
But I guess I have one small suggestion

1138
00:46:23.050 --> 00:46:24.040
and I don't know it would work

1139
00:46:24.040 --> 00:46:25.240
because I don't know what you're teaching

1140
00:46:25.240 --> 00:46:26.260
what the terms are,

1141
00:46:26.260 --> 00:46:28.300
but I don't know if it's a term that,

1142
00:46:28.300 --> 00:46:30.780
instead of you're telling 'em what it means,

1143
00:46:30.780 --> 00:46:35.440
asking them what comes to mind when they see this term,

1144
00:46:35.440 --> 00:46:39.130
and so then they will actually be put in the position

1145
00:46:39.130 --> 00:46:41.570
where they've gotta start thinking about this term

1146
00:46:41.570 --> 00:46:43.360
and what it might mean to them,

1147
00:46:43.360 --> 00:46:45.890
so that when you talk about what it actually means,

1148
00:46:45.890 --> 00:46:47.400
then they can see if there's a difference

1149
00:46:47.400 --> 00:46:49.010
between what they were thinking it was

1150
00:46:49.010 --> 00:46:51.770
or if it's congruent with what they were thinking

1151
00:46:51.770 --> 00:46:54.450
and it's probably something that will stick with them.

1152
00:46:54.450 --> 00:46:56.850
Yes. Thank you so much. Okay.

1153
00:46:56.850 --> 00:46:58.620
Oh, and actually, let me just stop now

1154
00:46:58.620 --> 00:47:00.000
because somebody asked the question

1155
00:47:00.000 --> 00:47:04.290
in the chat box about what is effort and, you know,

1156
00:47:04.290 --> 00:47:06.370
how do we define effort?

1157
00:47:06.370 --> 00:47:10.590
And for me, that would be the kind of thing,

1158
00:47:10.590 --> 00:47:15.230
if a student asked that I would throw it out to the class

1159
00:47:15.230 --> 00:47:18.350
and I would ask them to think of something

1160
00:47:18.350 --> 00:47:21.030
that they figured they put a lot of effort into.

1161
00:47:21.030 --> 00:47:25.220
And so what does that mean when they put effort into it?

1162
00:47:25.220 --> 00:47:26.550
Is it just time?

1163
00:47:26.550 --> 00:47:29.290
Is it calories? Is it money?

1164
00:47:29.290 --> 00:47:32.050
And so having that discussion,

1165
00:47:32.050 --> 00:47:34.890
I think, we would come up with a joint description

1166
00:47:34.890 --> 00:47:36.760
of what effort is.

1167
00:47:36.760 --> 00:47:37.593
Because it, to me,

1168
00:47:37.593 --> 00:47:38.850
that's one of those intuitive things

1169
00:47:38.850 --> 00:47:41.260
that, well, you, you put work into it.

1170
00:47:41.260 --> 00:47:43.030
But I think having that discussion

1171
00:47:43.030 --> 00:47:45.160
'cause it's a great question I think would help

1172
00:47:45.160 --> 00:47:48.363
other people understand exactly what it is.

1173
00:47:49.530 --> 00:47:51.650
Okay, so told me once that he had not done.

1174
00:47:51.650 --> 00:47:54.130
Oh, okay, this is a, Nina's giving us a,

1175
00:47:54.130 --> 00:47:55.130
one of the other bullets,

1176
00:47:55.130 --> 00:47:56.730
so okay, we'll get back to that.

1177
00:47:56.730 --> 00:47:58.380
Okay, well thank you so much for sharing that.

1178
00:47:58.380 --> 00:48:01.060
And who's next, Susanmarie?
<v ->Denise?</v>

1179
00:48:03.540 --> 00:48:04.710
<v ->Okay. Hi. Yeah.</v>

1180
00:48:04.710 --> 00:48:06.510
I'm Denise Peters.

1181
00:48:06.510 --> 00:48:10.270
I teach in the Doctor of Physical Therapy Program,

1182
00:48:10.270 --> 00:48:13.410
so I teach graduate students.

1183
00:48:13.410 --> 00:48:14.730
And an example that came to mind

1184
00:48:14.730 --> 00:48:17.140
for an activity is, you know,

1185
00:48:17.140 --> 00:48:19.550
we have to teach a lot of fundamental concepts

1186
00:48:19.550 --> 00:48:24.180
in our program and some of that can be pretty dry teaching

1187
00:48:24.180 --> 00:48:26.250
and so to kind of come with a way

1188
00:48:26.250 --> 00:48:29.750
for students to be more engaged in that material is

1189
00:48:29.750 --> 00:48:34.750
that I designed an activity and it's got multiple layers,

1190
00:48:34.930 --> 00:48:37.510
so it hits a couple of these different bullets.

1191
00:48:37.510 --> 00:48:40.950
I designed an activity where they got in pairs

1192
00:48:40.950 --> 00:48:45.550
and their task was they have to teach a novel motor skill,

1193
00:48:45.550 --> 00:48:47.480
which in this case is dancing.

1194
00:48:47.480 --> 00:48:48.810
And so they're in pairs,

1195
00:48:48.810 --> 00:48:51.240
I have a teacher, I have a student,

1196
00:48:51.240 --> 00:48:52.830
the pair only knows who is who

1197
00:48:52.830 --> 00:48:54.300
'cause part of it is they have

1198
00:48:54.300 --> 00:48:56.050
to dance at the end in front of the class

1199
00:48:56.050 --> 00:48:58.370
and people have to guess who's the teacher or the student.

1200
00:48:58.370 --> 00:49:00.000
And so it's this novel task

1201
00:49:00.000 --> 00:49:01.400
and it can be whatever they want,

1202
00:49:01.400 --> 00:49:04.190
whatever type of movement strategy,

1203
00:49:04.190 --> 00:49:08.180
they get to pick a 30 minute music, you know,

1204
00:49:08.180 --> 00:49:09.450
as long as it doesn't have cuss words,

1205
00:49:09.450 --> 00:49:11.790
it can be open to whatever.
(Saundra laughs)

1206
00:49:11.790 --> 00:49:14.670
And they're asked to reflect

1207
00:49:14.670 --> 00:49:17.720
upon the motor learning principles

1208
00:49:17.720 --> 00:49:20.610
that they utilize both as a teacher

1209
00:49:20.610 --> 00:49:23.770
and as the student in the dance.

1210
00:49:23.770 --> 00:49:26.540
And so their assignment is to just write this reflection

1211
00:49:26.540 --> 00:49:30.993
in both effective and in ineffective strategies.

1212
00:49:31.900 --> 00:49:35.330
And so there's not like a certain level of performance

1213
00:49:35.330 --> 00:49:36.500
that's gonna get them a grade,

1214
00:49:36.500 --> 00:49:38.150
it's really, you know,

1215
00:49:38.150 --> 00:49:40.000
did they work together as a team,

1216
00:49:40.000 --> 00:49:42.870
you know, reflection on these motor learning principles

1217
00:49:42.870 --> 00:49:44.170
that I'm asking them to do,

1218
00:49:44.170 --> 00:49:47.520
and then, and it's a typically a fun activity,

1219
00:49:47.520 --> 00:49:49.720
but it has another layer to it

1220
00:49:49.720 --> 00:49:53.180
that some students are scared to death

1221
00:49:53.180 --> 00:49:55.510
to dance in front of the class.

1222
00:49:55.510 --> 00:49:57.170
But at the same time in our field,

1223
00:49:57.170 --> 00:49:58.003
we work with people

1224
00:49:58.003 --> 00:50:00.110
who've had a stroke or spinal cord injury,

1225
00:50:00.110 --> 00:50:04.230
and we're asking these people to move in new ways

1226
00:50:04.230 --> 00:50:05.630
after their injury

1227
00:50:05.630 --> 00:50:09.060
and they, and I think it helps us

1228
00:50:09.060 --> 00:50:10.740
to be kind of put in their shoes

1229
00:50:10.740 --> 00:50:13.020
for just a little bit about what that feels like

1230
00:50:13.020 --> 00:50:15.530
when we're being asked to move in an uncomfortable way

1231
00:50:15.530 --> 00:50:17.363
in an abled body individual.

1232
00:50:18.310 --> 00:50:21.330
And I think that connection too has really helped students

1233
00:50:21.330 --> 00:50:22.680
when they were like, "Wow".

1234
00:50:22.680 --> 00:50:24.070
'Cause sometimes we take it for granted

1235
00:50:24.070 --> 00:50:25.490
if we're working with someone with stroke

1236
00:50:25.490 --> 00:50:27.840
and this is the first time they're being asked to move

1237
00:50:27.840 --> 00:50:30.660
in front of their family with a, you know,

1238
00:50:30.660 --> 00:50:33.550
paralyzed or hemiparetic, you know, arm or leg.

1239
00:50:33.550 --> 00:50:35.660
And so it, I found it,

1240
00:50:35.660 --> 00:50:38.860
this I've done it for the past couple of years minus COVID

1241
00:50:38.860 --> 00:50:40.310
and I found it to be,

1242
00:50:40.310 --> 00:50:43.090
the feedback from the students has been really,

1243
00:50:43.090 --> 00:50:45.884
I think even better than what I thought,

1244
00:50:45.884 --> 00:50:48.480
'cause it's engaged them and it's tied

1245
00:50:48.480 --> 00:50:52.700
in some principles in a really impactful way, so.

1246
00:50:52.700 --> 00:50:54.270
<v ->Great. Yeah, thanks for sharing that.</v>

1247
00:50:54.270 --> 00:50:57.560
And I was trying to see how we could generalize it too

1248
00:50:57.560 --> 00:51:01.120
if you're teaching a class that doesn't involve movement.

1249
00:51:01.120 --> 00:51:03.000
And I like the idea that you said, you know,

1250
00:51:03.000 --> 00:51:04.670
they had to guess who was the teacher

1251
00:51:04.670 --> 00:51:06.350
and who was the learner.

1252
00:51:06.350 --> 00:51:09.430
And I guess I of maybe putting students in groups

1253
00:51:09.430 --> 00:51:12.530
of two or three where now they've gotta teach something

1254
00:51:12.530 --> 00:51:16.890
to the class and then the class, you know,

1255
00:51:16.890 --> 00:51:20.590
has to guess who took the lead on one particular component

1256
00:51:20.590 --> 00:51:24.450
or who seemed most comfortable with the material

1257
00:51:24.450 --> 00:51:26.210
and maybe they'd get bonus points

1258
00:51:26.210 --> 00:51:28.530
because everybody needs to be brought up

1259
00:51:28.530 --> 00:51:33.180
to the level of, yeah, so great idea, yes.

1260
00:51:33.180 --> 00:51:34.330
Okay, thanks so much.

1261
00:51:34.330 --> 00:51:37.500
And in the chat box there was,

1262
00:51:37.500 --> 00:51:39.700
yeah, the faculty advisor said

1263
00:51:39.700 --> 00:51:41.960
that he hadn't done well on a paper

1264
00:51:41.960 --> 00:51:43.870
and he could resubmit it for a better grade.

1265
00:51:43.870 --> 00:51:46.470
He received, he wrote, rewrote it three times

1266
00:51:46.470 --> 00:51:48.120
before getting an A,

1267
00:51:48.120 --> 00:51:49.430
that left quite an impression.

1268
00:51:49.430 --> 00:51:52.720
And sometimes what people do for writing also is, you know,

1269
00:51:52.720 --> 00:51:54.610
when we get these articles back

1270
00:51:54.610 --> 00:51:58.440
that we've submitted and we have all these comments,

1271
00:51:58.440 --> 00:52:00.870
one faculty member said that they shared that

1272
00:52:00.870 --> 00:52:03.190
with their students and let them know that, you know,

1273
00:52:03.190 --> 00:52:04.730
even though I'm a professor,

1274
00:52:04.730 --> 00:52:07.070
I still get all these comments back

1275
00:52:07.070 --> 00:52:10.110
and you can just kind of see students exhaling.

1276
00:52:10.110 --> 00:52:12.720
Okay. Who's next, Susanmarie?

1277
00:52:12.720 --> 00:52:13.663
<v ->Alexandria.</v>

1278
00:52:17.310 --> 00:52:18.360
<v ->Hi, it's me.</v>

1279
00:52:18.360 --> 00:52:20.520
I teach chemistry still

1280
00:52:20.520 --> 00:52:22.420
for the record (laughs).
<v ->Okay (laughs).</v>

1281
00:52:24.690 --> 00:52:26.873
<v ->And so I'm primarily teaching,</v>

1282
00:52:28.020 --> 00:52:30.090
mostly first years I general chemistry

1283
00:52:30.090 --> 00:52:34.010
and I do sort of a combination

1284
00:52:34.010 --> 00:52:39.003
of bullet two and bullet four where I,

1285
00:52:39.980 --> 00:52:40.900
whenever, you know,

1286
00:52:40.900 --> 00:52:43.363
I have students after an exam, you know,

1287
00:52:44.520 --> 00:52:45.527
they come to me and they're like,

1288
00:52:45.527 --> 00:52:48.030
"You know, this exam went really bad for me."

1289
00:52:48.030 --> 00:52:51.460
And usually it's the, like a lot of times, you know,

1290
00:52:51.460 --> 00:52:54.280
the students are getting their first C

1291
00:52:54.280 --> 00:52:57.200
or their first D and I look at them

1292
00:52:57.200 --> 00:52:59.120
and I tell 'em, "You know,

1293
00:52:59.120 --> 00:53:02.020
okay, once upon a time I was a little undergrad

1294
00:53:02.020 --> 00:53:03.943
and I was taking organic chemistry.

1295
00:53:05.120 --> 00:53:08.290
And you wanna take a guess what I got

1296
00:53:08.290 --> 00:53:11.620
on my second exam in that class?

1297
00:53:11.620 --> 00:53:13.890
I got a 38%."

1298
00:53:13.890 --> 00:53:14.723
<v ->Oh.</v>

1299
00:53:16.260 --> 00:53:21.260
<v ->And now here I am getting my PhD in chemistry</v>

1300
00:53:21.770 --> 00:53:24.380
or almost with my PhD in chemistry

1301
00:53:24.380 --> 00:53:27.650
and I went

1302
00:53:27.650 --> 00:53:29.470
and I talked to my professor

1303
00:53:29.470 --> 00:53:32.120
and we had a long heart-to-heart conversation

1304
00:53:32.120 --> 00:53:33.820
about what happened for me on that exam,

1305
00:53:33.820 --> 00:53:35.780
because I was one of those students that,

1306
00:53:35.780 --> 00:53:37.980
I sat in the middle of the first row.

1307
00:53:37.980 --> 00:53:39.730
I was always answering questions.

1308
00:53:39.730 --> 00:53:43.360
I knew or seemingly knew what was going on.

1309
00:53:43.360 --> 00:53:48.360
And I, that class went not great

1310
00:53:48.420 --> 00:53:51.140
and I came back on that third exam

1311
00:53:51.140 --> 00:53:54.840
and I didn't put enough effort into the class

1312
00:53:54.840 --> 00:53:55.673
to get an A in the class,

1313
00:53:55.673 --> 00:53:57.563
but I got a solid B+ in the class.

1314
00:53:58.580 --> 00:53:59.580
<v ->Yes.</v>

1315
00:53:59.580 --> 00:54:01.137
<v ->Coming back from a.</v>
<v ->And as the (indistinct) says</v>

1316
00:54:01.137 --> 00:54:03.320
"And look at you now."

1317
00:54:03.320 --> 00:54:07.570
<v ->Coming back from a 38%.</v>

1318
00:54:07.570 --> 00:54:10.350
<v ->Yes. And that is so powerful.</v>

1319
00:54:10.350 --> 00:54:12.490
Now, I see another hand raised,

1320
00:54:12.490 --> 00:54:15.230
but is that a hand left over from?

1321
00:54:15.230 --> 00:54:16.380
'Cause I thought we had three.

1322
00:54:16.380 --> 00:54:17.870
<v ->I think that's a new, we did,</v>

1323
00:54:17.870 --> 00:54:19.740
but Laura Webb put her hand up

1324
00:54:19.740 --> 00:54:22.840
at some point while in this last few minutes.

1325
00:54:22.840 --> 00:54:24.090
<v ->Oh, okay.</v>

1326
00:54:24.090 --> 00:54:25.660
Actually, Laura, let me ask if,

1327
00:54:25.660 --> 00:54:27.110
'cause I'm sure what you are going

1328
00:54:27.110 --> 00:54:29.870
to say is gonna fit in one of the things later.

1329
00:54:29.870 --> 00:54:31.210
And so let me ask,

1330
00:54:31.210 --> 00:54:34.230
let me go a little bit further and if it doesn't,

1331
00:54:34.230 --> 00:54:35.870
then say what you were gonna say,

1332
00:54:35.870 --> 00:54:37.540
so we're not gonna forget you.

1333
00:54:37.540 --> 00:54:42.540
Okay, but yeah, and 'cause I wanted to share with you the,

1334
00:54:42.970 --> 00:54:44.790
I was talking at a conference once,

1335
00:54:44.790 --> 00:54:46.480
keynote conference and I talked about this

1336
00:54:46.480 --> 00:54:47.600
and before I sat down,

1337
00:54:47.600 --> 00:54:51.620
this professor sent me an email with these pictures in it,

1338
00:54:51.620 --> 00:54:54.760
Cathy Box is her name and she,

1339
00:54:54.760 --> 00:54:59.140
this was a meeting,

1340
00:54:59.140 --> 00:55:00.230
well, it's not a meeting, but okay,

1341
00:55:00.230 --> 00:55:01.693
on the next, the,

1342
00:55:02.690 --> 00:55:03.523
oh this is interesting,

1343
00:55:03.523 --> 00:55:04.850
I don't see the bottom of the slide,

1344
00:55:04.850 --> 00:55:06.410
a chapel, okay, that's what it was,

1345
00:55:06.410 --> 00:55:07.860
they had a chapel.

1346
00:55:07.860 --> 00:55:11.530
And they, these are outstanding faculty members.

1347
00:55:11.530 --> 00:55:13.740
And on one side of the cardboard,

1348
00:55:13.740 --> 00:55:16.340
they had them put any challenges they had.

1349
00:55:16.340 --> 00:55:19.030
And I'll just look at two.

1350
00:55:19.030 --> 00:55:23.410
This guy was fired at 19 from Hardwick Elementary School

1351
00:55:23.410 --> 00:55:25.890
where he was working as a custodian

1352
00:55:25.890 --> 00:55:30.440
and this person was told that moms can't do graduate school.

1353
00:55:30.440 --> 00:55:32.370
And then on the other side,

1354
00:55:32.370 --> 00:55:35.350
they put how they overcame the challenge

1355
00:55:35.350 --> 00:55:36.840
of what the result was

1356
00:55:36.840 --> 00:55:41.330
and he was hired at 22 as a teacher in the school

1357
00:55:41.330 --> 00:55:45.120
that he'd been fired from at 19 in a custodial position.

1358
00:55:45.120 --> 00:55:48.770
And now she is a college professor

1359
00:55:48.770 --> 00:55:50.760
and she's doing very well.

1360
00:55:50.760 --> 00:55:52.880
And Cathy Box the per in fact,

1361
00:55:52.880 --> 00:55:54.190
this is Cathy right there.

1362
00:55:54.190 --> 00:55:55.320
But she said that

1363
00:55:55.320 --> 00:55:58.610
that was one of the most profound

1364
00:55:58.610 --> 00:56:01.260
and effective chapels they ever had.

1365
00:56:01.260 --> 00:56:03.050
She said students came up and they were in tears.

1366
00:56:03.050 --> 00:56:06.160
They were saying how meaningful that was

1367
00:56:06.160 --> 00:56:08.160
because I think the other thing it does for students,

1368
00:56:08.160 --> 00:56:12.300
it shows them that you're not judging him

1369
00:56:12.300 --> 00:56:14.640
if they make a 38 on the first test.

1370
00:56:14.640 --> 00:56:16.170
Because you know that,

1371
00:56:16.170 --> 00:56:18.430
that doesn't mean they can't be successful.

1372
00:56:18.430 --> 00:56:21.200
And sometimes they do get that reaction

1373
00:56:22.202 --> 00:56:24.730
from a lot of faculty like at Princeton, you know,

1374
00:56:24.730 --> 00:56:26.480
why are you even trying to major in neuroscience?

1375
00:56:26.480 --> 00:56:28.810
You're making a C, get outta here.

1376
00:56:28.810 --> 00:56:31.547
And so James Raffini has written this book,

1377
00:56:31.547 --> 00:56:35.330
"150 Ways to Improve Intrinsic Motivation in the Classroom."

1378
00:56:35.330 --> 00:56:38.130
And it's actually written for a K12 audience,

1379
00:56:38.130 --> 00:56:42.000
but I find that the strategies for grades 9 through 12,

1380
00:56:42.000 --> 00:56:44.740
actually work well for undergraduates.

1381
00:56:44.740 --> 00:56:48.030
And so what they say is that there are five bases

1382
00:56:48.030 --> 00:56:50.010
of intrinsic motivation.

1383
00:56:50.010 --> 00:56:51.320
One is autonomy.

1384
00:56:51.320 --> 00:56:52.870
People like to feel that they are

1385
00:56:52.870 --> 00:56:54.950
in control of their own destiny.

1386
00:56:54.950 --> 00:56:55.783
One is competent.

1387
00:56:55.783 --> 00:56:58.410
We wanna feel that we will be successful

1388
00:56:58.410 --> 00:57:01.700
in whatever endeavor we are trying.

1389
00:57:01.700 --> 00:57:04.230
We wanna feel part of a group effort

1390
00:57:04.230 --> 00:57:06.690
and I think that's why these athletes will put

1391
00:57:06.690 --> 00:57:09.550
in so much time and energy.

1392
00:57:09.550 --> 00:57:11.500
They'll get out there at seven o'clock in the morning

1393
00:57:11.500 --> 00:57:12.757
and practice, you know, seven to eight

1394
00:57:12.757 --> 00:57:16.570
and they're back from six to nine at night

1395
00:57:16.570 --> 00:57:18.110
because they're part of the team

1396
00:57:18.110 --> 00:57:21.050
and they know that they have to make themselves better

1397
00:57:21.050 --> 00:57:23.210
so that the team can improve.

1398
00:57:23.210 --> 00:57:26.020
Self-esteem, we all wanna feel good about who we are.

1399
00:57:26.020 --> 00:57:27.780
And then we all like to have fun,

1400
00:57:27.780 --> 00:57:29.670
so involvement and enjoyment

1401
00:57:29.670 --> 00:57:31.200
to find pleasure in what they do.

1402
00:57:31.200 --> 00:57:33.050
And so I'll go over some examples

1403
00:57:33.050 --> 00:57:34.300
of each of these but I, again,

1404
00:57:34.300 --> 00:57:35.740
I'm gonna ask you to think of things

1405
00:57:35.740 --> 00:57:39.230
that you do at that meet, either one of these.

1406
00:57:39.230 --> 00:57:40.850
And Laura, I'm pretty sure

1407
00:57:40.850 --> 00:57:44.280
that what you are gonna share is gonna fit one of these

1408
00:57:44.280 --> 00:57:46.000
and so we're gonna, you're gonna be the first one

1409
00:57:46.000 --> 00:57:47.810
that I will ask to share.

1410
00:57:47.810 --> 00:57:49.260
But some of the strategies

1411
00:57:49.260 --> 00:57:52.370
for enhancing competence clearly articulating expectations

1412
00:57:52.370 --> 00:57:54.620
and somebody in the chat box mentioned earlier

1413
00:57:54.620 --> 00:57:58.830
that very clear rubrics are very, very helpful

1414
00:57:58.830 --> 00:58:01.910
for students to know exactly what they need to do.

1415
00:58:01.910 --> 00:58:03.830
And I'm a big fan of,

1416
00:58:03.830 --> 00:58:06.620
if we have papers or if we have projects

1417
00:58:06.620 --> 00:58:09.670
to take something from the past,

1418
00:58:09.670 --> 00:58:12.540
take an outstanding paper or project,

1419
00:58:12.540 --> 00:58:14.400
a mediocre paper or project,

1420
00:58:14.400 --> 00:58:19.400
and one that was poorly done and give that to students

1421
00:58:19.480 --> 00:58:24.460
and ask them to identify which was outstanding,

1422
00:58:24.460 --> 00:58:26.670
which was medicore, which was poor

1423
00:58:26.670 --> 00:58:31.557
and defend their evaluation of those papers.

1424
00:58:32.800 --> 00:58:34.350
And what I think

1425
00:58:34.350 --> 00:58:37.260
that does is it really helps them see

1426
00:58:37.260 --> 00:58:39.780
what are the characteristics of an outstanding paper?

1427
00:58:39.780 --> 00:58:42.850
A lot of students who turn in mediocre work,

1428
00:58:42.850 --> 00:58:44.750
it's not because they couldn't do better,

1429
00:58:44.750 --> 00:58:47.950
but they just don't what outstanding work looks like.

1430
00:58:47.950 --> 00:58:51.520
And so if they have the clear expectations

1431
00:58:51.520 --> 00:58:54.710
and examples of what outstanding work looks like,

1432
00:58:54.710 --> 00:58:55.890
then it's much easier,

1433
00:58:55.890 --> 00:58:58.260
providing early success opportunities.

1434
00:58:58.260 --> 00:59:03.060
So allowing students some opportunity to get some success,

1435
00:59:03.060 --> 00:59:04.110
because if they come in the class,

1436
00:59:04.110 --> 00:59:05.020
everybody said, you know,

1437
00:59:05.020 --> 00:59:06.360
oh, you're gonna flunk that class.

1438
00:59:06.360 --> 00:59:08.560
If they have something where they're successful

1439
00:59:08.560 --> 00:59:11.050
then that increases their self-efficacy,

1440
00:59:11.050 --> 00:59:12.840
that they're gonna be able to keep that up.

1441
00:59:12.840 --> 00:59:14.190
But now that's a little bit tricky

1442
00:59:14.190 --> 00:59:17.610
because it can't be too easy.

1443
00:59:17.610 --> 00:59:18.880
When I was at Cornell,

1444
00:59:18.880 --> 00:59:22.600
I, I'm still convinced that we did it the wrong way.

1445
00:59:22.600 --> 00:59:24.290
In general chemistry,

1446
00:59:24.290 --> 00:59:28.260
the first test was pretty straightforward.

1447
00:59:28.260 --> 00:59:29.950
And it was a lot of the stuff

1448
00:59:29.950 --> 00:59:31.470
that students had already seen in high school,

1449
00:59:31.470 --> 00:59:33.160
so students typically did really well,

1450
00:59:33.160 --> 00:59:34.410
the average was high,

1451
00:59:34.410 --> 00:59:35.840
but then for the second test,

1452
00:59:35.840 --> 00:59:39.440
the material got a lot harder and the test was harder.

1453
00:59:39.440 --> 00:59:42.080
And so then everybody bombed the second test

1454
00:59:42.080 --> 00:59:45.390
and students actually told me that after the first test,

1455
00:59:45.390 --> 00:59:46.223
they were thinking,

1456
00:59:46.223 --> 00:59:47.056
"Oh, you know, I didn't need

1457
00:59:47.056 --> 00:59:49.000
to spend this much time studying this,

1458
00:59:49.000 --> 00:59:50.690
this class is not that difficult,"

1459
00:59:50.690 --> 00:59:52.130
and so they slacked off.

1460
00:59:52.130 --> 00:59:53.980
So I think it's better for us

1461
00:59:53.980 --> 00:59:57.570
to give students some challenge in that first test,

1462
00:59:57.570 --> 01:00:00.160
even while providing early success opportunities.

1463
01:00:00.160 --> 01:00:02.440
So it's, you know, kind of a balance thing

1464
01:00:02.440 --> 01:00:03.590
that we've gotta do there.

1465
01:00:03.590 --> 01:00:06.200
And then help them really think about,

1466
01:00:06.200 --> 01:00:10.480
discuss the ways that students explain success and failure.

1467
01:00:10.480 --> 01:00:14.620
And some more strategies for enhancing competence.

1468
01:00:14.620 --> 01:00:16.200
Oh, actually, you know, before we do that,

1469
01:00:16.200 --> 01:00:18.130
actually, lemme say, Laura,

1470
01:00:18.130 --> 01:00:20.620
go ahead and share with us what you were gonna share

1471
01:00:20.620 --> 01:00:23.160
and tell us initially what category it fit into

1472
01:00:23.160 --> 01:00:25.910
and if it fit into one of the ones I just talked about.

1473
01:00:27.160 --> 01:00:28.800
(Laura laughs)

1474
01:00:28.800 --> 01:00:31.200
It's like, what did you, what were the categories before?

1475
01:00:31.200 --> 01:00:32.983
Okay, I'll put those back up, okay.

1476
01:00:34.770 --> 01:00:38.170
<v ->Well, I, what I was gonna share was an activity</v>

1477
01:00:38.170 --> 01:00:39.650
and I take no credit for this other

1478
01:00:39.650 --> 01:00:42.000
than latching onto someone's good idea.

1479
01:00:42.000 --> 01:00:45.510
But to have of students break out into groups in class

1480
01:00:45.510 --> 01:00:49.300
and do concept sketches where, you know,

1481
01:00:49.300 --> 01:00:53.070
I'm trying to get them to get a critical concept,

1482
01:00:53.070 --> 01:00:54.470
but they're working together

1483
01:00:54.470 --> 01:00:58.090
and they feel support from one another,

1484
01:00:58.090 --> 01:01:00.580
so they also feel belonging as part of this group,

1485
01:01:00.580 --> 01:01:03.120
but I, they also sort of find their niche

1486
01:01:03.120 --> 01:01:05.460
in terms of someone might take a shelter

1487
01:01:05.460 --> 01:01:08.480
behind the pen and be the artist

1488
01:01:08.480 --> 01:01:12.410
while another person is maybe explaining a tricky part

1489
01:01:12.410 --> 01:01:13.320
of the concept,

1490
01:01:13.320 --> 01:01:17.713
but it seems like they all come away having participated

1491
01:01:18.660 --> 01:01:23.020
in different ways but getting something out of that,

1492
01:01:23.020 --> 01:01:25.320
that I couldn't deliver on my own.

1493
01:01:25.320 --> 01:01:28.880
<v ->Yes, no, I think it's a great activity because this,</v>

1494
01:01:28.880 --> 01:01:30.190
whenever the students are talking

1495
01:01:30.190 --> 01:01:31.590
to each other about the concepts,

1496
01:01:31.590 --> 01:01:32.680
that's a plus.

1497
01:01:32.680 --> 01:01:36.030
And concept mapping has actually been shown

1498
01:01:36.030 --> 01:01:38.830
to deepen students' understanding

1499
01:01:38.830 --> 01:01:41.100
of how different things fit together,

1500
01:01:41.100 --> 01:01:42.940
which is very, very important.

1501
01:01:42.940 --> 01:01:45.530
And I love that you said, you know,

1502
01:01:45.530 --> 01:01:48.130
some, somebody might be the artist with the pen,

1503
01:01:48.130 --> 01:01:50.350
somebody else is explaining things

1504
01:01:50.350 --> 01:01:53.700
because I think that gets into learning style preferences.

1505
01:01:53.700 --> 01:01:55.330
I know that learning styles have fallen

1506
01:01:55.330 --> 01:01:57.710
into ill reput lately,

1507
01:01:57.710 --> 01:02:01.490
but I put the paper that allegedly debunked learning styles

1508
01:02:01.490 --> 01:02:03.410
in the book and I put in the paper

1509
01:02:03.410 --> 01:02:04.590
that debunked the paper

1510
01:02:04.590 --> 01:02:07.090
that allegedly debunked learning styles,

1511
01:02:07.090 --> 01:02:10.630
because I do think that that people have a preference.

1512
01:02:10.630 --> 01:02:13.250
Some people do like to explain,

1513
01:02:13.250 --> 01:02:14.880
or that they like to hear things,

1514
01:02:14.880 --> 01:02:16.140
other people like to draw

1515
01:02:16.140 --> 01:02:20.223
and so recognizing that I think is very important also.

1516
01:02:21.210 --> 01:02:25.210
Yeah, a Nobel laureate said he failed organic chemistry

1517
01:02:25.210 --> 01:02:27.750
and Jordan says, "I come out swinging on the first exam,

1518
01:02:27.750 --> 01:02:28.650
average is low."

1519
01:02:28.650 --> 01:02:29.730
Okay, and the second exam,

1520
01:02:29.730 --> 01:02:31.930
the class gets the attack from the back award

1521
01:02:31.930 --> 01:02:33.770
because the students really up their game.

1522
01:02:33.770 --> 01:02:37.100
Yes, and I think that that's a great strategy

1523
01:02:37.100 --> 01:02:41.450
and I would really highly urge you to do the metacognition,

1524
01:02:41.450 --> 01:02:44.510
I'll call it the intervention between,

1525
01:02:44.510 --> 01:02:46.130
right after, as soon as possible

1526
01:02:46.130 --> 01:02:49.410
after they get the scores back from the first exam,

1527
01:02:49.410 --> 01:02:53.010
because what sometimes happens is,

1528
01:02:53.010 --> 01:02:55.290
the students who had a lot of self-efficacy,

1529
01:02:55.290 --> 01:02:59.190
once they get that very low average on the first exam,

1530
01:02:59.190 --> 01:03:01.440
then they go into this mode, right?

1531
01:03:01.440 --> 01:03:03.100
Well, nothing I can do is gonna help

1532
01:03:03.100 --> 01:03:05.690
and so then they start putting in less effort,

1533
01:03:05.690 --> 01:03:08.160
but if you do the intervention,

1534
01:03:08.160 --> 01:03:11.340
then they can see exactly what they were doing wrong,

1535
01:03:11.340 --> 01:03:13.550
because in, when I do this

1536
01:03:13.550 --> 01:03:16.220
with general chemistry students at LSU,

1537
01:03:16.220 --> 01:03:19.060
normally the instructor doesn't tell them

1538
01:03:19.060 --> 01:03:20.710
that the next class

1539
01:03:20.710 --> 01:03:23.460
after they get the results back is gonna be

1540
01:03:23.460 --> 01:03:24.670
about learning strategies.

1541
01:03:24.670 --> 01:03:26.270
But for the last couple of years,

1542
01:03:26.270 --> 01:03:27.680
students have been so anxious

1543
01:03:27.680 --> 01:03:29.850
that as soon as they see their scores,

1544
01:03:29.850 --> 01:03:31.670
they start bombarding her,

1545
01:03:31.670 --> 01:03:33.890
wanting to meet in her office.

1546
01:03:33.890 --> 01:03:34.723
And so then she says,

1547
01:03:34.723 --> 01:03:36.060
"Well, you know, hold on, hold on,

1548
01:03:36.060 --> 01:03:38.887
the very next class is gonna be about learning strategies."

1549
01:03:38.887 --> 01:03:40.030
And I think that's,

1550
01:03:40.030 --> 01:03:42.070
I'm sure that's gonna help a lot of people.

1551
01:03:42.070 --> 01:03:45.300
So I think that that's great to do it,

1552
01:03:45.300 --> 01:03:47.460
but yeah, it,

1553
01:03:47.460 --> 01:03:49.100
letting them know that help is

1554
01:03:49.100 --> 01:03:51.160
on the way as soon as you can,

1555
01:03:51.160 --> 01:03:53.450
then that makes sense.

1556
01:03:53.450 --> 01:03:55.970
Okay, Jane, do you make that hard first exam?

1557
01:03:55.970 --> 01:03:57.580
Oh, low stakes,

1558
01:03:57.580 --> 01:04:01.040
which brings up another thing because it can be low stakes,

1559
01:04:01.040 --> 01:04:02.590
but it doesn't have to be low stakes.

1560
01:04:02.590 --> 01:04:05.610
And even if it is, okay, and Joanne says, no,

1561
01:04:05.610 --> 01:04:06.830
even if it is low stakes,

1562
01:04:06.830 --> 01:04:09.080
I wouldn't let the students know that.

1563
01:04:09.080 --> 01:04:10.650
And then she said, well, maybe,

1564
01:04:10.650 --> 01:04:12.363
because I give seven exams.

1565
01:04:13.470 --> 01:04:17.740
Yeah, and so that gets into, I think, you know,

1566
01:04:17.740 --> 01:04:21.020
sort of grading and I am not one to say that, you know,

1567
01:04:21.020 --> 01:04:21.980
you need to do it this way,

1568
01:04:21.980 --> 01:04:22.813
you can't do it this way.

1569
01:04:22.813 --> 01:04:24.720
So I'm never prescriptive.

1570
01:04:24.720 --> 01:04:26.600
But there are different philosophies

1571
01:04:26.600 --> 01:04:30.230
about how exams are gonna be handled.

1572
01:04:30.230 --> 01:04:33.730
One is that, you know, we're gonna drop the lowest score,

1573
01:04:33.730 --> 01:04:37.920
and so, but not letting students know that, I recommend,

1574
01:04:37.920 --> 01:04:39.760
until the end of the course,

1575
01:04:39.760 --> 01:04:42.410
because I found that

1576
01:04:42.410 --> 01:04:44.360
when students find out they can drop a course,

1577
01:04:44.360 --> 01:04:46.700
I would find these students who were,

1578
01:04:46.700 --> 01:04:47.580
they were on it,

1579
01:04:47.580 --> 01:04:51.080
they put in everything they had for the first three exams.

1580
01:04:51.080 --> 01:04:53.430
Let's say if it's a four exam course.

1581
01:04:53.430 --> 01:04:55.280
And so then after the third exam,

1582
01:04:55.280 --> 01:04:56.930
they've got their A average,

1583
01:04:56.930 --> 01:04:58.990
and so they drop out of the course

1584
01:04:58.990 --> 01:05:01.790
because they know they're gonna drop the fourth exam.

1585
01:05:01.790 --> 01:05:03.910
Somebody, I think, hasn't muted your mic.

1586
01:05:03.910 --> 01:05:05.260
If you could, everyone could mute,

1587
01:05:05.260 --> 01:05:06.920
that would be great.

1588
01:05:06.920 --> 01:05:08.490
And so they've dropped out of the course

1589
01:05:08.490 --> 01:05:09.900
after the third exam.

1590
01:05:09.900 --> 01:05:13.940
And then, so they miss everything that's on the fourth exam.

1591
01:05:13.940 --> 01:05:17.490
And then the final exam typically has more coming

1592
01:05:17.490 --> 01:05:20.230
from the latter half of the course than the first half,

1593
01:05:20.230 --> 01:05:21.980
and so they end up getting a C in the course,

1594
01:05:21.980 --> 01:05:23.890
even though they went in to,

1595
01:05:23.890 --> 01:05:27.160
they had an A after that first,

1596
01:05:27.160 --> 01:05:28.430
the first three exams.

1597
01:05:28.430 --> 01:05:30.800
Now, seven exams. Great.

1598
01:05:30.800 --> 01:05:34.690
And I see, let the comprehensive final count twice.

1599
01:05:34.690 --> 01:05:36.880
Don't advertise that until after the first exam.

1600
01:05:36.880 --> 01:05:38.230
Perfect. Perfect. Perfect.

1601
01:05:38.230 --> 01:05:39.830
Now there's some faculty members,

1602
01:05:39.830 --> 01:05:41.670
there's an engineering professor here

1603
01:05:41.670 --> 01:05:43.887
at LSU who tells students,

1604
01:05:43.887 --> 01:05:47.030
"If you make an A on my final exam,

1605
01:05:47.030 --> 01:05:48.780
you will get an A in the course,"

1606
01:05:48.780 --> 01:05:51.750
because his final is very comprehensive.

1607
01:05:51.750 --> 01:05:54.690
And so his attitude is that he says,

1608
01:05:54.690 --> 01:05:58.840
I want students grades to reflect the state

1609
01:05:58.840 --> 01:06:01.160
of their knowledge of the material

1610
01:06:01.160 --> 01:06:03.030
when they leave my course.

1611
01:06:03.030 --> 01:06:05.160
And if they've mastered the material

1612
01:06:05.160 --> 01:06:06.630
and make an A on the final,

1613
01:06:06.630 --> 01:06:08.000
they'll make an A in the course.

1614
01:06:08.000 --> 01:06:10.940
Now, it doesn't, it very rarely happens that somebody,

1615
01:06:10.940 --> 01:06:13.390
you know, had a much lower average will make an A

1616
01:06:13.390 --> 01:06:14.223
on the final,

1617
01:06:14.223 --> 01:06:16.350
but if it does, then he gives them an A,

1618
01:06:16.350 --> 01:06:18.070
and that's kind of incentive for students

1619
01:06:18.070 --> 01:06:21.570
to put a lot of effort into making sure they go back

1620
01:06:21.570 --> 01:06:23.413
and understand what happened early in the course

1621
01:06:23.413 --> 01:06:25.470
so that they do well on the final.

1622
01:06:25.470 --> 01:06:26.580
Students about to drop ones

1623
01:06:26.580 --> 01:06:27.680
but then I had students who said,

1624
01:06:27.680 --> 01:06:28.677
I'm not taking this exam.

1625
01:06:28.677 --> 01:06:30.450
Oh, exactly, I'm taking my drop

1626
01:06:30.450 --> 01:06:32.270
and that doesn't help anybody.

1627
01:06:32.270 --> 01:06:35.260
Okay, and so, some strategies for enhancing competent...

1628
01:06:35.260 --> 01:06:37.810
Oh, we, yeah, we did that.

1629
01:06:37.810 --> 01:06:40.490
More, that targeted feedback describing

1630
01:06:40.490 --> 01:06:43.320
the effective learning strategies I find is

1631
01:06:43.320 --> 01:06:47.490
the most important thing to enhance competence

1632
01:06:47.490 --> 01:06:50.480
and showing before and after scores.

1633
01:06:50.480 --> 01:06:53.820
And I almost never do a presentation

1634
01:06:53.820 --> 01:06:56.040
without talking about metacognition,

1635
01:06:56.040 --> 01:06:57.690
only because I find that

1636
01:06:57.690 --> 01:06:59.970
when students are exposed to that concept,

1637
01:06:59.970 --> 01:07:03.160
it really is that paradigm shifter.

1638
01:07:03.160 --> 01:07:05.650
And then blooms taxonomy.

1639
01:07:05.650 --> 01:07:07.570
So metacognition and blooms taxonomy,

1640
01:07:07.570 --> 01:07:09.540
because there are so many students

1641
01:07:09.540 --> 01:07:10.930
whose eyes have been open.

1642
01:07:10.930 --> 01:07:14.460
And this is when they see what they need

1643
01:07:14.460 --> 01:07:17.890
to do different other than just operating down here.

1644
01:07:17.890 --> 01:07:22.890
And the idea that, I don't really need to know anything,

1645
01:07:23.310 --> 01:07:27.573
is really a lot more common now than it used to be.

1646
01:07:28.500 --> 01:07:29.630
And so students will tell me,

1647
01:07:29.630 --> 01:07:30.463
oh, Dr. McGuire, you know,

1648
01:07:30.463 --> 01:07:31.890
we don't need to memorize anything.

1649
01:07:31.890 --> 01:07:35.210
My professor said this course is not about memorization

1650
01:07:35.210 --> 01:07:36.420
You don't have to memorize anything,

1651
01:07:36.420 --> 01:07:38.590
I want you to understand everything.

1652
01:07:38.590 --> 01:07:40.850
And so I said, "Well, yeah, I understand that,

1653
01:07:40.850 --> 01:07:45.070
but you do have to know some things,

1654
01:07:45.070 --> 01:07:47.430
there's some formulas you may have to memorize,

1655
01:07:47.430 --> 01:07:50.450
and you have to have information in your brain

1656
01:07:50.450 --> 01:07:53.850
that you can use for understanding."

1657
01:07:53.850 --> 01:07:56.620
You're certain , yeah, exactly.

1658
01:07:56.620 --> 01:08:00.470
And in fact, if you Google a funny dentist clip,

1659
01:08:00.470 --> 01:08:02.670
you'll see something from the Carol Burnett show.

1660
01:08:02.670 --> 01:08:03.870
I would, I show that clip

1661
01:08:03.870 --> 01:08:05.200
when I speak at medical schools,

1662
01:08:05.200 --> 01:08:06.910
dental schools, health profession schools,

1663
01:08:06.910 --> 01:08:08.760
it is so funny.

1664
01:08:08.760 --> 01:08:09.986
But exactly that.

1665
01:08:09.986 --> 01:08:12.940
And the example that I'm gonna give you is,

1666
01:08:12.940 --> 01:08:15.240
our older daughter is a faculty member,

1667
01:08:15.240 --> 01:08:16.620
she's a full professor

1668
01:08:16.620 --> 01:08:20.010
and section chief of pediatric allergy immunology

1669
01:08:20.010 --> 01:08:22.940
and retro virology at Baylor College of Medicine.

1670
01:08:22.940 --> 01:08:25.640
And in the days when she was rounding with residents,

1671
01:08:25.640 --> 01:08:28.010
she said that she rounded with this group of residents

1672
01:08:28.010 --> 01:08:29.387
and she asked this young man,

1673
01:08:29.387 --> 01:08:31.830
"Is it okay to prescribe drugs

1674
01:08:31.830 --> 01:08:35.370
like Sudafed and Actifed to pregnant women?"

1675
01:08:35.370 --> 01:08:37.110
And she said, "she thought he was gonna stop

1676
01:08:37.110 --> 01:08:38.130
and think and say,

1677
01:08:38.130 --> 01:08:40.400
well, it constricts blood vessels,

1678
01:08:40.400 --> 01:08:41.740
so probably not."

1679
01:08:41.740 --> 01:08:43.560
Instead he whipped out his,

1680
01:08:43.560 --> 01:08:45.180
it was PDA at the time,

1681
01:08:45.180 --> 01:08:47.110
our personal digital assistant

1682
01:08:47.110 --> 01:08:49.870
and he called up the physician's desk reference.

1683
01:08:49.870 --> 01:08:50.703
And she said,

1684
01:08:50.703 --> 01:08:53.130
and he read a few lines and looked at her and said no.

1685
01:08:53.130 --> 01:08:55.430
And she asked him, "Why not?"

1686
01:08:55.430 --> 01:08:57.940
He was absolutely clueless.

1687
01:08:57.940 --> 01:09:01.110
And so this idea that you don't have to have any knowledge

1688
01:09:01.110 --> 01:09:03.290
in your head is very dangerous.

1689
01:09:03.290 --> 01:09:04.630
And I tell students that,

1690
01:09:04.630 --> 01:09:07.920
you have to have, you can't solve problems

1691
01:09:07.920 --> 01:09:11.550
with information that you have just looked up on the web,

1692
01:09:11.550 --> 01:09:13.710
you've gotta have information in your brain.

1693
01:09:13.710 --> 01:09:14.890
And so that's why I like

1694
01:09:14.890 --> 01:09:18.780
that remembering is really the base of the triangle.

1695
01:09:18.780 --> 01:09:20.710
And then you go up from there,

1696
01:09:20.710 --> 01:09:22.670
critical reflection assignments are super useful

1697
01:09:22.670 --> 01:09:24.220
for students and instructors, yeah.

1698
01:09:24.220 --> 01:09:25.620
If you can't answer the question,

1699
01:09:25.620 --> 01:09:27.690
can you explain what you don't understand?

1700
01:09:27.690 --> 01:09:29.650
Okay, yes, absolutely.

1701
01:09:29.650 --> 01:09:33.170
And that's why now I was so opposed to reflection earlier,

1702
01:09:33.170 --> 01:09:36.540
but I am a huge fan of reflection now.

1703
01:09:36.540 --> 01:09:40.020
And this is just another form of blooms that has the verbs

1704
01:09:40.020 --> 01:09:41.660
that go along with each level,

1705
01:09:41.660 --> 01:09:43.460
so that students really get it.

1706
01:09:43.460 --> 01:09:45.940
And then that study cycle that we talked about before

1707
01:09:45.940 --> 01:09:48.660
that students love, love, love this thing,

1708
01:09:48.660 --> 01:09:53.620
because it gives 'em a very concrete strategy for studying.

1709
01:09:53.620 --> 01:09:56.220
And so maybe putting effort is almost, you know,

1710
01:09:56.220 --> 01:09:59.070
how many of the study cycles do you do.

1711
01:09:59.070 --> 01:10:01.130
But it is really helpful.

1712
01:10:01.130 --> 01:10:05.140
Now, before and after scores are really motivational,

1713
01:10:05.140 --> 01:10:06.540
I found.

1714
01:10:06.540 --> 01:10:07.630
Somebody mentioned that, you know,

1715
01:10:07.630 --> 01:10:10.240
when they said I got a 38 on the first test

1716
01:10:10.240 --> 01:10:11.800
and look where I am now,

1717
01:10:11.800 --> 01:10:13.350
students find that motivating.

1718
01:10:13.350 --> 01:10:16.720
And I do show this

1719
01:10:16.720 --> 01:10:19.270
because if a student, and so I want you

1720
01:10:19.270 --> 01:10:21.840
to start keeping your own before and after scores,

1721
01:10:21.840 --> 01:10:23.880
I think I asked you to do that last week.

1722
01:10:23.880 --> 01:10:25.620
And also the strategies,

1723
01:10:25.620 --> 01:10:26.970
have students send you an email

1724
01:10:26.970 --> 01:10:28.430
and tell you the strategies

1725
01:10:28.430 --> 01:10:32.000
that they used in order to improve.

1726
01:10:32.000 --> 01:10:34.973
Oh yeah, yeah. My thinking has changed so much.

1727
01:10:35.810 --> 01:10:38.030
I was such a fixed mindset person.

1728
01:10:38.030 --> 01:10:41.260
I thought, you know, you, if you couldn't,

1729
01:10:41.260 --> 01:10:44.430
if you flunked the first two of my organic chemistry tests

1730
01:10:44.430 --> 01:10:46.610
and you thought you were gonna be a neurosurgeon,

1731
01:10:46.610 --> 01:10:50.100
I would help you figure out a great backup plan

1732
01:10:50.100 --> 01:10:52.140
because there was no way you were gonna get into med school.

1733
01:10:52.140 --> 01:10:53.020
Now, and I,

1734
01:10:53.020 --> 01:10:55.470
I'm so sorry that I didn't know it then,

1735
01:10:55.470 --> 01:10:57.260
I repent.

1736
01:10:57.260 --> 01:11:00.100
But yeah, it's definitely changed.

1737
01:11:00.100 --> 01:11:05.100
And did I have a fixed mindset about mindsets?

1738
01:11:05.800 --> 01:11:06.980
Actually, no, I didn't.

1739
01:11:06.980 --> 01:11:08.900
I didn't know anything about mindsets.

1740
01:11:08.900 --> 01:11:11.570
So when I learned the information about mindset,

1741
01:11:11.570 --> 01:11:15.190
that there was this growth mindset and fixed mindset

1742
01:11:15.190 --> 01:11:18.150
and by the time I saw the mindset information,

1743
01:11:18.150 --> 01:11:20.060
I'd already learned the strategies.

1744
01:11:20.060 --> 01:11:22.210
And so I think that's one of the mistakes

1745
01:11:22.210 --> 01:11:24.412
that sometimes we make.

1746
01:11:24.412 --> 01:11:25.970
And sometimes students think that,

1747
01:11:25.970 --> 01:11:27.980
okay, if I have a growth mindset,

1748
01:11:27.980 --> 01:11:29.720
then I say, okay, I can do this,

1749
01:11:29.720 --> 01:11:31.060
I can make myself smarter,

1750
01:11:31.060 --> 01:11:32.290
I can improve.

1751
01:11:32.290 --> 01:11:35.910
But that's hollow if they don't have strategies

1752
01:11:35.910 --> 01:11:37.970
that they're going to put in place

1753
01:11:37.970 --> 01:11:41.150
to actually make the improvement happen.

1754
01:11:41.150 --> 01:11:43.780
And so I didn't really have a fixed mindset about mindsets,

1755
01:11:43.780 --> 01:11:46.880
but I did have a fixed mindset about intelligence.

1756
01:11:46.880 --> 01:11:50.543
And so once we can show students this,

1757
01:11:50.543 --> 01:11:51.870
if a student says, "Oh, you know,

1758
01:11:51.870 --> 01:11:54.510
always me, I made a 38 on the first test."

1759
01:11:54.510 --> 01:11:55.343
Don't worry about that,

1760
01:11:55.343 --> 01:11:57.240
here's a student who made a 30, then a 28.

1761
01:11:57.240 --> 01:12:00.060
These are the scores after B in the course.

1762
01:12:00.060 --> 01:12:02.850
And this particular student,

1763
01:12:02.850 --> 01:12:04.160
oh, and that's the other thing.

1764
01:12:04.160 --> 01:12:06.170
If a student hasn't done well,

1765
01:12:06.170 --> 01:12:10.160
when they come to the office many times

1766
01:12:10.160 --> 01:12:11.320
and I used to do the same thing,

1767
01:12:11.320 --> 01:12:14.910
I would say, well, tell me how you studied for the test.

1768
01:12:14.910 --> 01:12:16.450
And then I was gonna show them, you know,

1769
01:12:16.450 --> 01:12:18.060
what they needed to do differently.

1770
01:12:18.060 --> 01:12:22.290
But then it dawned on me that is such a no win situation

1771
01:12:22.290 --> 01:12:23.900
to put a student in.

1772
01:12:23.900 --> 01:12:26.500
If they flunk the test and they come in,

1773
01:12:26.500 --> 01:12:28.070
and the first thing we say is,

1774
01:12:28.070 --> 01:12:30.690
well, tell me what, how you studied for the test.

1775
01:12:30.690 --> 01:12:33.457
They know that whatever they say, we gonna say,

1776
01:12:33.457 --> 01:12:35.210
"Well, how that work out for you?

1777
01:12:35.210 --> 01:12:37.700
That didn't work out so well, did it?"

1778
01:12:37.700 --> 01:12:40.717
And so they know that what they did (chuckles) was not good.

1779
01:12:40.717 --> 01:12:42.400
And so I don't start with that.

1780
01:12:42.400 --> 01:12:44.830
I start with, well, you know,

1781
01:12:44.830 --> 01:12:46.240
you made a 60 on,

1782
01:12:46.240 --> 01:12:47.790
but don't even worry about that

1783
01:12:47.790 --> 01:12:49.170
because I'm gonna show you some students

1784
01:12:49.170 --> 01:12:52.080
who started off a lot lower than you did

1785
01:12:52.080 --> 01:12:55.210
and they ended up with an A or B in the course.

1786
01:12:55.210 --> 01:12:57.410
And so that I think does three things.

1787
01:12:57.410 --> 01:13:00.400
One is it lets the student know

1788
01:13:00.400 --> 01:13:03.020
that I'm not going to castigate them

1789
01:13:03.020 --> 01:13:05.230
about making a low score.

1790
01:13:05.230 --> 01:13:07.513
I'm not gonna make them tell me what they did,

1791
01:13:07.513 --> 01:13:10.680
what they, which they already know is incorrect.

1792
01:13:10.680 --> 01:13:13.080
They also know that I have confidence

1793
01:13:13.080 --> 01:13:15.580
that they can end the course with an A or B.

1794
01:13:15.580 --> 01:13:19.180
And they know that I'm gonna share strategies with them

1795
01:13:19.180 --> 01:13:23.730
that have worked for other people like them in the class

1796
01:13:23.730 --> 01:13:25.330
who started off failing.

1797
01:13:25.330 --> 01:13:28.200
And that is a very, very powerful message.

1798
01:13:28.200 --> 01:13:29.930
And it really gets students

1799
01:13:29.930 --> 01:13:31.440
to pay attention to what we're gonna say.

1800
01:13:31.440 --> 01:13:33.530
Because most students who have,

1801
01:13:33.530 --> 01:13:35.330
in fact put a yes or a no in the chat box

1802
01:13:35.330 --> 01:13:37.150
if you have seen this,

1803
01:13:37.150 --> 01:13:38.930
where students will come to the office

1804
01:13:38.930 --> 01:13:40.530
after they fail the test,

1805
01:13:40.530 --> 01:13:42.570
but they really don't think

1806
01:13:42.570 --> 01:13:45.690
we're gonna tell them anything useful.

1807
01:13:45.690 --> 01:13:46.523
Have you seen that?

1808
01:13:46.523 --> 01:13:48.250
I mean, they come, they're so dejected

1809
01:13:48.250 --> 01:13:49.300
and it's like, okay,

1810
01:13:49.300 --> 01:13:50.250
I'm gonna listen to what you say.

1811
01:13:50.250 --> 01:13:51.240
But you can tell

1812
01:13:51.240 --> 01:13:53.440
that they don't really think it's gonna work for them.

1813
01:13:53.440 --> 01:13:55.670
Give me a yes or a no, if that has been.

1814
01:13:55.670 --> 01:13:57.340
Okay, yeah. I'm saying, yeah.

1815
01:13:57.340 --> 01:14:00.730
And so, and if they don't think it's gonna work for them,

1816
01:14:00.730 --> 01:14:04.820
then they're not really invested in what we're saying

1817
01:14:04.820 --> 01:14:07.890
with the idea that I'm gonna go out and do this

1818
01:14:07.890 --> 01:14:09.520
because they don't think it's gonna work for them.

1819
01:14:09.520 --> 01:14:12.230
But when we show 'em the before and after scores,

1820
01:14:12.230 --> 01:14:13.550
that makes a huge difference.

1821
01:14:13.550 --> 01:14:14.660
I had a student,

1822
01:14:14.660 --> 01:14:17.000
African American male student in engineering,

1823
01:14:17.000 --> 01:14:18.810
he would not look me,

1824
01:14:18.810 --> 01:14:21.160
he was a graduate student and he'd fail the first test.

1825
01:14:21.160 --> 01:14:22.690
He wouldn't even look me in the eye

1826
01:14:22.690 --> 01:14:23.550
when he came in the office,

1827
01:14:23.550 --> 01:14:26.070
I could not get him to make eye contact.

1828
01:14:26.070 --> 01:14:28.040
But when I was showing the before and after scores,

1829
01:14:28.040 --> 01:14:29.560
you know, he kind of sat up

1830
01:14:29.560 --> 01:14:32.180
and then by the end of the session,

1831
01:14:32.180 --> 01:14:34.710
he was saying, "Oh, I wish I had come

1832
01:14:34.710 --> 01:14:36.140
to you so much sooner."

1833
01:14:36.140 --> 01:14:39.187
And a lot of students would say that and I'd ask,

1834
01:14:39.187 --> 01:14:41.000
"Well, why didn't you come sooner?"

1835
01:14:41.000 --> 01:14:42.470
They said, "'Cause my professor was trying

1836
01:14:42.470 --> 01:14:43.860
to get me to come and talk to you."

1837
01:14:43.860 --> 01:14:45.790
And I'd say, "Well, why didn't you come sooner?"

1838
01:14:45.790 --> 01:14:46.760
And they'd say, "Well,

1839
01:14:46.760 --> 01:14:48.940
I didn't know this is what you were gonna do."

1840
01:14:48.940 --> 01:14:51.090
And so I said, "Well, what did you think I was gonna do?"

1841
01:14:51.090 --> 01:14:53.140
And they said, "I thought you were just gonna tell me

1842
01:14:53.140 --> 01:14:54.800
I needed to study harder."

1843
01:14:54.800 --> 01:14:57.220
So they think we're gonna tell 'em stuff

1844
01:14:57.220 --> 01:15:00.090
that they already know they should be doing

1845
01:15:00.090 --> 01:15:01.230
that they're not doing,

1846
01:15:01.230 --> 01:15:02.930
they don't know they're gonna get anything,

1847
01:15:02.930 --> 01:15:04.200
any new strategies.

1848
01:15:04.200 --> 01:15:05.950
And so, but showing them these

1849
01:15:05.950 --> 01:15:07.260
and then moving into the strategies,

1850
01:15:07.260 --> 01:15:09.310
I think makes a big difference.

1851
01:15:09.310 --> 01:15:12.180
Now, the other thing that I tell them is,

1852
01:15:12.180 --> 01:15:15.020
I use these before and after scores for presentations.

1853
01:15:15.020 --> 01:15:16.510
So when this young man came,

1854
01:15:16.510 --> 01:15:18.400
I started with the before and after scores

1855
01:15:18.400 --> 01:15:19.887
and he looked at me and he said,

1856
01:15:19.887 --> 01:15:21.987
"Dr. McGuire," and he did it just like he said,

1857
01:15:21.987 --> 01:15:25.310
"I'm gonna be in your next presentation."

1858
01:15:25.310 --> 01:15:26.870
And so his nickname was Iffy.

1859
01:15:26.870 --> 01:15:29.730
And I said, "Okay, Iffy, that is absolutely fine.

1860
01:15:29.730 --> 01:15:30.930
Send me your score."

1861
01:15:30.930 --> 01:15:32.720
Only the final exam was left.

1862
01:15:32.720 --> 01:15:33.810
I said, "Send me your score

1863
01:15:33.810 --> 01:15:36.290
and I will put you in the next presentation,

1864
01:15:36.290 --> 01:15:38.260
not if you make an A,

1865
01:15:38.260 --> 01:15:41.450
but when you make an A or B or you know,

1866
01:15:41.450 --> 01:15:42.910
whatever on the task,

1867
01:15:42.910 --> 01:15:44.760
'cause I don't wanna set students up for expecting

1868
01:15:44.760 --> 01:15:46.880
that everybody's gonna make an A

1869
01:15:46.880 --> 01:15:49.690
and then some students don't do any better."

1870
01:15:49.690 --> 01:15:52.140
And I tell them if you don't do any better,

1871
01:15:52.140 --> 01:15:53.630
that's okay too,

1872
01:15:53.630 --> 01:15:56.280
we're gonna figure out what you did

1873
01:15:56.280 --> 01:15:58.210
and there's always more strategies.

1874
01:15:58.210 --> 01:15:59.760
So don't even get discouraged

1875
01:15:59.760 --> 01:16:02.170
if you don't make a better score on the next test,

1876
01:16:02.170 --> 01:16:03.510
we'll figure out what's going on.

1877
01:16:03.510 --> 01:16:07.270
And there are strategies that will work for you.

1878
01:16:07.270 --> 01:16:10.880
And so he said, "I'm gonna be in your next presentation.

1879
01:16:10.880 --> 01:16:12.120
He made a 95."

1880
01:16:12.120 --> 01:16:15.040
I was speaking at Cornell University and right after that,

1881
01:16:15.040 --> 01:16:16.260
that was my next talk.

1882
01:16:16.260 --> 01:16:20.680
And if he made his appearance at my Cornell University talk.

1883
01:16:20.680 --> 01:16:24.470
And I wanted to show you this

1884
01:16:24.470 --> 01:16:26.340
and we're almost finished but...

1885
01:16:27.300 --> 01:16:29.190
Okay, so some

1886
01:16:29.190 --> 01:16:33.120
of our institutions have these study skills courses

1887
01:16:33.120 --> 01:16:35.730
or college success courses

1888
01:16:35.730 --> 01:16:39.557
and sometimes they make a difference with students

1889
01:16:39.557 --> 01:16:41.110
and sometimes they don't.

1890
01:16:41.110 --> 01:16:42.640
Now this particular young man,

1891
01:16:42.640 --> 01:16:46.430
he's actually the reason that the student book exists.

1892
01:16:46.430 --> 01:16:48.770
He still has the longest review.

1893
01:16:48.770 --> 01:16:50.020
If you go on Amazon,

1894
01:16:50.020 --> 01:16:52.270
look at reviews of "Teach Students How to Learn",

1895
01:16:52.270 --> 01:16:55.120
he has the longest review of the faculty book.

1896
01:16:55.120 --> 01:16:57.290
He actually took pictures of pages in the book

1897
01:16:57.290 --> 01:16:59.140
and posted those in his review.

1898
01:16:59.140 --> 01:17:03.360
And so he, I met him when I spoke at Westmont College,

1899
01:17:03.360 --> 01:17:06.775
he was a sophomore and he,

1900
01:17:06.775 --> 01:17:09.880
his final semester when he was graduating,

1901
01:17:09.880 --> 01:17:10.760
he was so excited

1902
01:17:10.760 --> 01:17:12.900
because he had a 4.0 in his final semester.

1903
01:17:12.900 --> 01:17:14.680
And he sent me his transcript

1904
01:17:14.680 --> 01:17:15.890
because he was so proud

1905
01:17:15.890 --> 01:17:17.260
that he'd never made anything less

1906
01:17:17.260 --> 01:17:19.500
than a 3.20 every semester

1907
01:17:19.500 --> 01:17:21.070
since he started using the strategies.

1908
01:17:21.070 --> 01:17:24.420
But he had a 2.7 cum before he started using them.

1909
01:17:24.420 --> 01:17:27.640
And so when I looked at his transcript,

1910
01:17:27.640 --> 01:17:28.820
I noticed that he had taken,

1911
01:17:28.820 --> 01:17:30.490
they had two versions of the course

1912
01:17:30.490 --> 01:17:32.760
and he had taken each one of those versions,

1913
01:17:32.760 --> 01:17:34.460
gotten an A in each one,

1914
01:17:34.460 --> 01:17:37.890
but he still had Cs and Ds on his transcript after.

1915
01:17:37.890 --> 01:17:39.260
And so I asked him, "Well,

1916
01:17:39.260 --> 01:17:42.470
what was the difference between what he got from the course

1917
01:17:42.470 --> 01:17:45.380
and what he got from the strategies in the book?"

1918
01:17:45.380 --> 01:17:47.200
And so this is the email he sent me.

1919
01:17:47.200 --> 01:17:48.260
He said, "More than anything,

1920
01:17:48.260 --> 01:17:49.700
the book gave him us structured way

1921
01:17:49.700 --> 01:17:51.980
to approach studying strategically,"

1922
01:17:51.980 --> 01:17:53.310
looking at that study cycle,

1923
01:17:53.310 --> 01:17:54.143
he's talking about, he said,

1924
01:17:54.143 --> 01:17:56.450
"While that class didn't really resonate with him,

1925
01:17:56.450 --> 01:17:57.717
it wasn't a very difficult class

1926
01:17:57.717 --> 01:17:59.810
and most of these classes are not easy

1927
01:17:59.810 --> 01:18:01.050
to pass with a good grade."

1928
01:18:01.050 --> 01:18:03.070
He said, "but he didn't leave the class with any tools

1929
01:18:03.070 --> 01:18:06.670
that really gave him the structure and insight,"

1930
01:18:06.670 --> 01:18:09.720
I think is what I'm talking about gives students

1931
01:18:09.720 --> 01:18:11.730
that he needed to actually put study strategies

1932
01:18:11.730 --> 01:18:12.567
into practice.

1933
01:18:12.567 --> 01:18:15.320
"Your book and the examples you laid out gave a very clear

1934
01:18:15.320 --> 01:18:18.160
and concise methodology that I was able to plug into,

1935
01:18:18.160 --> 01:18:21.640
whereas that class didn't impress upon me my own ability

1936
01:18:21.640 --> 01:18:23.070
to be able to study well.

1937
01:18:23.070 --> 01:18:25.270
But the book and the examples you used

1938
01:18:25.270 --> 01:18:28.110
and case studies you presented inspired me to believe

1939
01:18:28.110 --> 01:18:29.710
that it were possible for them,

1940
01:18:29.710 --> 01:18:31.530
it possible for me too."

1941
01:18:31.530 --> 01:18:34.870
And so I think that's where that inspiration comes in.

1942
01:18:34.870 --> 01:18:37.900
And I don't have the book in this presentation,

1943
01:18:37.900 --> 01:18:39.470
but last week when I spoke,

1944
01:18:39.470 --> 01:18:43.780
I told you that I'm not shy anymore about recommending

1945
01:18:43.780 --> 01:18:47.160
that faculty make students aware of the book

1946
01:18:47.160 --> 01:18:50.900
and have it as a suggested resource on your syllabus

1947
01:18:50.900 --> 01:18:53.370
because now I realized that

1948
01:18:53.370 --> 01:18:58.330
when faculty tell students these strategies and what to do,

1949
01:18:58.330 --> 01:18:59.980
the information is there,

1950
01:18:59.980 --> 01:19:02.010
but all of the little inspirational,

1951
01:19:02.010 --> 01:19:04.460
the stories that I say in workshops,

1952
01:19:04.460 --> 01:19:05.930
that's in the book,

1953
01:19:05.930 --> 01:19:09.257
but it's not there when faculty talk with students.

1954
01:19:09.257 --> 01:19:13.240
And so I am not shy anymore about suggesting that.

1955
01:19:13.240 --> 01:19:16.083
Please, recommend that the students look at the book.

1956
01:19:16.950 --> 01:19:19.460
Strategies for enhancing belonging and relatedness.

1957
01:19:19.460 --> 01:19:22.310
Creating this community of scholars in the classroom,

1958
01:19:22.310 --> 01:19:24.350
where students are accountable to each other,

1959
01:19:24.350 --> 01:19:25.840
team based learning.

1960
01:19:25.840 --> 01:19:28.610
Providing authentic, real world scenarios.

1961
01:19:28.610 --> 01:19:31.587
And that's where service learning comes in.

1962
01:19:31.587 --> 01:19:35.410
And so I think I'll probably only be able to take one person

1963
01:19:35.410 --> 01:19:39.480
who would like to share if you do anything in your class

1964
01:19:39.480 --> 01:19:43.120
that helps the students recognize that they are in,

1965
01:19:43.120 --> 01:19:45.380
part of this group of community of scholars.

1966
01:19:45.380 --> 01:19:46.310
Or if you do anything,

1967
01:19:46.310 --> 01:19:47.440
if you have service learning

1968
01:19:47.440 --> 01:19:50.640
or you provide any kind of authentic

1969
01:19:50.640 --> 01:19:53.120
or real world experiences for the student,

1970
01:19:53.120 --> 01:19:57.193
if you would raise your hand and share that, please.

1971
01:19:58.670 --> 01:20:00.830
Oh, UVM has an ebook copy.

1972
01:20:00.830 --> 01:20:02.923
Oh, fantastic. Wonderful.

1973
01:20:04.479 --> 01:20:06.520
And the other thing is I'm gonna be working

1974
01:20:06.520 --> 01:20:08.610
with Brown University next week,

1975
01:20:08.610 --> 01:20:10.060
they're actually going

1976
01:20:10.060 --> 01:20:13.330
to have me videotape a generic version

1977
01:20:13.330 --> 01:20:16.050
of the one that I did for chemistry students

1978
01:20:16.050 --> 01:20:17.330
that now has over, I think,

1979
01:20:17.330 --> 01:20:19.860
like 15,000 views and that,

1980
01:20:19.860 --> 01:20:22.020
they're gonna make that available they said, you know,

1981
01:20:22.020 --> 01:20:23.770
at no cost to any institution

1982
01:20:23.770 --> 01:20:25.240
that wants to use it and they'll be,

1983
01:20:25.240 --> 01:20:27.450
they can do it through their LMS.

1984
01:20:27.450 --> 01:20:29.100
And so, yes, so there's the,

1985
01:20:29.100 --> 01:20:30.520
oh, so I feel less guilty

1986
01:20:30.520 --> 01:20:31.450
'cause your students don't even have

1987
01:20:31.450 --> 01:20:32.713
to spend any money on it.

1988
01:20:34.110 --> 01:20:36.147
Did we see any hands raised by any chance, Susanmarie?

1989
01:20:36.147 --> 01:20:38.403
<v ->No, no hands right now.</v>
<v ->Okay.</v>

1990
01:20:39.380 --> 01:20:42.144
Alright, well I will keep going then.

1991
01:20:42.144 --> 01:20:43.730
Enhancing self-esteem.

1992
01:20:43.730 --> 01:20:45.670
We talked about sharing one thing you do well,

1993
01:20:45.670 --> 01:20:46.830
how'd you learn to do it.

1994
01:20:46.830 --> 01:20:49.180
And then having them answer the question,

1995
01:20:49.180 --> 01:20:52.187
how can you relate this to academic success?

1996
01:20:52.187 --> 01:20:54.560
And then that appropriate level of challenge,

1997
01:20:54.560 --> 01:20:56.630
early success opportunities.

1998
01:20:56.630 --> 01:21:00.460
And this is an email from a professor,

1999
01:21:00.460 --> 01:21:02.490
Cal State University Northridge

2000
01:21:02.490 --> 01:21:06.320
and she was talking about the impact that the invention,

2001
01:21:06.320 --> 01:21:08.700
the intervention had on her biology class.

2002
01:21:08.700 --> 01:21:11.010
She said the students respond really well

2003
01:21:11.010 --> 01:21:12.260
and find it motivating.

2004
01:21:12.260 --> 01:21:15.550
And that was another difference that I,

2005
01:21:15.550 --> 01:21:17.240
that was kind of unexpected.

2006
01:21:17.240 --> 01:21:18.957
And I in the book,

2007
01:21:18.957 --> 01:21:21.420
"Teach Students How To Learn", in chapter 11,

2008
01:21:21.420 --> 01:21:24.710
there's a section that we call the secret ingredients.

2009
01:21:24.710 --> 01:21:26.240
'Cause there's some subtle differences

2010
01:21:26.240 --> 01:21:28.300
between a presentation

2011
01:21:28.300 --> 01:21:30.290
that doesn't go over well with students

2012
01:21:30.290 --> 01:21:32.120
and one that goes over really well,

2013
01:21:32.120 --> 01:21:33.690
but they responded very well.

2014
01:21:33.690 --> 01:21:35.710
She said she has a student in Bio106,

2015
01:21:35.710 --> 01:21:38.060
took the same class with her in the past and failed.

2016
01:21:38.060 --> 01:21:41.670
She's retaking it and the intervention hit home with her.

2017
01:21:41.670 --> 01:21:43.290
In particular,

2018
01:21:43.290 --> 01:21:44.250
the growth mindset,

2019
01:21:44.250 --> 01:21:47.000
she quit thinking that she was bad at biology and it worked

2020
01:21:47.000 --> 01:21:48.480
'cause she had the third highest grade

2021
01:21:48.480 --> 01:21:51.150
on the final exam and is getting an A in the course.

2022
01:21:51.150 --> 01:21:53.490
And then she says, "But it gets better.

2023
01:21:53.490 --> 01:21:55.110
She's taking intro physics

2024
01:21:55.110 --> 01:21:57.810
and didn't study for the first exam, didn't do well.

2025
01:21:57.810 --> 01:21:59.660
So the instructor returned her test

2026
01:21:59.660 --> 01:22:01.870
with a 'Drop' written in red,

2027
01:22:01.870 --> 01:22:03.410
but with her new growth mindset,

2028
01:22:03.410 --> 01:22:05.150
she decided she was good at physics too

2029
01:22:05.150 --> 01:22:07.350
and she ended up with a B in that class."

2030
01:22:07.350 --> 01:22:09.370
And so these are the kinds things,

2031
01:22:09.370 --> 01:22:11.130
yeah, this is definitely recorded

2032
01:22:11.130 --> 01:22:13.430
and you will have the PowerPoint presentation

2033
01:22:13.430 --> 01:22:14.523
and the recording.

2034
01:22:15.960 --> 01:22:18.650
I'll just highlight one of these strategies

2035
01:22:18.650 --> 01:22:20.900
for enhancing involvement and enjoyment.

2036
01:22:20.900 --> 01:22:22.500
These switch days.

2037
01:22:22.500 --> 01:22:24.080
There was a math professor who said

2038
01:22:24.080 --> 01:22:26.950
that every Friday he does

2039
01:22:26.950 --> 01:22:29.290
what he calls teaching on the spots days.

2040
01:22:29.290 --> 01:22:34.180
So students know that he can call on any one of them

2041
01:22:34.180 --> 01:22:36.960
and have them come up to the front of the class

2042
01:22:36.960 --> 01:22:38.430
and he's gonna be a student,

2043
01:22:38.430 --> 01:22:39.920
they're gonna be the professor.

2044
01:22:39.920 --> 01:22:42.130
But he says to tamp down some of the anxiety,

2045
01:22:42.130 --> 01:22:44.670
he tells them that they will be able

2046
01:22:44.670 --> 01:22:48.030
to call on somebody in the class if they get stuck.

2047
01:22:48.030 --> 01:22:49.630
But that works out really well.

2048
01:22:49.630 --> 01:22:53.860
And then oncourseworkshop.com is a,

2049
01:22:53.860 --> 01:22:56.630
absolutely I will, we'll send it out.

2050
01:22:56.630 --> 01:22:57.660
I'll have to figure out a way

2051
01:22:57.660 --> 01:22:59.463
to let all the institutions know,

2052
01:23:00.420 --> 01:23:01.420
but oh, you know, yeah,

2053
01:23:01.420 --> 01:23:02.750
I'll have 'em put it in POD

2054
01:23:02.750 --> 01:23:05.350
and Susanmarie I think is part part of POD,

2055
01:23:05.350 --> 01:23:08.740
but this is a great website also.

2056
01:23:08.740 --> 01:23:10.530
And so finally I just wanted

2057
01:23:10.530 --> 01:23:13.610
to show you the work that Eric Hobson

2058
01:23:13.610 --> 01:23:16.350
and Albany College of Pharmacy had done,

2059
01:23:16.350 --> 01:23:19.190
looking at the contributors to positive motivation,

2060
01:23:19.190 --> 01:23:21.700
what makes students wanna spend time on a course

2061
01:23:21.700 --> 01:23:23.150
and negative motivation,

2062
01:23:23.150 --> 01:23:26.770
what makes them not wanna put time on a course.

2063
01:23:26.770 --> 01:23:30.020
And you see the contributors in each category.

2064
01:23:30.020 --> 01:23:33.420
And so what I want you to tell me is,

2065
01:23:33.420 --> 01:23:37.470
what do you notice about the first tool

2066
01:23:37.470 --> 01:23:42.470
in each category that are either just about 50% or higher?

2067
01:23:44.670 --> 01:23:47.301
Well, you know us about those first two

2068
01:23:47.301 --> 01:23:49.701
and just put that in the chat box for me please.

2069
01:23:53.210 --> 01:23:55.370
First two, positive.

2070
01:23:55.370 --> 01:23:56.693
First two, negative.

2071
01:24:00.110 --> 01:24:04.480
Exactly, we notice that they're exactly the same

2072
01:24:04.480 --> 01:24:06.290
and they're under our control.

2073
01:24:06.290 --> 01:24:09.010
It's the teacher's attitude and the core structure

2074
01:24:09.010 --> 01:24:09.870
that makes a difference.

2075
01:24:09.870 --> 01:24:12.240
If the teacher's attitude was,

2076
01:24:12.240 --> 01:24:14.320
we are a community of scholars

2077
01:24:14.320 --> 01:24:16.640
and all of us can be successful,

2078
01:24:16.640 --> 01:24:17.807
I'm gonna teach you strategies

2079
01:24:17.807 --> 01:24:20.430
that will allow you to excel,

2080
01:24:20.430 --> 01:24:22.380
students were gonna spend time.

2081
01:24:22.380 --> 01:24:24.020
If the, on the other side,

2082
01:24:24.020 --> 01:24:26.860
if the teacher said, look to your left, look to your right,

2083
01:24:26.860 --> 01:24:28.950
two of you are gonna be gone by midterm,

2084
01:24:28.950 --> 01:24:31.520
then students didn't put any effort into it.

2085
01:24:31.520 --> 01:24:32.880
If in the course structure,

2086
01:24:32.880 --> 01:24:35.650
if there are lots of exams, quizzes,

2087
01:24:35.650 --> 01:24:38.900
opportunities for students to demonstrate their mastery,

2088
01:24:38.900 --> 01:24:40.970
then they put a lot of time into it.

2089
01:24:40.970 --> 01:24:44.420
But if there was only one midterm and one final exam,

2090
01:24:44.420 --> 01:24:46.640
they didn't put a lot into it.

2091
01:24:46.640 --> 01:24:49.470
And so the bottom line is that we really can

2092
01:24:49.470 --> 01:24:51.310
significantly increase student motivation,

2093
01:24:51.310 --> 01:24:52.713
but we gotta teach our students

2094
01:24:52.713 --> 01:24:54.920
that they can make themselves smarter

2095
01:24:54.920 --> 01:24:59.280
by spending time and effort on the material, not just time.

2096
01:24:59.280 --> 01:25:00.760
Testing early and often,

2097
01:25:00.760 --> 01:25:03.720
providing those early opportunities for success.

2098
01:25:03.720 --> 01:25:06.383
Conducting that one class session or are,

2099
01:25:07.270 --> 01:25:09.270
for our tutors sometime in a tutoring session

2100
01:25:09.270 --> 01:25:10.830
on the importance of metacognition

2101
01:25:10.830 --> 01:25:15.750
and how it's used or having them watch the video.

2102
01:25:15.750 --> 01:25:18.410
Express our confidence that every student can succeed

2103
01:25:18.410 --> 01:25:21.220
and introducing a metacognitive get-acquainted activity

2104
01:25:21.220 --> 01:25:23.730
during the first class session.

2105
01:25:23.730 --> 01:25:25.210
For example, asking students,

2106
01:25:25.210 --> 01:25:27.080
what do you think of the characteristics of students

2107
01:25:27.080 --> 01:25:31.310
who do well in this course and see what they say?

2108
01:25:31.310 --> 01:25:32.640
And then what are you planning

2109
01:25:32.640 --> 01:25:34.370
to do to do well in this course?

2110
01:25:34.370 --> 01:25:36.400
And then just share that as a class.

2111
01:25:36.400 --> 01:25:39.550
And so many students will get ideas about things

2112
01:25:39.550 --> 01:25:40.660
that they need to be doing

2113
01:25:40.660 --> 01:25:42.800
that they would not have otherwise.

2114
01:25:42.800 --> 01:25:45.480
And so you won't get a chance to do this now,

2115
01:25:45.480 --> 01:25:47.270
but whenever you get a chance,

2116
01:25:47.270 --> 01:25:50.190
please, you know, look at this stuff and think,

2117
01:25:50.190 --> 01:25:51.920
is there anything that we've discussed

2118
01:25:51.920 --> 01:25:53.690
that you might implement

2119
01:25:53.690 --> 01:25:57.040
in any aspect of your course this semester,

2120
01:25:57.040 --> 01:26:00.320
and then share this with a colleague or with a group.

2121
01:26:00.320 --> 01:26:02.290
And these are some references.

2122
01:26:02.290 --> 01:26:05.290
And that is the end of it.

2123
01:26:05.290 --> 01:26:09.470
And so I will stop the share if I remember how to do.

2124
01:26:09.470 --> 01:26:11.540
Okay, share.

2125
01:26:11.540 --> 01:26:13.663
I stop it in zoom all the time.

2126
01:26:15.730 --> 01:26:16.930
How do I stop the share?